VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

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number: /2025 CIT number: 0 Number of views: 39
Examining the Relationship Between School Culture and Teachers’ Professional Learning: A Case Study on Primary School Teachers in Phu Quoc City, Kien Giang Province
This study examines the relationship between school culture and teacher professional learning, among primary school teachers in Phu Quoc, Kien Giang province. Using a quantitative correlational research design, data were collected from 424 primary teachers across 11 schools through a survey. School culture was assessed using the School Culture Survey by Gruenert and Valentine (1998), which evaluates six dimensions: collaborative leadership, teacher collaboration, professional development, unity of purpose, collegial support, and learning partnership. Teacher professional learning was measured using the short form of the Expectancy-Value-Cost for Professional Development Scale by Osman and Warner (2020), covering expectancy for success, task value, and perceived cost. The instruments were translated and validated in Vietnamese, with Cronbach’s alpha exceeding 0.70 for all factors. This study underscores the importance of fostering a positive school culture that supports teacher professional growth. By emphasizing professional development, collaboration, and reducing barriers, school leaders can enhance teaching quality and student outcomes. These findings contribute to the literature on teacher professional learning and offer practical implications for policymakers and educators in designing effective professional development programs.
number: /2025 CIT number: 0 Number of views: 24
A Study on the Policy and Governance of “New Model Universities” in Vietnam: Focusing on Vietnam-Japan University
Owing to “Đổi Mới” in 1986, Vietnam has been striving to improve higher education. Transnational higher education (TNHE) has been diversifying with higher education internationalization, while Vietnam has entered the global higher education market as a receiver country. Adopting the “Higher Education Reform Agenda 2006--2020” (HERA) in 2005 and participating in the WTO in 2017, the Vietnamese government and foreign governments established “New Model Universities”, which have been obtaining financial support from different governments, the World Bank, and the Asian Development Bank (ADB). As “international joint universities”, these universities are also regarded as public universities instead of private universities. This paper aims to explore Vietnam-Japan University through historical analysis, document analysis, and field research. Three interviews, with two members of Vietnam- Japan University and one Japanese researcher, were conducted in January and June 2024. This paper aims (1) to discuss the establishment and development from the context of Vietnamese higher education development and the perspective of stable geopolitics; (2) to compare new model universities and explore the governance issues of Vietnam-Japan University; and (3) to provide implications for Taiwan.
number: /2025 CIT number: 0 Number of views: 28
Impacts of extra Tuition on education - research in Vietnam
The transition exams between educational levels have always garnered significant attention from the public, particularly among parents of final-year students, the students themselves, and educators. In Vietnam, the transition exam is regarded as one of the most challenging among all-level transition exams within the Vietnamese education system. This study involved a large number of participants. To achieve this goal, the study employs both qualitative and quantitative methods to collect and analyze the viewpoints of all the stakeholders involved. The results revealed that 100% of the final-year students participated in extra tuition within school, and 64.9% engaged in supplementary classes outside of school; 94.8% of teachers offered supplementary teaching outside school, and 100% of Mathematics and Literature teachers conducted supplementary classes in school; all parents enrolled their children in supplementary classes, even though only 59.8% of them believed it was necessary for their children to participate. These outcomes highlight certain contradictions in the decision-making process regarding extra Tuition for students and their parents.
number: /2025 CIT number: 0 Number of views: 26
Community Cultural Practices and Their Impact in Fighting Child Sexual Assaults
