VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES ******************* NGUYỄN THU HIỀN TEACHERS’ PERCEPTIONS OF USIN
INTRODUCTION
Problem statement
In today's fast-paced society, traditional education methods that rely on memorization are insufficient for preparing students to face real-life challenges Many primary schools emphasize structured activities with set outcomes, leading to passive learning where students do not engage in critical thinking This often results in students struggling to articulate their innovative ideas, hindering their intellectual growth during a vital stage of education As the demand for diverse skills increases, it is essential for educational approaches to evolve and focus on developing higher-order thinking skills (HOTs) from an early age Therefore, discovering and implementing instructional strategies that foster these abilities is imperative.
Despite the recognized advantages of higher-order thinking (HOT) and visual thinking in educational research, there is a significant gap in findings regarding the effective use of Visual Thinking Routines (VTRs) to promote HOTs, particularly in primary education Most existing studies have concentrated on secondary and higher education, where cognitive demands are greater However, the early stages of education are vital for cognitive development, highlighting the importance of understanding how VTRs can support this process.
Higher Order Thinking Skills (HOTS) are crucial for the cognitive development of younger students, yet research on this topic is scarce, particularly in Hanoi's elementary schools Implementing systematic methods like VTRs can greatly improve early cognitive growth in these educational settings.
This study aims to explore teachers' perspectives on the effectiveness of Video Teaching Resources (VTRs) in fostering Higher Order Thinking Skills (HOTs) among elementary school students By investigating the experiences of educators in Hanoi, the research seeks to provide valuable empirical data on the successful integration of VTRs in early education The ultimate goal is to enhance students' critical thinking abilities and lay the groundwork for future teaching strategies that focus on developing cognitive skills from a young age.
The aims and objectives of the research
This study explores primary school teachers' perceptions of the effectiveness of Visible Thinking Routines (VTRs) in promoting Higher-Order Thinking Skills (HOTS) in students.
(1) Examine teachers' perceptions of the impact of VTRs on different levels of HOTS (Analyzing, Evaluating, Creating)
(2) Identify specific VTR strategies that teachers implement and their effectiveness in classroom activities
(3) Analyze the key challenges teachers encounter when integrating VTRs to develop HOTS and propose solutions.
Scope of the study
This study examines the perspectives and experiences of primary school teachers in utilizing VTRs to cultivate HOTs in primary students
The research spans two academic semesters, from September to May 2024, allowing for a comprehensive assessment of the integration and impact of VTRs in classroom activities.
This study focuses on a sample of 32 educators from the international department of a primary school in Hanoi The diverse teaching backgrounds and experiences of these teachers provide valuable insights into the use of Video Teaching Resources (VTRs) for educational development.
Located in Hanoi, this primary school is recognized for its innovative teaching methods and dedication to professional development Its focus on advanced pedagogical strategies provides an excellent environment for exploring the practical implementation of VTR in promoting higher-order thinking skills (HOTs) among primary students.
Research questions
Teachers' perceptions significantly influence the adoption and implementation of educational strategies, particularly Visible Thinking Routines (VTRs) For successful integration of VTRs into classroom activities, educators must understand their importance in promoting Higher-Order Thinking Skills (HOTS) A lack of awareness regarding the benefits of VTRs may lead to hesitance in their systematic use This research aims to investigate teachers' views on VTRs as a means to enhance HOTS, laying the groundwork for analyzing their practical application in classroom environments.
After recognizing the effectiveness of Video Teaching Resources (VTRs), teachers must explore how to integrate them into their classroom practices This investigation focuses on the methods teachers use to incorporate VTRs, including their frequency of use, preferred routines, and alignment with lesson objectives By examining these aspects, the study seeks to uncover best practices and variations in VTR implementation across diverse classroom settings.
While VTRs offer significant advantages in education, teachers often encounter challenges such as time limitations, insufficient training, student engagement issues, and resource shortages when implementing them in classrooms Recognizing these barriers is essential for creating effective support systems that empower educators to navigate these obstacles and enhance the effectiveness of VTRs This study seeks to provide actionable recommendations for the successful integration of VTRs in primary education, ultimately improving teaching and learning outcomes.
This study systematically organizes research questions to achieve a thorough understanding of how teacher perceptions, implementation strategies, and challenges impact the effectiveness of Video Teaching Resources (VTRs) in promoting Higher Order Thinking Skills (HOTS) among primary school students.
