European Journals of Education Studies
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APPLICATION OF AI IN GRADING NEW QUESTION TYPES IN THE 2025 VIETNAMESE HIGH SCHOOL GRADUATION EXAM
Get PDFThe 2025 Vietnamese National High School Graduation Exam introduces a new three-format structure (multiple choice, True/False, short answer), while still relying on traditional OMR answer sheets that often lead to mechanical errors. This study proposes an AI-assisted grading system combining a direct-answer sheet format with Mathpix OCR handwriting recognition to address these limitations. Using a five-stage simplified Borg & Gall model—regulatory analysis, system development, expert validation, dual-phase trials, and pilot testing on 93 student papers—the system achieved 98.5% character recognition accuracy and high user satisfaction (Likert ≥ 4.0/5) in reducing errors and supporting all question types. Findings show that AI-enhanced direct-answer formats maintain OMR-level reliability while improving test validity. A proposed implementation roadmap includes expanding handwriting datasets, standardizing 300 dpi devices, province-wide teacher training, and integration into the official grading process. Article visualizations
APLICAÇÃO DO GUIA DE CORREÇÃO DO TESTE ABORDAGEM-EM-PROCESSO VERSÃO 2 NO CONTEÚDO “CANVAS MODELO DE NEGÓCIOS ADAPTADO PARA GERAR BOAS ATIVIDADES PELOS ADOLESCENTES”
Get PDFA teoria das abordagens de aprendizagem tem subsidiado investigações sobre métodos de ensino e aprendizagem. O Guia de Correção do Teste Abordagem-em-Processo versão 2 é uma ferramenta proveniente desta teoria. Ele permite ao professor profunda reflexão sobre sua prática pedagógica, planejamento didático e avaliação. Seu preenchimento é realizado com supervisão de um especialista do LAICO, permitindo uma abordagem dialógica e reflexiva. Este estudo apresenta o preenchimento do Guia de Correção ao conteúdo “Canvas Modelo de Negócios Adaptado para Gerar Boas Atividades por Adolescentes”. O preenchimento envolveu a adaptação de conceitos de gestão para o planejamento de atividades com foco em impacto social e pessoal. Um ponto central envolveu a organização do conteúdo de ensino via a definição de seus conceitos fundamentais, propriedades e relações. O preenchimento do Guia evidencia que a organização de conteúdos baseada em conceitos não é a reprodução de definições formais isoladas – como a mera transcrição de descrições técnicas de livros didáticos. Pelo contrário, o Guia orienta o professor a estruturar o material didático a partir da explicitação didática das propriedades fundamentais de cada conceito, de suas relações essenciais e de sua articulação lógica. Essa abordagem, alinhada à teoria das abordagens de aprendizagem e às metodologias ativas, permite que o conteúdo seja organizado de modo a favorecer a construção de significados coerentes, garantindo clareza conceitual e profundidade analítica. O Guia é um instrumento versátil que pode ser utilizado em diferentes disciplinas. Ele é uma ferramenta de desenvolvimento profissional docente e facilita a transição de abordagens superficiais para profundas no ensino.The theory of learning approaches has informed research on teaching and learning methodologies. The Approach-in-Process Test Correction Guide (Version 2), a tool derived from this theoretical framework, enables educators to critically reflect on their pedagogical practices, instructional design, and assessment methods. The Guide’s completion process, conducted under the supervision of a LAICO specialist, fosters a dialogic and reflective approach to professional development. This study details the application of the Correction Guide to the instructional content “Business Model Canvas Adapted to Empower Adolescents in Generating Effective Activities.” The process involved adapting management concepts into activity-planning frameworks focused on social and personal impact. Central to this work was the organization of teaching content through the systematic definition of its core concepts, essential properties, and interrelationships. The Guide demonstrates that concept-based content organization is not the reproduction of isolated formal definitions - such as mechanically transcribing technical descriptions from textbooks. Instead, it guides educators to structure didactic materials by explicitly articulating the fundamental properties of each concept, their essential relationships, and their logical coherence. This approach, aligned with the theory of learning approaches and active methodologies, ensures that content is organized to foster coherent meaning construction, prioritizing conceptual clarity and analytical depth. The Guide emerges as a versatile tool applicable across disciplines. It serves as a resource for teacher professional development, facilitating the transition from superficial to deep learning approaches in educational practice. Article visualizations
