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number: /2025 CIT number: 0 Number of views: 173

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: 213

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: 177

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: 166

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.

number: /2025 CIT number: 0 Number of views: 183

Online teaching has become the new norm both during and beyond the pandemic, with teachers at the center of enacting this change. Although COVID-19 has passed, many lessons and insights can still be drawn to inform school leaders and policymakers on how to better support teachers through such transitions, as well as to prepare them for any future pandemics. This study investigates factors contributing to teacher burnout in Vietnam during the COVID-19 period by re-examining existing survey data on educators’ perceptions of online teaching and its impacts. Guided by relevant literature, selected survey items were used to approximate perceived burnout, and regression analysis was conducted to explore four potential contributing factors. Strong statistical evidence was found for work overload and the perceived negative impact of COVID-19 on life in predicting Vietnamese teachers’ burnout. Weak statistical support was found for the effectiveness of online teaching and learning, while no evidence was found for perceived social support. This paper takes a novel approach by reanalyzing data collected from a previously published study to generate new understandings and insights. It also serves as a preliminary study, highlighting areas that future research on teacher burnout may consider in theoretical models.

number: /2025 CIT number: 0 Number of views: 178

This study investigates the implementation of culturally responsive teaching (CRT) across thirteen internationalized programs, utilizing data from in-depth interviews with twenty-six faculty members at eight universities in Vietnam. The qualitative data were systematically analyzed using NVIVO software. Inductive coding and thematic analysis yielded five key dimensions of CRT practice: (i) adaptation of internationalized curriculum, syllabi and lesson plan to align with students’ learning preferences; (ii) contextualization of instructional contents to reflect Vietnam’s culture and societal context; (iii) modification of pedagogical approaches to address students’ diverse needs and backgrounds; (iv) creation of a culturally responsive and supportive environment; (v) promotion of students’ self-transformation through engagement with internationalized programs. The study concludes by discussing the implications for faculty professional development, emphasizing the importance of equipping educators with responsive pedagogical competencies to meet the challenges of an increasingly internationalized higher education landscape in Vietnam.

number: /2024 CIT number: 0 Number of views: 460
GeoGebra’s interactive and dynamic nature is a valuable tool for enhancing mathematics learning outcomes by improving students’ understanding, engagement, and mathematical abilities, particularly in quadratic functions. By integrating algebraic and graphical representations and supporting exploration and problem-solving, GeoGebra helps make abstract mathematical concepts more concrete and accessible to learners. This research aims to determine the impact of GeoGebra as a learning medium on student learning outcomes related to quadratic function graph material. A quantitative research method was used, with first-year students from Al-Falah Islamic High School as participants. The instrument consists of validated test questions to measure student learning outcomes. The research design used is a One-Shot Case Study, a type of pre-experimental design. Based on data analysis, the t-test results show that the calculated t-value (11.571) is greater than the tabulated t-value (2.074). Therefore, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted, indicating that using GeoGebra as a learning medium for quadratic functions helps students achieve proficiency in their mathematics learning outcomes.
number: /2024 CIT number: 0 Number of views: 727
The Bangladesh education system is undergoing a transformational phase with the introduction of the National Curriculum 2022 (NC 2022). This research investigated teachers’ motivation to implement the NC 2022 in Dhaka city, focusing on its alignment with student development, suitability for the Bangladeshi context, and implementation challenges. This study used semi-structured interviews with fourteen grade 6 and 7 teachers from public and private secondary schools in Dhaka city, each having over five years of teaching experience and training in the new curriculum. The research explored teacher views through the lens of Everett Roger’s Diffusion of Innovation and Hertzberg’s two-factor theory, considering motivator and hygiene factors influencing implementation. Teachers recognized the curriculum’s potential for skill development and global adaptation but highlighted practical challenges, including resource constraints, heavy workload, and classroom environment issues. They also expressed concerns about the implementation procedures and economic struggles affecting their motivation. Despite perceived positive impacts on student involvement and analytical thinking, challenges such as large class sizes hindered willingness to contribute. Teachers emphasized the importance of school readiness and infrastructural improvements for successful implementation of the new curriculum. This study emphasizes the need for policy and administrative adaptations to ensure the effective implementation of NC 2022.
number: /2024 CIT number: 0 Number of views: 520
The study adopted an action research design to investigate the effectiveness of output tasks in increasing vocabulary for grade-11 students at a high school in Vinh Phuc Province, Vietnam. The study was conducted for 40 participants whose English proficiency was assessed at the levels of A2 or B1. In the study, several output tasks, mostly creative ones that involved prompting students to actively use their vocabulary in spoken or written production, were incorporated into the lessons using the textbook Tiếng Anh 11- Global Success. To assess the impact of the output tasks, the researcher employed multiple data collection tools. Pre-and post-study tests assessed improvement in the students’ vocabulary knowledge, while questionnaires mainly explored their attitudes towards the implemented activities and vocabulary learning. The teacher’s observation also helped provide valuable insights into students’ engagement and learning progress. After the two action research cycles, the results revealed that the students made satisfactory progress in their English vocabulary. The results also indicated that the students held positive attitudes towards the output activities in particular and vocabulary learning in general. This study, therefore, has pedagogical implications for the use of output tasks in facilitating English-as-a-foreign-language (EFL) vocabulary acquisition.
number: /2024 CIT number: 0 Number of views: 505
This study was designed to explore the effectiveness of the 7E instructional model in teaching the concept of factors affecting the rate of chemical reaction to ninth-grade chemistry students in one of the schools in Bhutan. The research design was quasi-experimental, and the study was conducted over a month. Quantitative data was collected from 62 students using convenience sampling, with 31 students each in the experimental and control groups. In addition, a purposeful sampling method was used to gather qualitative data from six students specifically chosen from the experimental group. Quantitative data for the study was obtained using the test and survey questionnaires, whereas qualitative data was collected using semistructured interviews. The test scores underwent descriptive and inferential analysis, while the survey questionnaires were subjected to mean and standard deviation calculations. Thematic analysis was used to analyze the semi-structured interviews. The study found a significant mean difference in the academic scores of students in chemistry when taught using the 7E instructional model compared to the lecture method. Likewise, the study found students exhibited positive attitudes toward chemistry when exposed to the 7E instructional model. Moreover, the study revealed a significant strong correlation between students’ attitudes and test scores. The findings suggest that the 7E instructional model enhances students’ academic performance and fosters a more positive attitude toward learning chemistry. The researchers recommend adopting the 7E instructional model, as it offers a more engaging learning experience that enhances students’ understanding and application of scientific concepts.