The study will investigate the following research questions:
(1) What are the teachers’ perceptions of the effectiveness of VTR in developing HOTs in primary students?
(2) How do the teachers implement VTR in their classroom activities?
(3) What challenges do the teachers face when using VTR to develop HOTs in primary students?
Significance of the study
This study demonstrates the effective use of Video Technology Resources (VTRs) in enhancing Higher Order Thinking skills (HOTs) among primary students It offers valuable recommendations for curriculum development and educational practices that integrate VTRs, ultimately improving young learners' cognitive abilities Additionally, the research provides practical strategies for educators to seamlessly incorporate VTRs into classroom settings The findings also hold significant implications for teacher training programs, equipping educators with the skills and knowledge needed to effectively utilize VTR in their teaching.
Thesis structure
This study consists of five chapters Each chapter corresponds to a specific subject and provides a comprehensive explanation of it
Chapter 1 – Introduction: This chapter establishes a framework for the study and introduces the main research questions, as well as the historical context, justification, and scope of the research
Chapter 2 – Literature review: This chapter provides comprehensive definitions and theoretical underpinnings for Bloom's Taxonomy, HOTs, and VTRs It examines the cognitive frameworks that are employed to develop survey questionnaires and interview questions, examines the available research on the ways in which VTRs can
5 improve HOTS, and identifies voids in current research that indicate areas for further investigation
Chapter 3 - Research Methodology: This chapter delineates the data collection and analysis tools employed, the methodologies employed to achieve the study's objectives, and the selection of participants
Chapter 4 - Findings and Discussion: This chapter examines the data acquired from surveys and interviews, examining the effectiveness of VTR in the development of HOTS in primary students and the challenges and solutions associated with VTR implementation from the perspective of teachers
Chapter 5 - Conclusion: This concluding chapter assesses the primary findings, examines the potential consequences of utilizing VTR in education, identifies the study's constraints, and provides suggestions for future research in light of the identified research gaps
LITERATURE REVIEW
Explanation of terminology
Visible Thinking Routines (VTRs) are structured methods designed to clarify thinking processes, enhancing students' critical and creative thinking skills through activities such as contemplation, questioning, and discussion (Ritchhart, Church, & Morrison, 2011).
Higher-Order Thinking Skills (HOTs) encompass cognitive processes like analysis, assessment, and creativity, which are essential for tackling complex problems and making informed decisions According to Bloom's Taxonomy, these skills play a vital role in fostering critical thinking and enhancing problem-solving abilities.
Visible thinking routines
This section establishes a foundational understanding of VTRs, defining and explaining their significance in the context of the study on developing higher-order thinking skills (HOTS) By detailing the history, development, and application of VTR, it ensures that readers, particularly teachers, grasp the tools utilized to enhance cognitive development.
The elucidation of how VTRs render students' cognitive processes perceptible underscores their capacity to foster profound thinking, which corresponds to the
7 primary research inquiry of the study: examining instructor perspectives on the efficacy of VTRs
Visible Thinking is an educational strategy aimed at enhancing the link between students' cognitive development and knowledge acquisition By utilizing various methods, this framework makes students' cognitive processes visible, thereby improving their understanding and engagement with the material Tishman (2000) highlighted a shift in educational paradigms from mere information delivery to empowering students to actively acquire and apply knowledge, recognizing that traditional teaching methods often fall short in promoting the integration and practical application of knowledge.
Visible Thinking, as defined by Tishman and Palmer (2005), includes observable methods that track the development of thoughts in individuals or groups, such as mind maps and worksheets These tools make cognitive processes visible, promoting a learning environment where thought can be observed and reflected upon (Ritchhart & Perkins, 2008) The main objectives of implementing Visible Thinking in education are to improve subject comprehension, boost student motivation, and create a classroom environment filled with actively engaged learners (Dajani, 2016).