INVESTIGATING THE RELATIONSHIP OF THE COLLABORATIVE CULTURE AND THE FULL RANGE LEADERSHIP MODEL IN ALL-DAY PRIMARY SCHOOLS IN GREECE
Get PDFThe investigation of the leadership behavior and the collaborative culture adopted by the teachers in the all-day primary schools in Greece and their subsequent interaction formed the basis for conducting the research, part of the results of which are presented in this article. Its field of application was a randomly selected nationwide sample of 782 teachers, while as research tools to record their perceptions were used the School Culture Survey - Teacher Form (S.C.S.-T.F.) questionnaire to assess the six dimensions (collaborative leadership, teacher collaboration, professional development, unity of purpose, collegial support and learning partnership) that shape the model of collaborative school culture and the Multifactor Leadership Questionnaire (M.L.Q. 5X-Short) to assess the three (3) styles of leadership behavior (transformational, transactional, laissez-faire leadership). The quantitative data collected were processed in the Statistical Package for the Social Sciences (SPSS, version 24). Descriptive, correlational analysis followed, and statistical tests were performed to answer the research questions. The findings clearly demonstrate that teachers adopt the collaborative culture model to a satisfactory degree (M=3.55), applying several forms of collaborative behavior, as reflected by the descriptive analysis of their perceptions of the six (6) dimensions/factors that shape the profile of the model with a variation of mean values from (M=3.35) for the dimension teacher collaboration to (M=3.71) for the unity purpose. In addition, the findings concerning the dominant form of leadership model in Greek public all-day primary schools, as perceived by classroom teachers and/or school leaders, highlight the transformational leadership behavior (M=2.97) as the dominant, one transactional leadership behavior (M=2.25) as secondary choice, while their distancing from the laissez-faire leadership model (M=1.39) is evident in the specific field of research. From the multiple regression analysis it is found that 40.5% of the variation of the transformational leadership variable is interpreted statistically significantly by the variation of the independent variables of the collaborative culture, while their classification in terms of their importance in the prediction is as follows: collaborative leadership (Beta=0.353, p˂0.05), teacher collaboration (Beta=-0.176, p˂0.05), professional development (Beta=0.053, p>0.05), unity of purpose (Beta=0.181, p˂0.05), collegial support (Beta=0.231, p˂0.05) and learning partnership (Beta=0.054, p>0.05). The 18.4% of the variation of the transactional leadership variable is interpreted statistically significantly by the variation of the independent variables of the collaborative culture, while their classification in terms of their importance in the prediction is as follows: collaborative leadership (Beta=0.113, p˂0.05), teacher collaboration (Beta=0.382, p˂0.05), professional development (Beta=0.081, p˂0.05), unity of purpose (Beta=-0.133. p˂0.05), collegial support (Beta=-0.192, p˂0.05) and learning partnership (Beta=-0.043, p>0.05). The 11.1% of the variation of the laissez-faire leadership variable is interpreted statistically significantly by the variation of the independent variables of the collaborative culture, while their classification in terms of their importance in the prediction is as follows: collaborative leadership (Beta=-0.152, p˂ 0.05) teacher collaboration (Beta=0.460, p˂0.05), professional development (Beta=0.016, p>0.05), unity purpose (Beta=-0.178, p˂0.05), collegial support (Beta=-0.168, p˂ 0.05) and learning partnership (Beta=-0.052, p>0.05). Article visualizations
PARENTS AS PARTNERS IN EDUCATION: UNDERSTANDING THEIR ENGAGEMENT IN COMPETENCY-BASED CURRICULUM IMPLEMENTATION IN PUBLIC PRIMARY SCHOOLS – THE CASE OF NAKURU COUNTY, KENYA
