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number: /2023
CIT number: 0
Number of views: 302
The outbreak of the COVID-19 pandemic has hit education globally hard. Students could not go to school due to the social distancing measures taken by governments to prevent the spread of the pandemic. Therefore, in order to ensure that the learning process of students is maintained, online learning has become the key solution for this circumstance. As a result, periodic testing for students has also been changed into the remote online exams (ROEs). While the benefits of ROEs are widely recognized, the urgent use of this test presents problems and challenges for both students and teachers. This research aimed to explore a number of factors that may affect the results of online remote tests performed by high school students in Vietnam, thereby examining how those factors affect their test results compared to the traditional testing method. By using exploratory factor analysis (EFA), the research identified five potential factors affecting the online remote exam results of Vietnamese high school students with 17 items that met statistical standards, namely: Attitude towards ROEs, Preparedness, Anxiety, Technical Problems, Perceived ROEs Software. The analysis results of the linear regression model show that the only factor namely attitudes towards ROEs is positively correlated with their exam results. The results of this study not only provide a foundation for the online education and online examination research community, but also provide recommendations for educational practitioners, school administrators, and technical service providers on how to effectively support the remote online examination of high school students in Vietnam
number: /2023
CIT number: 0
Number of views: 852
English-medium instruction (EMI) has been considered a key strategy in internationalizing the education system in many countries. Its popularity has brought both benefits and drawbacks to the learners. This study was aimed at investigating the positive and negative effects of EMI programs at a university in North Central Vietnam from students’ perspectives. The study involved 137 participants, who were studying in an English as medium instruction program in a university in Vietnam. An explanatory mixed-methods approach was used in data collection through a questionnaire and follow-up interviews. From the data analysis, it was found that EMI courses benefited their learners in terms of job opportunities, English language proficiency, and social skills. However, the results also indicated that EMI students faced many difficulties relating to teaching and learning methodology and psychological issues during their learning process. Different pedagogical implications are put forward to improve the quality of EMI programs in the Vietnamese context.
number: /2023
CIT number: 0
Number of views: 316
The Approaches and Study Skills Inventory for Students (ASSIST) is an important instrument to measure students’ approaches to learning. However, the construct validity of the measurement used is not always sufficiently evaluated. The aim of this study was to examine the construct validity of ASSIST with 1155 Senior One students studying in 17 Malaysian Independent Chinese Secondary Schools (MICSS). The Rasch model was employed, focusing on local independence, dimensionality and measurement invariance analyses. The results confirmed the three-factor structure of ASSIST and supported the unidimensionality of the three scales. There was also no evidence of a violation of the principle of local independence for all pairs of item residuals and negligible evidence of differential item functioning (DIF) on gender and course. These results indicate that ASSIST has good construct validity and can be used as a tool for measuring students’ approaches to learning. Using the Rasch model, measures are of an interval scale, and empirical evidence about the item clusters, dimensionality and measurement invariance can be determined. Additionally, issues pertaining to dimensionality, item dependency and non-equivalency across subgroups can be detected at an early stage of the instrument development to be addressed properly in the subsequent instrument administration.
number: /2023
CIT number: 0
Number of views: 428
Due to the impact of the COVID-19 pandemic, online education has emerged as a popular teaching method, supported by advancements in technology and communication. The development of computer technology and the widespread availability of internet connections have facilitated the transition from traditional classrooms to online platforms. However, both educational institutions and learners have encountered numerous challenges in the process of online education. Schools struggle to determine suitable technological setups, and collaboration among administrators, teachers, and students has proven ineffective. Therefore, it is crucial to conduct research to identify an appropriate model for educational institutions. This study involves the participation of 12 instructors and 360 students from a university of pedagogy in Hanoi, with the objective of proposing a suitable online teaching tool and defining the roles of the participants. The research results suggest a model of an online learning space that utilizes Google Workspace tools, enabling the learning and working community to engage in online activities within a large, centrally managed environment. This teaching model offers easier access, a user-friendly experience, effectiveness, and simplicity in management and instruction for online education.
number: /2023
CIT number: 0
Number of views: 408
Objective measurement of students’ reasoning competencies in science contexts is relevant in promoting educational reforms in science education. Over the years, progression-based assessments have been prompted by applying Rasch analysis in developing research instruments. Towards contributing to this reform, this study describes the development and validation of the Chemical Identity Thinking Instrument, which is anchored on a hypothesized progression of chemical identity thinking among premedical students. Item content validity indices were determined to inform item restructuring and revision. The research instrument was administered to 362 first-year to third-year pre-medical students from five higher education institutions in the Philippines. A scoring rubric was utilized to evaluate the accuracy of answers, the accuracy of explanations, and the type of explanations of students. Based on these parameters, the level of chemical identity thinking of the students was determined. By applying the Rasch rating scale model, evidence of reliability and construct validity was obtained. The applications of the instrument and the scoring rubric were discussed in the context of assessment and evaluation in pre-medical programs. The interpretation of changes in student abilities along the hypothesized levels of chemical identity thinking in all items was also described.