2.2.2 Key principles of visible thinking
Acquiring knowledge of these principles will facilitate the creation of research questionnaires and interview questions to assess teachers' comprehension and implementation of VTRs
Visible Thinking is based on three fundamental practices:
• Thinking routines: Systematic methodologies that guide and enrich students' mental involvement
• Recording student cognition: Consistent documentation of students' thoughts and reflections
• Reflective professional practice: Promotes educators to evaluate and enhance their teaching methodologies
The main objective of this effort is to foster cognitive traits, such as curiosity, comprehension, fairness, and originality, among students (Ritchhart, Church, & Morrison, 2011)
2.2.3 The roles and structures of VTRs
Visible Thinking Routines (VTRs) are structured techniques that enhance deep and reflective thinking among students By making thinking visible, these routines act as tools for guiding cognitive development and establishing frameworks for structured reasoning Additionally, they promote habitual thinking patterns that cultivate a culture of inquiry within the classroom, as highlighted by Ritchhart, Church, and Morrison (2011).
Visible Thinking Routines have multiple functions:
• As a tool to enhance skills such as observation, reasoning, and interpretation These skills are carefully selected to stimulate the fundamental cognitive processes required for advanced thinking (Barahal, 2008; Salmon, 2008)
• As frameworks that assist students in navigating progressively more intricate levels of thinking, enabling meaningful debates in the classroom (Wolberg & Goff, 2012)
Regularly implemented behavioral patterns foster a strong learning culture in the classroom These routines serve as both common habits and adaptable strategies, evolving to enhance their effectiveness in meeting educational objectives (Ritchhart, Church, & Morrison, 2011).
The Routines are put into different categorization basing on their functions:
• Presenting and Investigating Concepts The following is a concise overview of this group
Routines for Presenting and Investigating Concepts
(Adapted from Ritchhart, Church, & Morrison, 2011, Table 3.1 - Thinking Routine
• Synthesizing and Organizing Ideas Here is a brief depiction of this group:
Routines for Synthesizing and Organizing Ideas
(Adapted from Ritchhart, Church, & Morrison, 2011, Table 3.1 - Thinking Routine Matrix)
• Digging Deeper into Ideas A more detailed description of this group is given below
Routines for Digging Deeper into Ideas
(Adapted from Ritchhart, Church, & Morrison, 2011, Table 3.1 - Thinking Routine Matrix)
In summary, Visible Thinking and its routines significantly improve students' cognitive abilities and foster higher-order thinking skills (HOTS), resulting in a dynamic and engaging learning environment This method aligns with contemporary educational goals that emphasize the importance of critical thinking and problem-solving skills.
Higher-order thinking skills (HOTS)
This study explores the role of Video Technology Resources (VTRs) in enhancing higher-order thinking skills It provides a comprehensive analysis of these skills, detailing their definitions, key components, and significance, thereby establishing a solid rationale for the research.
Higher-Order Thinking Skills (HOTS) encompass advanced cognitive abilities that empower students to analyze, evaluate, synthesize, and generate new knowledge, moving beyond mere information recall These skills are crucial for fostering critical thinking, innovation, and independent reasoning, serving as the cornerstone for lifelong learning and intellectual growth.
11 learning and adaptability in a rapidly changing world (Lewis & Smith, 1993; Ennis,
Higher-order thinking skills (HOTS) are essential for organizing information into meaningful structures, enabling individuals to make connections across different domains These skills are vital for achieving academic success and have practical applications in everyday life and professional careers.
Researchers, including Heong et al (2011), Plan (2014), and Sulaiman et al (2017), have identified four essential domains of Higher Order Thinking Skills (HOTS): Critical Thinking, which involves logically analyzing and evaluating information (Paul & Elder, 2001); Problem-Solving, the ability to identify issues and implement effective strategies (Jonassen, 2011); Creative Thinking, the process of generating innovative ideas and solutions (Torrance, 1988); and Decision-Making, which encompasses assessing various perspectives and making informed choices (Halpern, 1998) Understanding these domains is crucial for integrating HOTS into educational frameworks.
This study utilizes Bloom's Revised Taxonomy to examine the impact of Visible Thinking Routines (VTRs) on the development of Higher Order Thinking Skills (HOTS) in primary students, drawing on various theoretical frameworks to structure and measure this enhancement.
Connection Remembering Recall facts and basic concepts Low-order thinking Understanding Explain ideas and concepts Low-order thinking Applying Use information in new situations Transition to
Analyzing Break down information, identify patterns and relationships
Evaluating Justify decisions, assess arguments and evidence
Creating Generate new ideas, solutions, or products
This paragraph is directly tied to the first and third research questions by discussing the impact of HOTS on academic success
Research highlights the importance of Higher Order Thinking Skills (HOTS) in fostering academic success and preparing students for the complexities of modern job markets A study by Tiruneh et al (2014) demonstrated that strong HOTs significantly enhance students' ability to perform complex tasks and make informed decisions in unpredictable environments Additionally, organizations like the Partnership for 21st Century Skills advocate for the integration of HOTS into educational curricula to equip students with the vital skills necessary for success in today's global economy.