Get PDFActive participation of parents as co-educators in their children’s learning and holistic development is among the guiding principles of Competency-Based Curriculum (CBC) in primary schools in Kenya. This study examined the influence of parental engagement on the implementation of the CBC in public primary schools in Nakuru County, Kenya. Guided by Epstein's Framework of Six Types of Parental Involvement, the study investigated how three dimensions of parental engagement—participatory decision-making, resourcing, volunteering and linkages, and school-home-based learning and development processes—affect CBC implementation. The study employed a convergent parallel mixed-methods design. Data were collected from 211 parents, 13 teachers, and 10 PTA representatives through questionnaires, interviews, and focus group discussions, respectively. The questionnaire's face and content validity were established through expert judgment, and its reliability was assessed using Cronbach's alpha coefficient. Trustworthiness was ensured during the qualitative data generation procedures: transferability, confirmability, credibility, and dependability. The quantitative data was analyzed using descriptive statistics and multiple linear regression, while qualitative data underwent thematic analysis. The findings revealed a moderate positive correlation (r = .423, p < 0.05) between parental engagement and CBC implementation, with these engagement dimensions explaining 17.9% of the variation in implementation success. Specifically, parental involvement in participatory decision-making (β=.241, p<0.05) and school-home-based learning strategies (β=.244, p<0.05) had statistically significant positive effects on CBC implementation, while resourcing, volunteering, and linkages showed no significant impact (β=.006, p>0.05). Qualitative data highlighted persistent challenges, including limited awareness of parental roles, socioeconomic constraints, and communication gaps between schools and families. The study concludes that meaningful parental engagement, particularly in school governance and home-based learning support, significantly enhances CBC implementation. It recommends that educational stakeholders develop targeted national strategies to increase parental awareness, revise teacher training programs to emphasize family-school partnerships, and create structured platforms for active parental participation in school-level decision-making processes. Article visualizations
AN EVALUATION OF PHYSICAL AND TECHNICAL SKILL DEVELOPMENT AMONG 12–13-YEAR-OLD SHUTTLECOCK ATHLETES IN TAN BINH DISTRICT, HO CHI MINH CITY AFTER SIX MONTHS OF TRAINING
Get PDFThis study aims to establish a reliable set of physical and technical evaluation criteria for 12–13-year-old shuttlecock athletes in Tan Binh District, Ho Chi Minh City, following a six-month structured training program. A combination of expert consultation, pedagogical testing, and statistical analysis was employed to identify and validate performance indicators. The findings revealed significant improvements in both physical and technical skills post-training, particularly in key areas such as flexibility, coordination, and targeted shuttlecock techniques. The validated assessment framework not only provides a scientific foundation for monitoring athlete development but also serves as a practical tool for coaches in designing data-driven training programs. This research contributes to enhancing the quality and effectiveness of youth shuttlecock training and talent identification at the district level. Article visualizations
DEVELOPING PROFESSIONAL ENDURANCE ASSESSMENT TESTS FOR MALE VOVINAM ATHLETES OF VIETNAM AVIATION ACADEMY
Get PDFVovinam is a traditional martial art that was founded by the Vietnamese people. To perform at a high level, Vovinam athletes must demonstrate strong technical skills, tactical thinking, physical fitness, and psychological resilience. Among these, physical fitness plays a particularly important role, as it ensures athletes can maintain dominance in both attack and defense until the final moments of a match. This study aims to develop professional endurance tests for male Vovinam athletes at the Vietnam Aviation Academy. To achieve this objective, the researchers applied methods such as document analysis, interviews, pedagogical testing, and statistical analysis. The study was conducted with 20 male athletes from the Vietnam Aviation Academy's Vovinam team. As a result, seven endurance tests were selected, and corresponding scorecards, including a comprehensive scoring system, were developed to evaluate the athletes’ professional endurance. The findings show that, among the athletes assessed, 10.0% achieved an excellent level, 30.0% a good level, 35.0% an average level, 15.0% a weak level, and 10.0% a poor level
DEVELOPING EVALUATION CRITERIA FOR THE EXTRACURRICULAR PHYSICAL TRAINING ACTIVITIES OF DORMITORY STUDENTS AT CAN THO UNIVERSITY, VIETNAM
