Transforming teaching and learning in Asia and the Pacific: case studies from seven countries; 2015

a meeting to evaluate the lesson, and the researcher later interviewed the
teacher (separately) to gain her perspective on the lesson and on pedagogical
approaches.

Findings

Pedagogical practices in schools

In the questionnaires, teachers were asked to state the pedagogical approaches
they used, by selecting from a list of approaches widely used in schools in
Viet Nam. These included: practice, experiment, discussion, presentations,
the game-based approach, performance, cooperative-learning, role-play,
the problem-based approach, field-trips and experience (Phan, 2005). As
illustrated in Figure 1, the vast majority of teachers responded that they used
the experiment (82 per cent), discussion (81 per cent) and presentation (79
per cent) approaches.

The results of the questionnaire indicate that the pedagogical approaches
used by the teachers are closely linked to the subjects they teach. A literature
teacher noted that she mostly used the presentation and performance
approaches, while the science teachers said they used the experiment
approach frequently, and the language teachers used the game-based and
role-play approaches. Only around a third of the respondents reported that
they used the problem-based learning and field-trip approaches (37 per cent
and 32 per cent, respectively).

Figure 1: Teaching methods used in class

00.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00

Practice, Experiment

Discussion

Presentation

Game-based approach

Performance

Cooperative learning

Role-play

Problem-solving

Field-trip

Others

Experience 8.26%

19.01%

32.23%

37.19%

40.50%

53.72%

56.20%

71.90%

79.34%

80.99%

81.82%