Paper—The Formation of Self-Organizational Skills of Student’s Academic Activity on the Basis …

The Formation of Self-Organizational Skills of

Student’s Academic Activity on the Basis of
‘Time Management’ Technology
https://doi.org/10.3991/ijet.v14i22.11755

Yelena Agranovich (*), Amina Amirova

KazNPU named after Abai, Almaty, Kazakhstan
[email protected]

Larissa Ageyeva
Kazakh State Women’s Teacher Training University, Almaty, Kazakhstan

Larissa Lebedeva
KazNPU named after Abai, Almaty, Kazakhstan

Sholpan Aldibekova
Kazakh State Women’s Teacher Training University, Almaty, Kazakhstan

Elmira Uaidullakyzy
KazNPU named after Abai, Almaty, Kazakhstan

Abstract—This article is devoted to the study of self-organizational

academic activity of future teachers of primary schools. The purpose of this
study is to provide a theoretical basis and methodological support for the
selforganization of the educational activities of a future teacher of primary
education based on the time management technology. The study describes
theoretical and practical principles of self-organization academic activity of
bachelor students, examines the different approaches of scientists to the concept
of ‘selforganizational academic activity’, given the characteristics of this
phenomenon from the point of view of pedagogical science, including
functions, components of this phenomenon; considered the pedagogical
possibilities of technology ‘Time management’ in self-organization of
educational activity of future teachers. The ‘Time management’ technology is
presented as the organization of bachelor student’s life aimed for the most
rational planning of the learning process and professional development. The
theoretical studies are confirmed by experimental research related to the
diagnostic and improvement skills of future elementary school teachers’ self-
organization. On the basis of theoretical, empirical research methods, as well as
methods of statistical processing of research results, the results of a search study
of students’ self-organization are presented. The presented experimental results
show the feasibility of using a variety of time-management technology tools in
training sessions in the process of preparing specialists.

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Keywords—Self-organization of educational activities, time management, the

educational process of the University, teacher training, budget of students’ time

1 Introduction

The change to 12-year educational model in the Republic of Kazakhstan demands

from the modern teacher the innovation and creativity thinking, characterized by the
creation of an objectively new product and the occurrence of the new growth in the
course of the work itself.
Creative direction of educational work provided for the teacher must:
• ‘Objectively evaluate his own ability as a teacher of the new structure, know his
own weak and strong qualities that are significant for the present profession (self-
regulation peculiarity, self-conception, emotional expression, communication and
didactic ability, etc.)
• Master the common culture of intellectual activity (thinking, memory, perception,
representation, attention), the culture of behaviour, communication, including
pedagogical
• Be able to navigate in the on-going integration processes and the development
trends of the world educational space [21].

The essence of which is the modern education that becoming more multicultural,
which presupposing broad language background of the teacher’ [13][14][20].
One of the priority directions of vocational training is to prepare competent
pedagogical personal that are demanded in the conditions of education content
updating in the Republic of Kazakhstan. The professional competence of the teacher
acts as a key, basic and special competences, which, run through each other,
manifested in the process of solving vital professional tasks of different complexity
levels with the use of a specific educational space [12], implying in addition to
technological training, a number of other components, which is mainly over-
professional or extra-professional nature available, but at the same time necessary
today for each specialist. It is a primary question of such personality traits as
independence, ability to make responsible decisions, creative approach to any work,
the ability to bring it to fruition and constantly study. This, in addition, the flexibility
of thinking, and the presence of abstract, systematic and experimental thinking,
dialogue skills, communication skills, ability to cooperate, etc. [15].
For the successful preparation of highly skilled teachers of elementary education
required the organization of student’s educational activity that would ensure the
mastery of the world and domestic culture, understanding the trends of social
progress, awareness of the key ideas of developing societies, the mastery of modern
teaching technologies [14].
In the professional training of future teachers, the special attention should be given
to the development and improvement of personality, its professional self-
Determination and formation, ensuring its cultural, economic and political
potential. It is important to note that modern society requires qualified, competent,

