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ISSN 2063-5346
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TRAINING STUDENTS' COLLABORATIVE PROBLEM-SOLVING SKILLS: A CASE STUDY THROUGH 12TH GRADE MATH TEACHING AND LEARNING AT LAO PEOPLE'S DEMOCRATIC REPUBLIC

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Vongsy Phommanichan , Tran Viet Cuong
» doi: 10.31838/ecb/2023.12.s1.097

Abstract

Purpose: This study aims to investigate the current state of Mathematics teaching in 12th grade and identify issues related to training 12th-grade students in cooperative problem-solving skills in the Lao People's Democratic Republic. Theoretical framework: This study focuses on the importance of cooperative problem-solving skills in mathematics education, providing a basis for understanding its significance and the challenges associated with its implementation in the educational context of Laos. Design/methodology/approach: The study employed two questionnaires, one for teachers and one for students, with 9 and 8 questions, respectively. The questionnaires were created using Google Forms and were distributed from October 2021 to January 2022. A total of 38 teachers participated in the survey, including 4 (10.53%) with college degrees, 32 (84.21%) with university degrees, and 2 (5.26%) with master's degrees. Out of the 411 students who received the questionnaire, 373 provided valid responses after excluding those who did not participate or gave invalid answers. Findings: The study found that high schools in Laos face limitations in terms of teacher motivation to innovate teaching methods and students' weak practice of cooperative problem-solving skills. Specifically, students lacked opportunities for group activities and showed weak collaborative skills for problem-solving. Research, Practical & Social implications: This study highlights the importance of promoting collaborative learning and problem-solving skills in Mathematics education in Laos. The findings of this study can provide useful insights for policymakers, educators, and curriculum developers in designing effective strategies and approaches to improve the quality of Mathematics education in the country. Originality/value: This study contributes to the limited literature on Mathematics education in Laos, particularly in the area of cooperative problem-solving skills training. The study provides valuable information on the current state of Mathematics teaching and identifies key areas for improvement

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