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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE)
Giang Thi Chau Nguyen
Vinh University
Education

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Integrated teaching in primary schools: A systematic review of current practices, barriers, and future developments Giang Thi Chau Nguyen; Dao Thi Thai
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.26087

Abstract

Recent years have seen a rise in the use of integrated teaching in many nations across the globe due to the vital role it plays in the delivery of primary education programs that focus on the growth of students’ abilities. However, a comprehensive review of integrated classroom practices in elementary schools has yet to be conducted, making it difficult for interested readers to make education decisions about entering the sector or for established experts to keep up with the latest developments. To fill this gap, we performed a meta-analysis using the PRISMA procedure and a comprehensive literature search. Following the PRISMA guidelines, the study analyzed 24 publications on integrated teaching in primary school that appeared in Scopus and Google Scholar between 2014 and 2022. The study used text analysis and synthesis to highlight active nations, extracted keywords, drawing obstacles and challenges, and future research opportunities. The result reported 13 types of obstacles and challenges that need to be overcome in the long run. As such, five research directions were compiled based on prior publications, namely as teachers’ training program, integrated teaching materials, integrated teaching models, school policies and other interventions, and others. Interested readers, prospective researchers and policymakers could benefit from these findings by tackling existing issues or investigating recommended research directions.
Investigating determinants of effective game-based learning implementation in primary education Dao Thi Thai; Chi Thi Diep Nguyen; Tuan Anh Phan; Dung Tien Nguyen; Giang Thi Chau Nguyen
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.39196

Abstract

The purpose of this study is to identify the factors influencing the organization of game-based learning (GBL) activities in primary schools and to validate the reliability, validity of these factors. The research sample consisted of 621 primary school teachers, randomly divided into two groups: 311 samples were used for exploratory factor analysis (EFA), and 310 samples for confirmatory factor analysis (CFA). The EFA results uncovered seven latent factors, accumulating for over 68.995% of the data variance. The CFA validated the seven-factor model, with model fit indices passing acceptable standards, implying high reliability and validity of the measurement structure. The primary factors influencing the organization of GBL activities in primary schools include confirmation, teaching environment, students, belief, motivation, perception, and competence. The findings affirm that this seven-factor model accurately reflects critical dimensions of organizing GBL activities in our current context. Thus, these results provide a scientific foundation for teachers, educational administrators, and researchers to enhance and promote GBL activities in primary education effectively.
Co-Authors Chi Thi Diep Nguyen Dao Thi Thai Dung Tien Nguyen Tuan Anh Phan