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responsible teachers who are fluent in their profession, competitive on the labour
market, capable of effective creative teaching activities at the level of world standards,
ready to constant professional growth, social and professional mobility. It is possible
under the condition of modernization of professional pedagogical education system
[24]. Therefore, it is presented in our research—the problem of self-organization of
educational activity of future primary education teachers on the basis of technology
‘Time management’ [26].
The concept of ‘self-organization of educational activities’ is variously presented in
the scientific works of present foreign and domestic researchers. Summarizing the
different opinions of scholars, we believe that the most meaningful interpretation was
given by Vysotskaya [19], who under the self-organizational academic activity
understands ‘the activities of student, motivated and directed by goals of self-
government and self-regulation of their professionally important academic work,
through a system of mental operations aimed at solving problems of independent
rational organization of their educational work’.
Thus, self-organizational academic activity—activities and at the same time, the
ability of the individual associated with the ability to organize themselves. It manifests
itself in the purposefulness, activity, validity of motivation, planning its activities,
independence, quick decision-making and responsibility for them, assessments
criticality of the result of their actions and sense of duty.
Considering the problem of self-organization academic activity of students, most
researchers distinguish the following main structural components; motivation
(Gordeeva, Kopeina, Kuchina, Egorova, Kogan, Kharlanova, Shorokhova,
AbulkhanovaSlavskaya, Lomov, Desi and Ryan, Galili, Keamy, etc.) , goal setting,
planning, control (Kuchina, Zimniya, Pakhmutova, Kotova, Shakhmatova,
Zainutdinova, Morosanova, Sagiyev, Ustinova, Reshetova, Ishkov, etc.),
programming (Morosanova, Sagiyev, Konopkin, Peysakhov, Shevtsov, p. Shakurov,
and others), conation (Pakhmutova, Shorokhova, Egorova, etc.).
However, in our point of view, important components of self-organizational
academic activity are also—design, including the modelling and designing of the
educational process, a communicative connection, which takes the student during the
period of training, and also control (self-control), evaluation (self-evaluation) and
reflective thinking.
Therefore, we have proposed the following components of self-organizational
academic activity: goal setting and motivation, planning and design, communication,
monitoring and evaluation, reflective thinking and correction. One of the main
structural components of the self-organization of the educational activity of the
student is goal-setting and motivation.
Motivation of training activities closely related to the concept of purpose and need,
including all kinds of motives: needs, interests, incentives, motivations, goals,
aptitudes and installations. Training motivation is determined by a number of specific
factors: educational system, educational organization, the subjective characteristics of
the student and teacher, as well as the specifics of the academic subject. The goal in
the context of this problem is the ‘element of behaviour, the immediate motive of the

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conscious activity, which is characterized by an anticipation in consciousness, the

thinking of result of activities and ways, methods of its achievement’ [17].
Our opinion coincides with the view of majority researchers of this problem
(Kuchina, Konopkin, Kotova, Shakhmatova, Sagiyev, Ishkov, Ryan and Deci, Chng,
Coombs, etc.) that in their scientific works have noted that motivation and goal setting
in the process of self-organizational academic activity cannot be considered
independently from each other [8].
The next component of the self-organizational academic activity in many studies of
the present problem is noted such activity processes as planning, design (modelling).
Revealing the structure of self-organizational academic activity of students,
scholars (Peisakhov, Zainutdinova, Morosanova, Ustinov, Dimopoulos,
Paraskevopoulos, Pantis, etc.) refer to planning as an integral component to ensure
consistent distribution of phases, preventing its unsystematic activity. ‘Planning is a
form of mental activity that creates the image of the required future, including an
understanding of the stages of its achievements’ [17].
Pakhmutova [6] describes the ability to plan as the construction of all phases of
activities and the form of the final result internally. The structure of actions is based
on the result of the activity condition analysis and the compliance of the performed
action according to plan and is analyzed at the stage of self-control. The ability to plan
is based on the specific skills and competencies, which are developed based on the
experience of performing activities or using technologies of self-management and
time management.
The design of own academic activities is especially important for future teachers of
primary education who acquire experience in a responsible construction of not only
own life and career, and independent decision-making, but also have the skills that
will be necessary for future professional activities in the design of individual
programs of students’ development, the use of modern education and training
technologies. Academic activities’ designing leads to the comprehension of life plans,
selfknowledge and introspection, the formation of adequate self-esteem and need for
selfimprovement and self-education [3][26].
Thus, planning and design (modelling) are the preliminary development of the
main parts of the forthcoming activities of students and teachers, owing to which the
educational process turn to technologically advanced that allows you to optimise your
academic and extracurricular activities, promotes the formation of students’
motivation for academic activities, the implementation of educational achievements’
selfexamination, helps to build up a monitoring and evaluation system of the student
activities in class, during performing learning tasks and independent work.
A number of researchers (Martynova, Lisovskiy, Diana, Karlinskaya, etc.) define
communication as a part of the process of educational activities self-organization. As
the analysis of psychological and pedagogical literature on the research problem
shows [22], self-organizational academic activity is the ability to integrated regulation
of natural, mental, personal conditions, qualities, properties, carried out by conscious,
volitional and intellectual mechanisms, reflexive techniques, is highlighted by many
experts as the most important factor of successful education, formation of active,
independent, creative personality, able to consciously and responsibly organize their

