Open AccessUsing self-assessment instruction to develop primary school students’ self-esteem in inclusive practice in Kazakhstan
Author(s) -
Almagul Kalykbayeva,
Akmaral Satova,
Akbota Autayeva,
Ainur Ospanova,
Aigul Suranchina,
Elmira Uaidullakyzy
Publication year - 2021
Publication title -
cypriot journal of educational sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.22
H-Index - 5
eISSN - 1305-905X
pISSN - 1305-9076
DOI - 10.18844/cjes.v16i4.6049
Subject(s) - mcnemar's test , self esteem , descriptive statistics , mathematics education , psychology , self assessment , special education , test (biology) , pedagogy , statistics , mathematics , developmental psychology , paleontology , biology
The article presents an analysis of an experimental work. The purpose of the article is to analyze the effect of special self-assessment instruction on the self-esteem level of primary school students with and without special needs. The study’s participants were the students of inclusive classes of two state schools in Almaty (Kazakhstan). A total of 283 students participated in the study, 17 of whom were students with special educational needs (SEN), and 266 – students without SEN. The study was conducted in the form of a quasi-experimental study. For the data analysis, the quantitative method of analysis was used. In analyzing the data, descriptive statistics (average value, standard deviation) as well as the non-parametric paired samples t-test and McNemar criterion tests were used. The study results showed a positive effect of self-assessment instruction on the students’ level of self-esteem with and without SEN.
Keywords: self-assessment, students, primary school, special needs, inclusive education