Study context
In today's educational landscape, students are encouraged to develop cognitive skills that extend beyond basic knowledge Higher-Order Thinking Skills (HOTs) and Visible Thinking Routines (VTRs) have emerged as essential tools for fostering deeper learning and enhancing critical thinking abilities.
2.4.1 The importance of higher-order thinking skills (HOTs) in education
Higher-Order Thinking Skills (HOTs) are advanced cognitive processes that extend beyond simple fact recall According to Bloom's Taxonomy, HOTs occupy the top tiers of the cognitive hierarchy, focusing on critical areas such as analysis, evaluation, and creativity Mastering these skills is essential for deeper understanding and effective problem-solving.
In today's complex society, it is essential for students to develop higher-order thinking skills (HOTS) to effectively tackle challenges, make informed decisions, and engage in critical thinking across various disciplines Research indicates that nurturing these skills in children leads to improved academic performance, enhanced creativity, and better problem-solving abilities Therefore, fostering HOTS from an early age is vital for preparing children to face future challenges.
2.4.2 The importance of using visible thinking routines (VTR) in primary education
Vietnam's 2018 General Education Program (GEP) emphasizes the development of students' competencies and higher-order thinking skills (HOTS) to provide a balanced foundation of practical and modern knowledge The GEP focuses on enhancing critical thinking, problem-solving, and creativity, which are vital for lifelong learning (Ministry of Education and Training, 2018) In this context, Visible Thinking Routines (VTR) are recognized as an effective pedagogical tool to support the program's goals.
VTRs significantly enhance students' cognitive development by making their thought processes visible and accessible, which aids in understanding and reflecting on their learning This method promotes deeper engagement with academic material and encourages active participation and critical thinking Research indicates that VTRs foster a passion for knowledge acquisition, contributing to a more enriching educational experience.
2008) By integrating VTRs into everyday teaching, primary educators can create a classroom environment that nurtures critical thinking from an early age, laying the foundation for the development of HOTS
The use of Virtual Teaching Resources (VTRs) in Vietnamese classrooms is on the rise, as educators increasingly acknowledge their effectiveness in meeting the goals of the General Education Program (GEP) Teachers have observed significant improvements in student engagement and learning outcomes, highlighting the positive impact of VTRs on the educational experience.
14 approach is well-suited to the evolving needs of modern education (Nguyen & Pham,
2022) Moreover, by employing VTRs, schools can meet the GEP’s mandate to cultivate proactive, independent, and creative learners who are prepared for the challenges of the 21st century
In summary, incorporating VTRs into primary education aligns perfectly with Vietnam's 2018 General Education Program goals These resources enhance students' critical thinking and problem-solving skills, fostering higher-order thinking skills (HOTS) and enabling learners to apply their knowledge practically, thus promoting their overall development.
This study draws on constructivist learning theory and Bloom's Taxonomy, emphasizing the significance of active student engagement and the cultivation of higher-order thinking skills These frameworks illustrate how Virtual Teaching Resources (VTRs) serve as effective tools that enhance learning by promoting understanding beyond simple memorization and recall.
Constructivist learning theory highlights the importance of learners actively constructing their own knowledge through reflection and interaction with their environment, moving beyond passive information absorption (Krause, 2007) Visible Thinking Routines (VTRs) enhance this process by making students' thought processes visible, which fosters comprehension and adaptability through critical reflection and peer interaction—key elements of constructivist learning (Ritchhart & Church, 2011).
Instructional strategies like "Think-Pair-Share" and "See-Think-Wonder" enhance interactive learning by encouraging students to express and collaboratively improve their ideas, aligning with the constructivist principle that knowledge is built through dialogue Additionally, these techniques promote critical thinking, a vital component for fostering independent learning and supporting lifelong education.
15 assisting students in the analysis and evaluation of their cognitive processes (Brooks
Integrating Video Teaching Resources (VTRs) into education actively engages students while equipping them with vital skills for analysis, evaluation, and innovation, essential for navigating today's knowledge-driven economy and societal challenges By aligning VTRs with Constructivist Learning Theory, educational experiences are significantly enhanced, promoting the growth of well-informed, reflective, and creative individuals.