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activities [4]. Thus, students in professional training period are necessary to pay
special attention to the development of communication skills, involving fluency with
the whole set of skills and abilities necessary for effective verbal and nonverbal
communication and interaction, including situational adaptability and motivation. The
education system aimed at a modern specialist training, capable of efficient
operational implementation of professional tasks. In this regard, the problem of
formation and communicative skills development acquires in particular importance of
ensuring the academic, social and professional success of students.
The development of personality communication sphere is most successful in the
student age when certain communicative presuppositions already formed, provided
the basis for full development, but at the same time, there is potential for further
improvement and enhancement. In this regard, the need in communication,
interpersonal relationships, understanding the other and oneself in student age is large
enough, because the educational activity is mediated by the following communication
directions: communication with teachers, communication with fellow students and
professional communication in practice. Being a necessary condition for full academic
activities, communication affects all other spheres of student’s activity.
To ensure the self-organizational academic activity of students, scientists (Sagiyev,
Ustinov, Morosanova, Reshetova, etc.) give an important role to processes of control
(self-control) and evaluation (self-evaluation) in training bachelors.
According to psychologists and teachers, well-organized control not only performs
the function of feedback but also has educational influence on the student: contributes
to the growing interest in learning, provides the skills of self-control and
selfknowledge. It is important that the student could independently monitor and
evaluate training activities and knowledge, and not rely on the teacher [1].
Control is a special educational action, the purpose of which is to maintain all other
educational activities in the strict framework of a given academic activities’ program,
which in practice means the analysis of the students’ learning objectives and the
consistent implementation of its needed mental operational decisions, each of which is
compared with the requirements of the task.
In the process of professional formation of pedagogical university’s students, the
one way of developing skills of self-organizational academic activity is the formation
of skills of adequate self-evaluation of educational achievements, which is a quality of
the person, representing the unity of cognitive, active, motivational and emotional
components [10].
Self-esteem is based on evaluations of others, and results of its own activities and
on the basis of the ratio of the real and the ideal self-image. Relating to the core of
future specialist individuality, the student’s self-image is an important regulator of his
behaviour and academic activities (Postanova, 2017).
During the training period, students are important to develop the ability not only to
efficiently plan, organise and control their academic activities but also to analyse their
own activities, i.e., own reflexive thinking. Therefore, reflexive thinking, we defined
as one of the essential components of self-organizational academic activity.
Reflective activity of students as a component of self-organization will help to
understand its meaning, methods, problems, ways and results. Reflection allows us to

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formulate the results, re-evaluate targets for further work and adjust your cycle of life.
The model of reflexive self-organization of a student consists of three main reflexive
processes: self-determination, self-knowledge and self-actualization. As the result of
reflection upon the successful self-organizational academic activity, students
experience satisfaction, confidence, sense of freedom and happiness. He feels self-
affirmation as a person because he knows that in achieving the goal of professional
development, he is able to overcome the obstacles, promoting personal growth.
We have identified the final component of the self-organizational academic activity
of students—the correction of life.
The student’s ability to adjust their livelihoods is directly related to self-
organization of educational and extracurricular activities because it includes reanalysis
of the entire structure performed actions and mistakes and build a new action plan and
their implementation. The development of this ability is determined by individual
personal qualities of the subject that are integrated into activities in the process of
experience accumulation of its implementation [6].
Correction characterizes the individual characteristics of the person who change (if
change in situation): its own behaviour, goals, methods and focus of the analysis of
the relevant conditions, action plan, evaluation criteria, forms of self-monitoring and
volitional regulation. People with high correction, demonstrate the flexibility of these
processes, make timely adjustments during detecting mismatch of the obtained results
with the adopted goal.
In our point of view, the above-described components, complementing each other,
most fully reflect the process of self-organizational academic activity of students.
For effective self-educational activity is required to make changes in the
educational process, related to the rational use of innovative technologies. Designing
of pedagogical technologies involves the selection of the optimal conditions for the
particular systems of pedagogical technologies. The quality of learning largely
depends on the use of specific educational technology and the degree of its relevance.
Due to its focus on self-organization, self-management of its own life process, the
‘Time management’ technology is the most popular in the organization of
independent educational activity of students.
In this case, pedagogical technology of ‘Time management’ will function as a
mode of activity, offering the most efficient way of learning, principles and
regulations that are used in the training, and as a real learning process. Time
management is a technology allowing to use the irreplaceable lifetime according to
personal and educational goals and values, basic principles of which are: orientation at
a time as the value, independent work, the individual solution, the need to monitor
own performance, thinking, aimed at the efficiency, accessibility and inexhaustibility
of efficiency reserves [7].
The student-bachelor time management—is consistent and purposeful use of
proven techniques of personal and organizational training activities in everyday
practice to achieve optimal use of its own time.
The concept of time management, which came from the trade, production and
business, has firmly entered in many other areas of human activity and represents