Cultural practices significantly influence behaviors within communities, often conflicting with human rights and dignity, which social work aims to promote. This study was conducted in three districts of Arusha and involved 299 children aged 10-17 years from primary and secondary schools. The objective of this study was to assess the impact of community cultural practices on child sexual assault (CSA). Using a mixed-methods approach, the study revealed that traditional beliefs, witchcraft, and poor parenting skills contribute to the ongoing prevalence of CSA. The community tends to view sexual activity as normal and often responds to incidents in traditional ways, frequently concealing perpetrators. CSA cases are typically reported only if the victim suffers severe harm or if the incident comes to public attention, resulting in inadequate support for victims, including medical care. The findings underscore the necessity for comprehensive community sensitization to promote positive change. Child protection actors must collaborate effectively, providing essential resources, both financial and human, to increase child protection efforts. By addressing these cultural practices, the community can work toward reducing the rates of child sexual assault and ensuring that victims receive the support they need
number: /2025 CIT number: 0 Number of views: 28
Weaving culture into Mathematics: How does integrating Kerawang Gayo ethnomathematics affect the concept of teaching reflections in junior high school?
Understanding mathematical concepts is a critical component of mathematics education. However, students’ conceptual understanding remains relatively low, particularly with respect to topics related to reflection transformation. One instructional approach that may enhance students’ comprehension is the integration of Kerawang Gayo ethnomathematics. This study aims to evaluate the effect of using instruction based on Kerawang Gayo ethnomathematics to improve students’ understanding of mathematical concepts, specifically reflection transformation. The research employed a preexperimental design with a one-group pretest-posttest model. The population consisted of all ninth-grade students at a junior high school in Banda Aceh during the 2024-2025 academic year. A total of 28 students were selected as the sample via purposive sampling. The research instrument was a written test comprising five long-answer problems on reflection transformation. The data were analyzed via the Wilcoxon signed-rank test, followed by N-Gain analysis. The results indicated an improvement in students’ conceptual understanding following the intervention, with an average N-Gain score of 0.604, which was categorized as moderate. These findings suggest that instruction incorporating Kerawang Gayo ethnomathematics may serve as an effective alternative for enhancing students’ understanding of mathematical concepts.
number: /2025 CIT number: 0 Number of views: 28
Non-English Majors’ Perceptions Towards Using Task-Based Approach in Learning English Vocabulary: A Case Study at Nong Lam University
The task-based approach (TBA) has emerged as one of the most effective methodologies for teaching English in English as a Foreign Language (EFL) contexts. By emphasizing the completion of meaningful tasks, this approach enables learners to use the target language in communicative, contextually appropriate situations. Compared to traditional methods such as grammar-translation or rote memorization, task-based instruction fosters greater learner engagement, autonomy, and long-term language development (Amer & Demirel, 2020). In Vietnam, the adoption of this approach is gradually gaining attention among both English language instructors and university students.This study explores the perceptions of non-English major students toward the use of the task-based approach in learning English vocabulary. Conducted at Nong Lam University (NLU), Vietnam, the research involved a sample of 120 students randomly selected from four first-year classes. A mixed-methods design was employed, incorporating a questionnaire and semi-structured interviews to gather both quantitative and qualitative data. The findings reveal that a majority of students reported increased motivation, improved confidence, and greater participation in classroom activities when vocabulary instruction was delivered through task-based methods. Students also appreciated the practical nature of the approach and its relevance to real-life communication. Based on these results, the study offers pedagogical implications for enhancing vocabulary instruction at NLU and informing broader curriculum development in Vietnamese EFL settings.
number: /2025 CIT number: 0 Number of views: 349
Addressing Misconceptions in Photosynthesis and Genetics through Interactive Video Lessons in Bhutanese Secondary Biology Classrooms

