VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

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number: /2025 CIT number: 0 Number of views: 89
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: 108
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: 122
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: 130
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: 97
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: 104
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: 387
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.

number: /2025 CIT number: 0 Number of views: 411
Factors Influencing Burnout during the Pandemic: A Case of Vietnamese Teachers

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: 413
Culturally Responsive Teaching in Vietnam’s International Higher Education: Where Do We Stand?

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: /2025 CIT number: 0 Number of views: 389
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.