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today the effective planning of working time to achieve goals, finding time resources,
prioritization and performance monitoring.
Scientists consider the following actions of lifetime management during the period
of study, requiring from the student the self-adjustment of own life:

• Conceptual planning includes goal setting—Selection of goals, sub-goals, tasks of

own activities from the point of view of their semantic significance to the
individual, sorting them according to importance.
• Current control—Order and sequence of tasks taking into account tempo, rhythm,
time spent on all tasks and goals.
• Probabilistic forecasting—Correlation of short-term and long-term tasks in the time
frame of the day, week, month, year, etc.
• Executive control of the order, speed and number of tasks [5].

2 Materials and Methods

Considering time management in the educational process of bachelor, it is

necessary to allocate its two components: the management of the universities, directed
at professional development and self-management.
The first type is more specialized, aimed at solving professional tasks and is
determined by the content of the educational policy of the University, educational
programmes of the specialty and is regulated by the curriculum, the schedule of
lectures, workshops and practice.
The second type of management (self-management) is based on a paradigm of
personal control of their own life.
Self-management of the bachelor is based on the time budget, which consists of the
time allowed for sleep, classroom training, IWST (independent work of the student
with the teacher), IWS (independent work) and free time.
The analysis shows the weekly time budget of bachelors compiled by 168 hours,
which accounts for 56 hours sleep (8 hours a day), 24 hours of classroom instruction,
8 hours—for the IWST and IWS and 80 hours are devoted to free time.

Fig. 1. Structure of the bachelor’s weekly budget time

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The competent organization of self-management allows the student to distribute

own mental and physical capabilities during the school day and for the whole period
of study. It is based on the formation of such personal qualities as; recognition of
educational activities as the most important task in life, constant readiness for its
implementation, efficient perception of reality, which is for readiness to overcome life
and professional problems, mastering the methods of goal setting, planning, decision-
making in certain life situations, well-developed reflection, evaluation criteria of
oneself.
However, time management cannot be presented as a student certain skill, it is
primarily the complex of characteristics of the individual life organization.
Considering the pedagogical possibilities of ‘Time management’ technology, we
identified indicators that characterize the future teachers’ competence in the effective
use of time budget (self-management), which significantly increases the success, the
life comfort, level of self-educational activity and professional development. The
organization structure of the bachelor’s self-management:
• Value attitude to time
• Focused academic activities, self-management
• Rational distribution of physical and mental stress
• Monitoring and evaluation of learning outcomes
• Correction of life self-organization
‘Time management’ technology operates in the University as the organization of
student life, aimed at the most rational planning of the learning process, self-
knowledge, self-improvement and professional development. Pedagogical ‘Time
management’ technology is based on the close interaction of the teacher and the
student. Pedagogical ‘Time management’ technology is a modern model of the
organization of student activities, including design, organization and realization of the
educational process and independent cognitive activity of the student.
In the process, we used the following research methods; theoretical methods (the
study and analysis of philosophical, psychological, pedagogical, methodological,
educational literature, dissertations, scientific periodicals, normative-legal documents
on the research problem; analysis, synthesis, comparison, generalization and
modelling), methods of pedagogical modelling, pedagogical experiment, methods of
statistical treatment of results of experimental research.
The contents of experimental research activities carried out on ascertaining,
formative and control stages. So, at the stage of ascertaining, experiment identified the
initial level of skills of self-organization from the students, the formative stage is
determined the forms and means for the formation of these skills and in the control
phase was carried out the re-diagnosis, to verify the effectiveness of the research
work.
The purpose of the study was to experimentally test the effectiveness of the ‘Time
management’ technology in the development of students’ self-organizational
academic activity skills.
Therefore, on ascertaining stage, we solved the following tasks:

