Active Learning Methods in Mathematics Education at Lower Secondary Schools: A Case Study in Duong Lieu, Hanoi

Paper ID: EIJTEM_2026_13_3_189-199

Author's Name: Le Anh Tuan

Volume: 13

Issue: 3

Year: 2026

Page No: 189-199

Abstract:

Innovating teaching methods toward the development of students' competencies and qualities is a central requirement of the 2018 General Education Curriculum in Vietnam. This study evaluates the current implementation of active learning methods in Mathematics classes at lower secondary schools in Duong Lieu Commune, Hanoi, while examining the factors influencing their implementation and proposing solutions to enhance teaching effectiveness. A case study approach employing both quantitative and qualitative methods was adopted. Data were collected through teacher and student surveys, classroom observations, semi-structured interviews, and document analysis. The data were analyzed using descriptive statistics, correlation analysis, and thematic analysis. The findings indicate that teachers have adopted a variety of active learning approaches, including cooperative learning, problem-based learning, small-scale project-based learning, and information technology integration. However, the effectiveness of implementation is influenced by teachers' lesson design competence, school facilities, instructional time, and assessment practices. Active learning contributes significantly to increasing student engagement while fostering mathematical thinking, communication skills, and collaborative abilities. Nevertheless, further support is required in terms of professional development for teachers, assessment reform, and increased educational resources to maximize its effectiveness.

Keywords: active learning; Mathematics; lower secondary education; general education; student competencies; case study

References:

Bandura, A. (1977). Social learning theory. Prentice-Hall.
Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20(6), 481–486.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Open University Press.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). George Washington University.
Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. Jossey-Bass.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2022). Multivariate data analysis (9th ed.). Cengage.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Active learning: Cooperation in the college classroom (2nd ed.). Interaction Book Company.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning in the 21st century. Anales de Psicología, 30(3), 841–851.
Kvale, S., & Brinkmann, S. (2015). InterViews: Learning the craft of qualitative research interviewing (3rd ed.). SAGE.
Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140, 1–55.
Ministry of Education and Training. (2018). General education curriculum. Ministry of Education and Training. (Vietnam).
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Nguyen, B. K. (2015). Methods of teaching mathematics. Vietnam Education Publishing House.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.
Organisation for Economic Co-operation and Development. (2019). OECD learning compass 2030: A series of concept notes. OECD Publishing.
Piaget, J. (1972). Psychology and epistemology: Towards a theory of knowledge. Penguin Books.
Polya, G. (1957). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton University Press.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.
Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales de Psicología, 30(3), 785–791.
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE.

View PDF