Introduction

The current educational system in Kazakhstan has seen a significant shift in the use of Information and Communication Technologies (ICT) as a tool to facilitate learning. The need has called for this shift to move away from traditional teaching methods to more effective and efficient teaching methods (OECD,2017). Additionally, ICT-based instruction is seen as a way to improve the quality of instruction and provide students with the skills they need to be successful in the 21st century. As such, using ICT-based instruction has become increasingly common in Kazakhstan (Oralbekova et al. 2016).

Nazarbayev Intellectual School (NIS) is one of the leading educational institutions in Kazakhstan, and it has been at the forefront of the shift towards ICT-based instruction. NIS has implemented a range of ICT-based instructional practices, including the use of online learning platforms and the incorporation of ICTs into the classroom (e.g., Bilimland, Twig, Mektep and iTest).  Additionally, NIS has implemented a range of initiatives to promote using ICT-based instruction in teaching chemistry, such as using virtual reality simulations and interactive whiteboard technologies, as well as the provision of specialized training for teachers in using ICT-based instruction (Lewis, 2004). Moreover, according to research conducted by Nechypurenko et al. (2022), "ICT-based instruction can help to create an environment where collaboration and dialogue among teachers and students can be improved, and this can ultimately lead to a more meaningful learning experience." Similarly, ICT-based instruction can also provide teachers with an opportunity to differentiate instruction, allowing them to customize the learning experience for each student (Jung & Lim, 2021). The success of NIS ICT-based instruction is a testament to the potential of technology to improve teaching and learning in the classroom (Krause et al., 2017). As the use of ICT continues to grow and evolve, it is important to continue exploring the potential benefits of ICT-based instruction to maximize its potential to improve student learning outcomes.

The primary objective of this research is to assess the influence of ICT-based instruction on the academic performance and STEM (Science, Technology, Engineering and Math) literacy of chemistry students at NIS. This study seeks to determine the effectiveness of ICT-based instruction in helping students understand and apply chemistry concepts, as well as its impact on their academic performance and STEM literacy. Specifically, it aims to answer the following questions:

1. How does ICT-based instruction impact the academic performance of Chemistry students at NIS?
2. What is the effect of ICT-based instruction on the STEM literacy of chemistry students at NIS?
3. Does ICT-based instruction improve student engagement and motivation in Chemistry classes at NIS?
4. What are the perceived benefits and drawbacks of ICT-based instruction for chemistry students at NIS?

Research Design: This research will employ a quasi-experimental design with a pre-test post-test control group to measure the influence of ICT-based instruction on the academic performance and STEM literacy of chemistry students at NIS. The sample will consist of 60 chemistry students in the 8th grade NIS. The sample will be divided into two groups: an experimental group (n = 30) and a control group (n = 30). At the beginning, middle, and end of the 10-week period, participants will be given a standardized test to assess their academic performance and STEM literacy. The examination will consist of multiple-choice questions and focus on chemistry concepts and STEM literacy-related knowledge and skills. The questionnaire will be designed to assess the students' knowledge of chemistry concepts, their ability to apply this knowledge to problem-solving tasks, and their overall STEM literacy, and will be adapted to the participants' age and level. In addition, questionnaires and semi-structured interviews will be conducted to gain insight into their perspectives and experiences with ICT-based instruction, student engagement, and motivation. Procedure: The research study would begin with a comprehensive literature review to determine the current state of ICT-based instruction and its effect on academic performance and STEM literacy. After the literature review, the process of data collection would commence. We will conduct interviews with students, teachers, and administrators to learn about their experiences with the current ICT-based education program. During the 10 weeks of the experiment, the experimental group will receive ICT-based instruction while the control group will not. After 10 weeks, the academic performance and STEM literacy of both groups will be evaluated to determine any differences. During the experiment, questionnaires, interviews, and lesson observations will be administered to further investigate the study's aims. In order to evaluate the efficacy of ICT-based instruction, student recordings of ICT-based instruction will be conducted. Data Analysis: The data should be analyzed using a combination of descriptive and inferential statistics. Descriptive statistics such as means, medians, and standard deviations can be used to get an overall picture of the data, while inferential statistics such as t-tests and ANOVA can be used to draw conclusions about the differences between the control and experimental groups. Ethical Concerns: All participants will provide informed consent prior to their participation in the study. All data will be collected and analyzed in accordance with ethical principles. All data will be kept confidential.

The expected outcomes of this research are multifaceted, as they relate to the impact of ICT-based instruction on the academic performance, STEM literacy, motivation, and engagement of chemistry students at NIS. Firstly, it is anticipated that implementing ICT-based instruction for chemistry students will improve their academic performance. This is because using interactive technology and audio-visual aids will benefit students in comprehending the material and maintaining their interest. In addition, online tools such as simulations, virtual labs, and interactive quizzes can aid in enhancing students' problem-solving abilities and conceptual understanding. Secondly, it is anticipated that ICT-based instruction will promote improved STEM literacy among chemistry students, as it can provide access to digital resources and learning tools that can help students gain a better understanding of concepts and develop critical thinking and problem-solving abilities. This can lead to a better understanding of the concepts of chemistry, and other STEM subjects, as well as a greater ability to apply the knowledge to real-world scenarios, resulting in an increase in STEM literacy. Thirdly, this study will likely demonstrate that students who utilize ICT-based instruction in chemistry classes are more likely to be engaged, motivated, and able to comprehend the material. This is due to the use of visual aids and interactive activities, which keep students engaged and give them a sense of achievement. Lastly, the research will reveal that using ICT-based instruction in chemistry classes has some disadvantages. For instance, using ICT-based instruction may require additional time and effort from the teacher, who must be prepared to offer students guidance and support regarding technology use. Also, using ICT-based instruction may necessarily require additional financial resources for the purchase and upkeep of equipment and software.

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