You are here
Articles
number: /2024
CIT number: 0
Number of views: 515
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: 497
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.
number: /2024
CIT number: 0
Number of views: 447
This action research investigated the effectiveness of Problembased learning (PBL) in enhancing students’ competency-based question handling skills in the unique context of Yebilaptsa Middle Secondary School. This study employed a quasi-experiment mixed-methods design, incorporating pre-tests, post-tests, and student interviews to examine the impact of PBL on students’ abilities to comprehend and respond to competency-based questions. A total of 48 grade ten students participated in this study, with 24 students assigned to the experimental group (EG) and 24 to the control group (CG). The findings revealed that despite an initial lack of significant differences in pre-test scores (p = .679) between the CG and EG, the PBL strategy can led to statistically significant (p = .001) improvements in the EG. Similarly, the qualitative findings also supported quantitative findings, highlighting the value of PBL in encouraging greater comprehension, teamwork, and long-term memory of information. While the study provides valuable information into the potential of PBL in addressing students’ challenges with competency-based questions, the study admits its limitations, including the small sample size and single-site focus. Nevertheless, the study adds to the discourse on studentcentered learning strategies and provides foundations for continued further research on PBL in a range of educational contexts. This AR concludes with implications and recommendations for future studies.
number: /2024
CIT number: 0
Number of views: 586
The primary aim of this study was to explore the usability of Language Massive Open Online Courses (LMOOCs) from the perspective of Vietnamese learners of English as a Foreign Language (EFL). To achieve this, the research utilized a qualitative questionnaire to gather data from a purposively selected group of 12 EFL learners. These participants were drawn from five different universities in the north of Vietnam. The outcomes of the study encompass a wide array of positive and negative facets pertaining to LMOOCs. Based on the findings of content analysis, it can be observed that learners exhibit consensus regarding the favorable attributes of LMOOCs. These attributes encompass the learning environment, the applicability of LMOOCs in language acquisition, the inclusive nature of educational technology employed, and the existence of parental involvement. However, the attitudes of the learners exhibited inconsistency when it came to affective variables and feedback in the context of LMOOCs. Ultimately, it was posited that contextual considerations serve as impediments to the adoption of LMOOCs. The study posits that it would be beneficial for EFL authorities in Vietnam and similar contexts to increase the provision of teacher education and professional development courses. This would help EFL instructors to acquire the necessary skills and knowledge to effectively implement teaching methodologies utilizing LMOOCs.
number: /2024
CIT number: 0
Number of views: 1,106
This study investigates the impact of reading habits on English academic performance among Bhutanese higher secondary students using a mixed methods approach. Quantitative data were collected from 378 participants, while qualitative data were gathered from 16 interviewees and one focus group discussion involving teachers, parents, and students from higher secondary schools. Descriptive and inferential statistical analyses were employed for quantitative data, while qualitative data were analyzed thematically. The findings revealed that students’ reading habits positively influence academic performance in English. Moreover, the study highlighted the crucial roles of teachers and parents in fostering these habits. However, it underscored that modern challenges such as the pervasive use of information and communication technology threaten to diminish students’ reading habits. The study also identified barriers to regular reading, including difficulty comprehending texts, time constraints, inadequate guidance, unsupportive environments, limited resources, and restricted library access. Consequently, the study recommends collaborative efforts among parents, teachers, and schools to adopt diverse strategies and methods to promote and sustain reading habits among students.
number: /2024
CIT number: 0
Number of views: 2,850
Global learning measurement systems such as Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), and Programme for International Student Assessment (PISA) have been widely used to compare the educational performance of different countries. However, these systems have some limitations that need to be considered. After analyzing 1,265 research articles on such measurement agendas, this article highlights blind spots and blackspots surrounding largescale metrics’ development, measurement, and implications. This commentary article emphasizes that essential factors about culture and diversity have yet to be included in such metrics, leading to monochrome paintings of the global education landscape rather than mosaics. Overall, we advocate for a strategic shift in developing and adopting such global measurement agendas.