number: /2023
CIT number: 0
Number of views: 775
The study explores students' perceptions of the effectiveness of PowerPoint used by their tutors for teaching and learning at a teacher education college in Bhutan. The study adopts the theory of social constructivism as the foundation for inquiry, employing an embedded mixed method design. A total of 250 students from all academic programs responded to the survey questionnaire. To gather qualitative data, four focus group discussions were conducted, with each group consisting of seven participants, selected through purposive sampling. The key findings indicate that PowerPoint is perceived as an effective teaching and learning tool when it is pedagogically wellconstructed, incorporating interactive student activities and group discussions. The study highlights the need for further enhancement and refinement of tutors' capacity in terms of PowerPoint design, creativity, and the use of interactive tools and features. The findings also underscore the importance of establishing a formal student feedback system to evaluate tutors' PowerPoint design, use of physical ambience, and teaching pedagogy for effective teaching and learning. The study recommends enhancing tutors' knowledge and skills in PowerPoint through professional development programs, as well as advocating for further research in this field.
number: /2023
CIT number: 0
Number of views: 420
Research on English writing skills has been a significant focus in the field of English language teaching and learning. Previous studies have emphasized the importance of writing skills in language acquisition, while also highlighting the challenges students face in developing these skills. This study takes a fresh perspective by investigating the level of apprehension in essay writing and identifying factors that negatively impact the English writing abilities of English-major students at a university in Ho Chi Minh City. A total of 135 third-year English-major students completed a questionnaire, and 10 students participated in semi-structured interviews. Descriptive statistics were employed to analyze the questionnaire data using SPSS. The findings revealed a relatively high level of essay writing apprehension among third-year English-major students. The study further identified various factors, including teachers, students, and the course itself, that contribute to this apprehension. The data from the semi-structured interviews provided additional insights to support these findings. Based on the study's outcomes, recommendations are offered to enhance the teaching and learning of writing skills.
number: /2023
CIT number: 0
Number of views: 748
The research was conducted to study the effects of Self-Instructional Materials (SIM) Volume I and II on student learning at Dagapela Middle Secondary School in line with the mandates of the Ministry of Education amidst the COVID-19 pandemic. Students ranging from pre-primary to class 10 participated in the study, and data was collected using survey questionnaires and interviews (N=53, with items rated at σ=0.7). The study followed a mixed method approach (Parallel Convergent Mixed Method) combining quantitative and qualitative data. The findings were integrated from both data analyses. The results indicate that secondary grade students were comfortable using SIM for their learning, while lower primary grade students experienced more challenges than opportunities due to the lack of guidance from teachers and support from parents. The study concludes that independent learning materials should be developed for secondary and upper-primary students, aligned with their learning abilities and resource materials. However, similar materials for lower primary students may be ineffective.
number: /2023
CIT number: 0
Number of views: 592
In Vietnam, the state budget is the main source of funding for the operation of public higher education institutions. With a limited state budget that is divided among many equally important spending purposes, the portion of the state budget devoted to higher education needed to be more modest. This makes it even more important to manage this scarce resource effectively. This paper addresses the performance-based allocation of state budgets for higher education. It employs a non-parametric method of evaluating relative efficiency using the two-stage data envelopment analysis CCR model under constant returns to scale to evaluate universities’ performance. The estimation results on a sample of 29 universities under the Ministry of Education and Training management for the academic year 2019-2020 show that the effective universities belonged to all single-disciplinary ones. Management was an important factor leading to the difference in efficiency scores between universities under study.
number: /2023
CIT number: 0
Number of views: 972
Inclusive education for children with autism spectrum disorder (ASD) relies on the active involvement of parents. However, in Vietnam, research on the difficulties and needs of parents in accessing reference materials remains limited. This study aimed to examine the challenges and requirements of parents in obtaining guidelines for children with ASD in inclusive schools. An online survey was conducted with 109 parents of elementary school students with ASD to investigate this issue. The findings indicate that, in the existing guidelines, much of the information on autism symptoms, signs, and causes are primarily obtained from social media sites and unreliable sources. In contrast, parents expressed a desire to access materials developed by autism experts in a video format that is easy to comprehend and implement.