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number: /2023
CIT number: 0
Number of views: 862
The present article explores the impacts and factors influencing the effectiveness of digital games and augmented reality (AR) games in mathematics education for primary school students. The study employed a mixed-methods approach, incorporating quantitative data from mathematics test results and survey responses, as well as qualitative data from classroom observations and interviews with teachers and students. The research involved 168 teachers conducting 168 experimental classes from different regions of Vietnam. The investigation focused on the effects of digital and AR games on students’ academic performance, skill development, engagement, and motivation in mathematics. Additionally, it examined the influence of factors such as gender and geographical location on the effectiveness of these games in teaching mathematics. The findings offer valuable insights into the potential benefits, influencing factors, and limitations associated with integrating digital and AR games in the mathematics classroom. These insights can inform educators and policymakers in their efforts to enhance the quality of education.
number: /2023
CIT number: 0
Number of views: 1,095
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: 940
The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015 has proposed Quality Education as one of the Sustainable Development Goals. In the Post-COVID era, the major apprehension was to add values to learners’ lives with connection and continuity. A matter of concern was that though the physical distancing did matter, social and emotional correctness was even more critical. One positive development was that the number of the technology users and technology usage in the context of India had increased exponentially. The ownership and the use of touchscreen technologies such as smartphones and tablets are rapidly increasing and the technology users are now much younger in age. Children have become techsavvy at early ages. The rapid expansion of technology has made the new generation more dependent and proficient in making the use of computers, mobile devices and other digital technologies. Nevertheless, in the context of early childhood settings, there are some influences that may differentiate the technology use behaviors of preschool children, which are generally constructed at home or school environment. This paper deals with how the preschools in the COVID-19 pandemic situation have taken hold of the foundational education of children with the innovative ideas and integrating technology into their pedagogy. The ICT applications in teaching-learning processes in preschool were also studied by the researchers. The pedagogical interventions offered by them were analyzed and the practices of technology integrating teaching learning at preschools were observed. In addition to this, the information through a questionnaire and structured interviews was also obtained from the teachers. The paper has explained the innovative technological interventions incorporated such as virtual shows and tours, smart books, speaking pens, touch and feel books etc. for stimulating the young minds. Further to this, it seeks to define the possible influences, effects and praxis of technology use in early childhood settings, and also intends to explore the current mindset of teachers about technology use in the field of early childhood education.
number: /2023
CIT number: 0
Number of views: 907
Digital transformation is gaining attention and becoming a trend in higher education, but not many results in Vietnam have been recorded. On the basis of the review of the main views on digital transformation and digital transformation in higher education and relevant theories of business process management (BPM), this paper clarifies the similarities between business process management and digital transformation, thereby showing a highly feasible approach in laying the foundation for digital transformation at universities. The results from the application of the BPM model at Hanoi University of Industry, with initial success in digital transformation in higher education, possibly offer meaningful and practical lessons for Vietnamese universities.
number: /2023
CIT number: 0
Number of views: 991
The use of technology and applications in education has continued to increase over the last few decades, and many studies show the effectiveness of using technology in teaching and learning. The central question in the present research is how Vietnamese teachers and students use Google products, as a new technology solution, to transform teaching and learning as well as to motivate students’ learning. By selecting a public school in Ha Noi and a private school in Ho Chi Minh City with 31 teachers and 112 students, the present research investigated students’ and teachers’ attitudes toward using technology in the classroom as well as their practices using Chromebooks and Google Workspace for their teaching and learning activities. The results showed that both students and teachers had positive attitudes toward using technology in the classroom. One of the most important findings is that teachers and students find Chromebooks and Google Workspace for Education as valuable tools. Teachers expressed their interests in using Chromebooks mostly because Chromebooks consist of many applications that teachers can use for different purposes such as online teaching, assessment and classroom management. Within the scope of the pilot program, teachers also recognised that the use of Google Solutions have a positive effect on students’ learning. Students perceived that Chromebooks are great for their learning and they are willing to introduce Chromebooks to their friends. Using Google applications give students more opportunities to collaborate and communicate with their peers as well as to solve the problems during their learning. The result also shows that there are differences in students’ motivation to learn Math before and after the pilot program.
number: /2023
CIT number: 0
Number of views: 1,023
With the advancement of digital technology, online learning is no longer merely a potential learning method to enable a diverse range of learners’ access to education, but is increasingly becoming a crucial learning method at every school level. The majority of research problems and challenges regarding online learning stems from the question of how learners obtain and maintain positive learning motivation in online learning settings. This study seeks to examine the situational motivation of high school students enrolled in continuing education programs via online learning in Vietnam, thereby examining the differences by genders, groups, online learning duration, and online learning programs. The snowball sampling method was utilized, and the questionnaire was designed using the Google Forms tool. The data set for analysis includes 633 records collected between September 17 and October 10, 2021. The study’s findings investigated the situational motivation of continuing education learners in online learning in Vietnam, in which: Situational Motivation Scales varied in factors of Intrinsic Motivation, Identified Regulation, External Regulation, and Amotivation. In addition, the research findings indicate disparities of situational motivation in online learning between male and female learners, by school grades, by learning time, and by learning program. Firstly, the results reveal that there is a difference by gender and duration of online learning between three factors of Intrinsic Motivation, Identified Regulation, External Regulation, and Amotivation. Secondly, the results by school grades show differences in factors within the same grades as well as disparities across grades in the same factor. Third, the findings for SMS of learners enrolled in an online learning program suggest that there is a difference by subject in the same factor and a difference in a subject with various factors. Therefore, these findings are expected to provide critical evidence for academics studying learner motivation in general, and online learners in particular. Furthermore, the findings can help educators and teachers better understand the situational motivation of continuing education learners in the online learning environment, in order to have effective pedagogical and psychological measures in place to encourage effective online learning, increase the quality of online teaching and learning, and move learners toward self-determination.
number: /2023
CIT number: 0
Number of views: 1,275
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: 1,240
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: 2,116
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: 1,280
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.