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• On the basis of the developed criteria and formation indicators of selforganizational

academic activities to determine the levels (situational-traditional, reproductive-
performance, search-analytical)
• The development of the complex of diagnostic methods: observation,
questionnaires, diagnostic techniques, assessment, self-assessment, etc.
• Based on the received data, identify the level of formation of self-organizational
academic activity of future teachers of primary education.
On the organizational and research stage criteria developed (axiological, cognitive,
activity, reflexive), the indicators of the given criteria and identified the levels of
formation of bachelors’ self-organisation academic activity skills.
The experimental work was carried out on the basis of the Kazakh national
women’s pedagogical University and Abay Kazakh national pedagogical University,
which was attended by 105 students-bachelors of the specialty ‘Pedagogy and
methodology of elementary education’: 51 students belonged to the control group and
54 students to the experimental one.

3 Results and Discussion

On the basis of the analysis of diagnostic techniques, exploring various components

of the self-organisational academic activities, and daily time and individual
characteristics of students, are presented as comparative graphs of the formation levels
of self-organisational academic activity skills of students of experimental and control
groups on ascertaining stage of the experiment.

Fig. 2. Levels of formation of the main criteria for the students’ self-organisation at the
ascertaining stage of the experiment

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Fig. 3. Levels of formation of skills of self-organising educational activity of students at the

ascertaining stage of the experiment

Ascertaining experiment showed that the control and experimental groups were
approximately at the same level of formation of self-organisational academic activity
skills. Thus, the intended plan of the formative experiment to improve the
experimental group data skills of the students, which included the development and
testing of various forms and means of ‘Time management’ technology, promoting
rational self-organisational academic activity for future elementary school teachers.
A formative experiment was organised in the classroom, in the process of
independent work of students and pedagogical practices through the use of such
means of
‘Time management’ technology as, educational-methodical complex
‘The fundamentals of Time management’ for bachelors of elementary education,
development of an individual trajectory of professional development through
selforganisation of educational activities, the development of an individual time
budget for students, the diary of self-management student, graphics system: diagrams,
mind maps, the mobile apps and computer programs: online organisers[23], electronic
diaries, chrono cards, etc., the relaxation system: auto-trainings, yoga, special
exercises. To test the effectiveness of organised work, at the end of the formative
phase were rediagnostics organised. The results of which are shown in Figure 4.

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Fig. 4. Levels of formation of the main criteria for students’ self-organisation at the control
stage of the experiment

Fig. 5. Levels of formation of skills of self-organisational academic activities of students at the

control stage of the experiment

The following is a comparative histogram of the levels of formation skills of

selforganisational academic activity of students on ascertaining and control stages in
the experimental group.

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Fig. 6. Levels of skills formation of self-organisational academic activities of students at the

ascertaining and control stages of the experiment in the experimental group

So, comparing the diagnostic results of ascertaining and control stages in the
experimental group, we see a noticeable difference in the control stage where the
results increased for search and analytical indicators and reproductive performance
level and decreased in situational-traditional level of skills formation of self-
organisational academic activity of bachelors of primary education, which indicates
the effectiveness of our work.
The basis of the professional competence of teachers is its practical readiness to
self-organisational academic activities, which consists of the ability to plan and
organise own activities, properly allocate own time and to find optimal ways of its
organisation. Therefore, competence in the field of independent educational activity is
provided by teacher’s knowledge of the scientific labour organisation bases, search
methods, processing, storage and creative use of information, methods of organisation
of independent work, innovative educational technologies, adherence to work and rest,
i.e., efficient use of own time. That is the rational organisation of own life contributes
to the successful educational activities.
Direct involvement of students in active and independent learning activity
associated with the use of modern pedagogical technologies. It is in the dynamic
independent activity directed by the teacher; students possess the necessary
professional competencies. The complex of developed and applied in practice forms
and means of selfregulation of educational activity was based on the principles of the
‘Time management’ technology. In the process of research, we came to the conclusion
that improving the skills of students’ self-organisation is a conscious work on the
organisation of future professional activity, including the realisation of specific goals,
planning of action to achieve these goals, the rational use of the academic and
extracurricular time, monitoring and evaluation and necessary correction of their
activities.
Modern organisation technologies of educational activities represent a set of
methods and means of search, processing, representation, modification and
presentation of educational information, as well as the impact of the teacher on the

