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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal on Mathematics Education
Nguyen, Giang Thi Chau
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Education Mathematics Social Sciences Other

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An empirical study of factors influencing primary school teachers' long-term commitment to Realistic Mathematics Education Nguyen, Giang Thi Chau; Pham, Chau Thi Hai
Journal on Mathematics Education Vol. 14 No. 1 (2023): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v14i1.pp1-18

Abstract

Realistic Mathematics Education (RME) is a re-emerging teaching and learning pedagogy approach that has gained a lot of momentum since 2016. Prior publications concentrated mostly on curriculum design and student achievement, while little attention was devoted to understanding teachers’ perceptions toward RME. Thus, the purpose of this study was to investigate the effects of factors that influence teachers' perceptions to adopt RME in the long term. Ten hypotheses were proposed and tested employing the Generalized Structured Component Analysis (GSCA) technique. 226 primary school teachers from various regions were recruited to answer the questionnaires via Google Form. The experimental results validated six out of ten expected relationships between the factors in the extended self-determination theory model. That is, perceived competence affected confirmation, confirmation influenced both intrinsic motivation and satisfaction, intrinsic motivation influenced satisfaction, and satisfaction and parental involvement both were considered reliable predictors of realistic math education continuance intention. The remaining hypotheses were not validated, that is, autonomy, relatedness and competence were not found significant on intrinsic motivation, and intrinsic motivation did not influence RME continuance intention. Overall, the model explains 57.9% the amount of variance in the data. Administrators and policymakers are recommended to intervene on validated relationships to increase teachers' retention and long-term commitment to RME, whereas unsupported assumptions must be reexamined in the future.
Critical factors shaping project-based learning in mathematics education Pham, Chung Xuan; Nguyen, Hang Thi My; Nguyen, Giang Thi Châu; Thai, Lam Thi Hong; Truong, Dung Thi
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.35671

Abstract

A total of 488 observations from secondary and high school teachers were randomly divided into two groups for conducting analysis: 244 for exploratory factor analysis (EFA) and 244 for confirmatory factor analysis (CFA). The experimental results from EFA revealed six latent factors, accumulating for over 68.43% of the variance in the data. The CFA reports validated the 6-factor model, demonstrating strong model fit indices and ensuring high reliability and validity. These factors discovered and named in this study are as: facilities and teaching support, capacity to organize project-based learning (PjBL), perception of PjBL, readiness for PjBL, teachers’ confidence in applying PjBL, and students’ characteristics. The findings validated these latent factors’ model as a comprehensive framework for understanding the essential aspects of organizing PjBL. By addressing both the identification and empirical validation of influencing factors, the study thoroughly responds to the research questions and strengthens the overall contribution to the field. This study is novel in its development and validation of a context-specific measurement model for PjBL in mathematics education, particularly within the Vietnamese educational context, where empirically grounded models of this nature remain scarce. Furthermore, it offers valuable practical information for teachers, educational administrators, and researchers to enhance and promote the effective application of PjBL in mathematics education.
Co-Authors Nguyen, Hang Thi My Pham, Chau Thi Hai Pham, Chung Xuan Thai, Lam Thi Hong Truong, Dung Thi