number: /2024
CIT number: 0
Number of views: 654
Integrated education models, particularly the integration of STEM into secondary education programs, have a positive impact on students’ critical thinking. This study emphasizes significant changes in the education systems of many countries, specifically those within the Research4Life group. By integrating STEM into secondary education, the study shows improvements in students’ knowledge, skills, and attitudes. Enhancing STEM knowledge, developing creative thinking and problem-solving skills, and boosting learning spirit and confidence are key findings. The study also focuses on developing a comprehensive 6-step process from idea generation to STEM model design for secondary education. The goal of this process is to create STEM models that students from elementary to high school levels can use to solve real-life problems. To expand the research, the next step involves testing and evaluating the STEM model design process in actual secondary schools to determine its effectiveness and feasibility. The study also needs to continue exploring education policies and support measures to promote the integration of STEM into secondary education, especially in developing countries. This will help raise awareness and support from policy decisions and the education community.
number: /2024
CIT number: 0
Number of views: 1,785
This study aimed to investigate the effect of games and simulations on the academic achievement of secondary school students in mathematics. Employing a quasi-experimental design, the study utilized both an experimental group (EG) and a control group (CG) to assess the effectiveness of games and simulations in learning mathematics. A total of 62 grade nine students participated. The EG was exposed to quiz games, problem-solving games, polyprod games, and PhET simulations for teaching polynomials, while the CG followed traditional teaching methods. Data were collected using mathematics achievement test scores and a survey questionnaire. Descriptive and inferential statistics were used to analyze the data. The findings indicated that students had positive perceptions of using games and simulations in learning mathematics, with an overall mean score (M = 4.18, SD = 0.71). The EG showed significantly higher mathematics achievement than the CG, demonstrating the effectiveness of games and simulations in learning (p<0.05). Additionally, a strong positive correlation (r = 0.96) was found between students’ perceptions of games and simulations and their mathematics achievement. The study concludes with implications and recommendations for future research.
number: /2024
CIT number: 0
Number of views: 767
Reading for pleasure is essential for the students of Samtse College of Education as it helps enhance communication skills, upgrade knowledge, and serve as a role model to inspire students. However, it was found that the reading-for-pleasure habit among students at Samtse College of Education (SCE) is poor. This action research investigated improving the reading-forpleasure habit of the students at SCE. The participants in the action research comprised 16 classes, including students from M.Ed, B.Ed, and BA in Social Work programs. Data for the study were gathered using questionnaires and interviews. A total of 325 students responded to the questionnaire, and 57 students participated in the interview, both in the pre- and post-intervention data collection phases. The baseline and post-intervention data were analyzed using the statistical mean for the questionnaire data and thematic analysis for the interview data. Following the analysis of the baseline data, three intervention strategies-Our Time To Enjoy Reading (OTTER), Self-Indulgence Reading, and Raffle Draw-were used in all 16 classes for eight weeks. The analysis of the two sets of data showed that the intervention strategies were effective in promoting the reading-for-pleasure habits of the students. The findings indicated that, of the three intervention strategies, OTTER was the most effective. The study recommends the continuation of the reading program to further enhance the reading-for-pleasure habits of the students.
number: /2024
CIT number: 0
Number of views: 786
Education aims to enhance students’ mathematical abilities in alignment with the demands of the 21st century. Essential to these contemporary skills are the 4C competencies, among which is the capacity for creative thinking - a fundamental skill enabling students to critically analyze problems and devise various innovative solutions. This study endeavors to assess whether the application of Project-Based Learning (PjBL) combined with Augmented Reality (AR) enhances creative thinking abilities more effectively than PjBL alone. Employing a quasi-experimental research design, two distinct classes were subjected to different instructional treatments. The study participants comprised eighth-grade junior high school students, with each class consisting of 140 students, divided into control and experimental groups. The research instrument utilized was a test assessing mathematical creative thinking abilities. Data analysis commenced with prerequisite tests for normality and homogeneity, followed by hypothesis testing using the t-test, facilitated by SPSS 21 software. The findings revealed that that there is an influence on students’ creative thinking abilities in using PjBL using AR than PjBL without AR. This underscores the efficacy of Augmented Reality (AR) media in cultivating the creative thinking abilities of junior high school students, particularly in geometric contexts. The positive impact of PjBL augmented with AR can be attributed to the immersive nature of AR technology, which encourages students to engage creatively with projects, thereby enhancing their capacity for innovative problem-solving.