Аннотация
This study examined the role of research activity in the development of the methodological culture of master’s students preparing to become primary education teachers. In this study, methodological culture was operationalised as a composite of methodological knowledge, analytical–reflective skills, and evidence-informed justification of pedagogical decisions. The research used a quasi-experimental two-site nonequivalent-groups design within a sequential explanatory mixed-methods framework, with two measurement points (T0–T1) and without a no-treatment control group. The sample included 120 master’s students from two Kazakhstani universities: Abai Kazakh National Pedagogical University (n = 55) and Zh. A. Tashenov University (n = 65). The intervention consisted of a 16-week research activity programme embedded in coursework and supported by tutoring, seminars on data visualisation, academic writing, and research ethics. Quantitative change was assessed using a 25-item diagnostic test (0–100; Cronbach’s α = 0.84). In the Abai sample, scores increased from 44.2 to 65.4 (Δ = 21.2, p < .001, d_z = 1.57); in the Tashenov sample, scores increased from 32.6 to 52.1 (Δ = 19.5, p < .001, d_z = 1.30). Baseline-adjusted ANCOVA showed a significant site effect at post-test, F(1,117) = 62.5, p < .001, ηp² = 0.35, with an adjusted mean difference of 10.2 points in favour of the Abai sample. Qualitative data from interviews, reflective essays, and observation protocols were used to explain the mechanisms of change and implementation conditions. The results suggest that systematic research activity, when supported by explicit quality criteria and mentoring, is associated with stronger evidence-informed reasoning, more confident data interpretation, and greater reflective regulation of professional decisions.