Teaching Practices That Support and Promote Learning
Qualitative Evidence from High and Low Performing Classes in Vietnam
Abstract
This Note is part of our RISE Vietnam study examining factors that contribute to high learning outcomes in Vietnam. We ask the question: What are the teaching practices that support and foster high levels of learning? We inductively analysed the recorded observations of teaching in math and literature classrooms, and pre-/post-lesson interviews of secondary teachers in 20 schools located in 10 provinces across Vietnam. We examined teachers’ practices in what we grouped as high and low performance schools. These groups were determined using two sources—annual school reports of students’ performance for the grade observed and average student results on math and literature tests conducted by the RISE project. The five high performing schools in our sample had more than 60 percent of students who have achieved excellent and good scores; students also scored in the highest quantile on the exam given for the RISE study. The nine low performing schools in the sample generally had less than 35 percent of students who achieved excellent or good scores, and they scored in our lowest quantile on tests designed for the RISE study. A few other schools had scores in the middle range, or fluctuated between low, middle, and high scores; we do not include analysis of classrooms from these schools in this Note. Students’ scores can change from year to year, but for the high and low performing schools that we analysed and use in this Note, students average scores remained consistent across years and between the two measures.
This work is part of the ‘Research on Improving Systems of Education’ (RISE) programme
Citation
DeJaeghere, J., Duong, B. and Dao, V. 2021. Teaching Practices That Support Thinking and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. 2021/024. https://doi.org/10.35489/BSG-RISE-RI_2021/024