Misconceptions in Biology present persistent challenges to effective Biology education, limiting students’ acquisition of accurate knowledge and scientific literacy. This study investigated the effectiveness of interactive video lessons in addressing and correcting biological misconceptions of photosynthesis, genes and chromosomes among high school students in Bhutan. Employing a quasi-experimental design, the study engaged 228 students who participated in pre-tests, interventions, post-tests, and postretention tests. The prevalence of misconceptions prior to the intervention highlighted the urgent need for more effective instructional strategies. Statistical analyses indicated significant improvement t(114) = -8.451, p < .001) in the experimental group’s performance compared to the control group. Moreover, the sustained nature of this improvement was evident from the minimal differences observed between post-test and post-retention scores t(114) = .139, p > .05) within the treatment group. This suggests that the interactive video lessons were not only effective in correcting misconceptions but also in promoting long-term understanding and retention of fundamental biological concepts. The findings underscore the importance of integrating evidence-based instructional tools, such as interactive videos, to enhance conceptual clarity and student engagement. The study provides actionable recommendations to help improve Biology teaching and reduce persistent misconceptions among students through effective classroom and policy-level interventions.

number: /2025 CIT number: 0 Number of views: 392
From Criteria to Challenges: Unpacking Hiring Practices in Vietnamese English Language Centers

This study critically analyzes the employment practices of English language schools in Vietnam, including their selection criteria, recruitment processes, and the challenges they present, as well as their impact on educational quality. According to statistics from 18 centers nationwide, the findings are that all the centers require candidates to possess IELTS or TESOL certification, 75% prefer candidates with at least a Bachelor’s degree, and 85% prefer native English speakers. Formal interviews (used by 90% of the centers), teaching demonstrations (70%), and written examinations (50%) are standard tools used for selection. Large-scale concerns identified during the recruitment process include difficulties in recruiting highly qualified native speakers (90%), evaluating teaching capability effectively (65%), and navigating complex visa requirements (85%). Statistical methods, such as ANOVA, Chi-square tests, and Pearson correlation, were employed to determine the relationships between institution size, location, and program type, as well as recruitment preferences and issues. Findings show that centers with higher staff are more likely to prefer in-house speakers, city centers experience more visa-related problems, and programs that offer special studies are more selective in their hiring practices. The study emphasizes the need for tighter regulatory directions and more equitable recruitment processes to ensure improved English language teaching (ELT) quality in Vietnam. The study also recommends future research on the connection between recruitment policies and pedagogical quality.

number: /2025 CIT number: 0 Number of views: 366
Exploring the Intersection of Skin Health Rights and Educational Access for Learners with Albinism in Nemamwa Growth Point, Zimbabwe

This study explores the skin health rights of learners with albinism in Nemamwa Growth Point, Zimbabwe, focusing on the challenges they face and potential solutions to enhance their access to skincare and health services. Every Zimbabwean, including learners with albinism, has the right to health as enshrined in the Constitution of Zimbabwe, Section 76 (1). In this qualitative study, we employed a content analysis method. The research was conducted in two rural schools in Nemamwa Growth Point. Participants included four learners with albinism, reflecting gender balance and allowing for an exploration of gender-specific experiences. Additionally, two community leaders, two teachers, two parents (one male and one female), and representatives from two non-governmental organizations (one male and one female) were included. These participants were aged between 12 and 45, with some having albinism and others not. All participants resided in the Nemamwa area. Data were generated through focus group discussions. Ethical considerations, such as informed consent and parental permission, were observed. One key finding revealed that learners with albinism experience heightened vulnerability due to the lack of accessible skin health resources. Based on this finding, the study recommends the implementation of targeted health education programs that address the specific skin needs of learners with albinism.

number: /2025 CIT number: 0 Number of views: 329
Relationship between Teacher Interpersonal Behaviour and Students’ Learning Motivation in Geography

This study examined the attitudes of Class 10 students in western Bhutan regarding the interpersonal behavior of their Geography teachers and the correlation between these perceptions and their motivation to learn the subject. A convergent parallel mixed-methods approach was employed, integrating survey questions, semi-structured interviews, and focus group discussions. The study was conducted at 22 secondary schools across five Dzongkhags, involving 303 students and 26 Geography instructors. Quantitative data were analyzed using descriptive statistics and Pearson correlation, while qualitative data were examined using thematic analysis. Students generally rated their instructors positively, with the highest average scores for leadership (M = 4.35), understanding (M = 4.34), and helpfulness/ friendliness (M = 4.16). Uncertainty (M = 1.55) and dissatisfaction (M = 1.83) received the lowest ratings, resulting in an overall teacher behavior score of 3.07. Students were highly motivated to learn Geography (M = 3.80, SD = .52), with grade motivation being the highest (M = 4.11). A statistically significant and moderate correlation was found between perceived teacher behavior and student motivation (r = .472, p = .015). The study suggests that Geography teacher training should emphasize active listening and emotional awareness to enhance classroom interactions and boost student motivation.