Exploring Pedagogical Perspectives: The Perception of
Kazakh Business Students on the Competent Teaching Methodology
Matthew Oluwaseyi Adetoba
KKBTU Business School, Kazakh-British Technical University, Kazakhstan
Rajasekhara Mouly Potluri
Kazakh-British Technical University, Kazakhstan
Volume 19: 2024, pp. 00-00; ABSTRACT
Business education in Kazakhstan is expanding, but teaching methods are becoming
outdated. This study examines how Kazakhstani business students view effective teaching methods
and explores which current teaching techniques align with their needs and preferences. This study
surveyed 299 business school students in Almaty, Kazakhstan using an 18-item questionnaire. The
survey used a 5-point Likert scale to measure students’ satisfaction with current teaching methods
and their preferences for different approaches. The data were analyzed using ANOVA, chi-square
tests, and descriptive statistics. Validity and reliability were tested using the Kaiser-Meyer-Olkin
(KMO) test and Cronbach Alpha ( ) tests. The findings show that students were only moderately
satisfied with the common lecture-based teaching style. Hypothesis testing found no significant
difference in how students from different specialties viewed lecture effectiveness (p=0.78),
suggesting similar opinions across fields. The study also found no link between students’ age and
how much they valued technology in learning (p=0.634). This study has limitations, including its
reliance on self-reported data and its focus on one city. Future research could compare results across
regions or use qualitative methods to gain deeper insights into students’ views on teaching methods.
Keywords: teaching pedagogy, teaching methods, student perceptions, technology integration,
student-centered learning, Kazakhstan.
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