Get PDFExtracurricular sports are voluntary activities for students, organized outside of school hours to help them enjoy recreational time, improve physical fitness, and stay away from social evils. This study aims to develop evaluation criteria for the current state of extracurricular physical training among students living in the dormitories of Can Tho University. Based on both theoretical and practical foundations, eight evaluation criteria were proposed through a survey of 27 experts, including administrators and physical education lecturers, along with a survey of 392 students. The results show that the students have a strong awareness of the importance of extracurricular physical training. However, their level of regular participation remains limited due to a lack of time, facilities, and access to information. Popular sports such as jogging, walking, badminton, and volleyball are favored, but the number of sports clubs and teams remains limited. Thus, the study attempted to propose solutions such as improving sports facilities, increasing the organization of extracurricular physical activities, and establishing sports club models to promote physical training movements among students. Article visualizations
EFL STUDENTS’ PERSPECTIVES ON THE IMPACT OF VOLUNTEER WORK EXPERIENCES ON THEIR INTERCULTURAL COMMUNICATION SKILLS
Get PDFIntercultural communication focuses on the exchange of information among various cultures and social groups, encompassing individuals with diverse religious, social, ethnic, and educational backgrounds. This research article explores the impact of volunteer work experience on English as a Foreign Language (EFL) students’ intercultural communication skills at a university in Vietnam. The study aims to understand how engaging in volunteer activities enhances students' ability to interact effectively across cultures, thereby contributing to their overall language proficiency and cultural awareness. The quantitative method was conducted through experimental convention and questionnaires with the participation of students majoring in English at a university in the Mekong Delta, Vietnam. Data was collected through surveys involving 65 EFL students who participated in various volunteer programs and activities. The findings indicate that volunteer work experiences significantly help students boost their intercultural communication skills, fostering greater empathy, adaptability, and confidence in interpersonal communication in general. Article visualizations
THE ROLE OF PEDAGOGIC TRANSLATION IN GRAMMAR LEARNING: A TOOL FOR STRUCTURAL AWARENESS AND ACCURACY
Get PDFPedagogic translation has long been the issue of debate between critics who ostracize it in language teaching, presumably because of its connection to the grammar translation method on the one hand, and proponents of bilingual reforms in language education, on the other. The latter advocate that pedagogic translation is not without merits. Previous studies suggest that pedagogic translation promotes linguistic accuracy. This paper explores the role of pedagogic translation in developing the learners’ understanding of grammar rules and sentence structure. This paper combines theoretical insights with statistical data collected from teachers and learners of English at the CPGE in Morocco. The findings suggest that pedagogic translation is an effective tool in learning EFL grammar. Article visualizations
THE MEDIATING EFFECT OF STRATEGY INVENTORY OF LANGUAGE LEARNING ON THE RELATIONSHIP BETWEEN MOTIVATION IN ENGLISH LANGUAGE LEARNING AND CLASSROOM ANXIETY
Get PDFThis study aimed to determine the mediating effect of strategy inventory for language learning between motivation in English language learning and classroom anxiety. It utilized a descriptive-correlational study design along with mediation analysis. Correlational analysis was performed to examine the relationships between the variables. The researchers surveyed 316 senior high school students from four private schools in Davao City using a stratified sampling technique who enrolled in S.Y. 2024-2025. Mean, Pearson r, Linear Regression Analysis, and Medgraph using the Sobel z-test were used for the data analysis. Results revealed that motivation in English language learning was very high. Students' English language classroom anxiety was moderate, while strategy inventory for language learning was high. There was a significant negative relationship between motivation in English language learning and classroom anxiety, and a positive significant relationship between motivation in English language learning and strategy inventory. However, the positive relationship between strategy inventory and classroom anxiety was not statistically significant. Besides, Medgraph and Sobel z-test revealed that strategy inventory for language learning significantly mediated the relationship between motivation in English language learning and classroom anxiety; this analysis confirms a partial mediation. Therefore, some of the strategy inventory has a direct effect, but not all, on the relationship between motivation and classroom anxiety. This implies that motivation directly affects classroom anxiety even after accounting for the strategy inventory. Article visualizations