In this study, a comparison of students' levels of academic activity was conducted based on a concept that explores the development of educational skills. According to the results of the international PISA test (2022), it was revealed that the level of students' academic activity in the areas of mathematics and creativity turned out to be low. This indicates that the level of educational skills is at a low level, particularly in terms of analysis, synthesis, and evaluation, according to Bloom's taxonomy. As a solution to the problem, research was conducted at the Nazarbayev Intellectual School in Aktobe for a year. The main reason for choosing this topic was to enhance students' educational skills by employing advanced methods in the subjects of history and geography, as well as establishing connections with humanitarian subjects to expand their knowledge. 

The goal of the study was to develop students' educational skills and promote the application of knowledge in life through the use of advanced methods in the subjects of history and geography. Empirical research methods were utilized in the study. By interviewing and monitoring the lesson, quantitative data were collected, as well as qualitative indicators from students were obtained.

First and foremost, the results of the international PISA test (2015, 2018, 2022) were examined. The survey was conducted through the Microsoft Forms platform, with the participation of 123 students. Project-based learning, problem-based learning (PBL) and Formative.com were utilized as platforms. The research findings were presented at the school's methodological council.

The research topic is the development of reading skills in high school students based on data analysis through a conceptual framework.

Reading literacy is a technology of intellectual development, a way of assimilation of culture, an intermediary in communication, a means of solving life problems. 

Initially, the results of the international PISA test conducted in 2022 in Nazarbayev Intellectual Schools were analyzed. According to the results of the exam in mathematics, reading, and natural sciences, a low level of reading skills was observed in schools in Kazakhstan, the OECD, and NIS. The study involved 35 schools from 20 countries, including 16 students from NIS. It can be seen from the data that Aktobe NIS occupies the 19th place.  Compared to 2015, where NIS ranked 492, and 511 in 2018, there is growth, and in 2022, it reached an average score of 490.

In 2018, the students' results were high. Among the 20 NIS schools participating in the study, it is evident that reading skills, compared to all NIS, decreased by 508, and in 2022, by 483, indicating a gap of -25.

In NIS schools, it is noticeable that PISA increased by 39 points compared to PISA - 2015 and PISA - 2022. In terms of reading, PISA - 2015 and PISA - 2018 increased by 19 points, while PISA - 2022 decreased by 21 points, and natural sciences decreased by 19 points.

 Therefore, based on the results of the international PISA test from 2015 to 2022, NIS students exhibit a low level of reading skills. This, of course, should be aimed primarily at developing reading skills through working with texts when acquiring subject knowledge beyond students' classroom activities. To initiate our research, we decided to attend classes and interview students in order to determine the level of reading skills in the research activities of 10th grade students. Access to the lesson was provided at various stages of the class.  

In order to address the issue, 10th-grade students at Nazarbayev Intellectual School in Aktobe were tasked with developing reading skills through data analysis based on conceptual learning in geography and the history of Kazakhstan lessons.

Based on Bloom's taxonomy, we directed the analysis of data using students' reading skills to develop higher-order thinking skills in their research activities. One of the teaching methods employed was project-based research work. During the lessons, we assigned tasks in the same direction to develop high-level thinking skills, such as analysis, differentiation, and evaluation. We know that through this method, our students were able to share their projects with classmates, work on texts to develop reading skills. Using this method, our students learned to reference authors, compare and process data from the internet, encyclopedias, newspapers and magazines, textbooks, using them as evidence. Surveys were conducted among the students using this method. "Has the method of project-based learning contributed to the formation of high-level thinking skills in research activities?" In response to question 38,3 % of students, indeed, stated that they learned to work with data, analyze them, and express their opinions using this method, while 25.2 % claimed that the cognitive significance of initiating the research search had a greater impact on the defense and analysis of the project. The second selected method is PBL, is an approach to education based on knowledge discovery that can be applied in real-life situations. This method stimulates students to learn and contributes to the development of research skills. Cites that problem-based learning fosters students' ability to work in groups, critical thinking, independent research, and the formation of communicative and reading skills. The innovative method, which directs the student to independent work, increases the activity of students in solving given tasks, adapts to the conclusions from the textbook and teacher training. The next method, based on the development of reading skills, is called the "Three Phases of Reading." In the first phase, "understanding the text, determining meaning, and content," students were given a text and tasked with identifying keywords, matching, finding facts, and summarizing the text. The second phase is "differentiating meaning, interpreting the text," involving regulation, comparison, and analysis, summarizing in the general context. The third phase is "internalizing acquired knowledge and conveying individual content." Students make predictions about the text, draw conclusions, model, and suggest ways to apply the information in life. This method was observed to systematically develop students' reading skills: working with texts. As a result, the skills of data analysis, analysis and evaluation have been formed, which has a positive effect on research work.

At the last stage of Action Research, a test was obtained to determine how well students developed reading skills based on the study. The test tasks were offered closed, open, identification, with a sequence of correct answers. As a result, the lower one is 11%, the middle one is 43%, and the high one is 46%. "How do you want the teacher to suggest reading assignments during the lesson? “continuous text” - 45%, “non-continuous text” - 55%. "To what extent did the reader's tasks proposed on the basis of the study contribute to the formation of your skills of differentiation, analysis, and evaluation?" low - 15%, medium-33%, high-52%. The results of the conducted research contributed to achieving the research goal. In the future, we will consider research activities based on the PISA results, consulting with colleagues teaching linguistics, and exploring new strategies and methods to foster the development of reading skills in students. Now we consider it advisable to use the "cluster" method. This is a way of organizing textual information graphically. The methodology allows for refining the cognitive processes that arise when working with the text and develops non-standard forms of thinking – spontaneous reflexive, associative thinking. We believe that the method contributes to students' ability to search for important information in the text, identify images associated with the idea, fact, or theme along with the keyword, comprehensively develop students related to the topic in a graphical sense, critical thinking, and application of theoretical knowledge in real life. The improvement in students' performance was tracked through assignments for working with texts in the 10th-grade internal summative assessment. It was found that in reading skills assignments, students, using text processing strategies, received high grades. The learning quality of students participating in the research ranged from 80% to 100% compared to the previous year.

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