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student using technical and information resources [11]. Today are of great interest is
the ‘Time management’ technology in pedagogical activity. Due to its focus on
selforganisation, self-management of their own life process, ‘Time management’
technology is the most popular in the organisation of independent educational activity
of students. Most researchers of self-organisational academic activities mark student’s
constant lack of time, insufficient proficiency of correct distribution of working time
and free time, also the ability to design a teaching and independent activities. As long
as the student knows how to organise own academic and personal time, depends on
his success in life and future profession [2]. The implementation of the educational
process at the University based on the ‘time-management’ technology, aimed at
improving the skills of self-organisation, allowed to increase the responsibility of
students, to develop training and personal time management skills and reflection on
own activity of future primary education teachers.

4 Conclusion and Recommendations

The experimental work allowed to diagnose the ability of self-organisational

academic activity of elementary education bachelors on ascertaining and control
stages, to determine the levels of these skills and plan the work system for
improvement of future primary education teachers.
Summing up, we note that the ‘Time management’ technology has helped students
to achieve goals systematically, without loss of efficiency [9]. To improve the skills of
self-organisation of students’ personal time and academic activities, we recommend
adhering to the following rules:
• During performing any activity, be sure to set goals and analyse them.
• Make a plan to achieve goals, using a convenient planning tool (paper or electronic
calendar, Notepad, address book, mobile app, etc.).
• Strive to achieve own goals and objectives by the most efficient way, plan various
options for achieving the objectives.
• Create the algorithm for performing certain actions to achieve its plan in
accordance with your personal priorities and follow it.
• Draw the reflection of own activities, own achievements or failures, summarise
own work and identify ways of correction of own behaviour.
Overall, want to note that the ‘Time management’ technology in educational work
with university students allows you to practice the skills of effective organisation of
professional activity of a future specialist. Effective time management will allow
teachers and students to achieve sustainable results, achieve own goals and will also
facilitate self-improvement and personal growth.
In the course of statistical processing of the diagnostic results, were marked the
significant differences in the level of self-organisational academic activity of students.
Monitoring the activities of students allowed to mark the time searching reduction for
a task solution, the increased activity of students in educational activities. The

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experimental research allows to speak about the expediency of use of various means
of ‘Time management’ technology in the classroom in the professional training
process of future primary education teachers. The results of the empirical study can be
used in the preparation of future teachers of different areas, in the research design of
selforganisational academic activities, in teacher’s activities for more effective
organisation of the educational process, and the researchers who involved in the study
of this scientific problem.

5 Acknowledgement

The article was developed as part of research work ‘Self-organisation of student’s

educational activity on the basis of ‘time management’ technology’.

6 Conflict of Interests

The authors declare no conflict of interest.

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8 Authors
Yelena Agranovich, PhD Doctoral Student, KazNPU named after Abai, Almaty,
Kazakhstan. Email id: [email protected]
Amina Amirova, Professor Doctor of Pedagogical Sciences, KazNPU named after
Abai, Almaty, Kazakhstan. E-mail id: [email protected]
Larissa Ageyeva, Candidate of Pedagogical Sciences, Assistant Professor Kazakh
State Women’s Teacher Training University, Almaty, Kazakhstan. E-mail id:
[email protected]
Larissa Lebedeva, Candidate of Pedagogical Sciences, Assistant Professor
KazNPU named after Abai, Almaty, Kazakhstan. E-mail id: [email protected]
Sholpan Aldibekova, Candidate of Pedagogical Sciences, Senior Lecturer Kazakh
State Women’s Teacher Training University, Almaty, Kazakhstan. E-mail id:
[email protected]
Elmira Uaidullakyzy, PhD doctor KazNPU named after Abai, Almaty,
Kazakhstan. E-mail id: [email protected]
Article submitted 2019-09-24. Resubmitted 2019-10-28. Final acceptance 2019-10-29. Final version
published as submitted by the authors.

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