In 1956, Benjamin Bloom and his colleagues developed Bloom's Taxonomy, an essential educational framework that categorizes cognitive skills into six levels, from basic "remembering" to advanced "creating" (Anderson & Krathwohl, 2001) Visible Thinking Routines (VTRs) play a crucial role in fostering higher-order thinking by engaging students in activities that encourage analyzing, evaluating, and creating.
Integrating Bloom's Taxonomy with Visual Thinking Routines (VTRs) enhances student engagement and fosters the development of critical thinking and problem-solving skills Strategies like "Think-Puzzle-Explore" and "See-Think-Wonder" support the analysis and inquiry phases, while activities such as "Headlines" and "Generate-Sort-Connect-Elaborate" promote the synthesis of information during the creation stage This structured approach allows educators to effectively design learning activities that progress from basic comprehension to advanced application and evaluation, ultimately improving academic performance and the ability to tackle complex cognitive tasks.
16 strategies that actively develop higher-order cognitive skills, thereby supporting the hypothesis that VTRs are essential for the advancement of cognitive development in students.
Previous studies
This section presents empirical evidence supporting the research by exploring how previous studies have analyzed the relationship between VTRs and HOTs The significance of the study is established within the broader academic context through a critical assessment of earlier methodologies, findings, and their limitations.
2.6.1 The correlation between the implementation of VTRs and the enhancement of HOTS
Research has extensively documented the positive effects of VTRs on the development of higher-order thinking skills (HOTs) as outlined in Bloom's taxonomy These routines enhance critical thinking by revealing students' thought processes, which fosters deeper introspection and content analysis (Baharal, 2008; Ritchhart, Church, & Morrison, 2011) Techniques like "Think-Pair-Share" and "What makes you say that?" promote diverse perspectives, meaningful questioning, and evidence-based justifications—key elements of critical thinking However, studies by Geoffrey et al (2015) indicate potential limitations, such as varying outcomes based on student readiness and teacher facilitation skills, highlighting the need for further research on these moderating factors.
VTRs enhance creative thinking by prompting students to revisit and expand their original ideas, fostering innovative solutions (Project Zero, 2011) They also boost problem-solving skills by promoting structured thinking and systematic reasoning, which helps students tackle unfamiliar challenges effectively (Ritchhart, Church, & Morrison, 2011) However, Dajani (2016) points out that the effectiveness of VTRs may be restricted in settings where teachers lack experience in reflective practices or where time limitations prevent thorough engagement.
The benefits of virtual training resources (VTRs) include improved decision-making skills, as they enable students to critically evaluate and analyze information—essential steps in the decision-making process However, the absence of standardized assessment tools to measure these outcomes poses a significant challenge, highlighting a gap in the literature regarding consistent metrics for evaluating the effectiveness of VTRs in promoting higher-order thinking skills (HOTS) across various educational settings.
2.6.2 Additional research regarding the integration of VTRs in the classroom
Research by Dajani (2016) highlights the positive impact of Video Technology Resources (VTRs) on student engagement, showing that they enhance motivation to explore complex concepts and articulate ideas, which in turn fosters deeper understanding and greater participation However, the study's reliance on student self-reporting may introduce biases, calling into question the reliability of its findings Future investigations should aim to mitigate this limitation by integrating objective measures of engagement.
Ritchhart et al (2011) emphasize the versatility of Visible Thinking Routines (VTRs) across various educational levels and subjects, highlighting their effectiveness in fostering interactive and engaging learning environments However, they point out that successful implementation necessitates substantial teacher training, which may hinder scalability in under-resourced schools Similarly, Gholam and Alain (2017) affirm the positive impact of VTRs on classroom dynamics, but stress that their effectiveness largely relies on the teacher's capacity to maintain a thinking-centered culture, a task that can be difficult within rigid curricular frameworks.
Geoffrey et al (2015) highlight the effectiveness of Video Technology Resources (VTRs) in complex instructional environments, particularly through journaling activities that boost student learning and support teacher professional development Nonetheless, the research did not include a longitudinal analysis, leaving the long-term effects of VTR integration unexamined.
2.6.3 Challenges in implementing Visible thinking routines (VTRs)
While Visible Thinking Routines (VTRs) have demonstrated significant potential for
Implementing higher-order thinking skills (HOTS) in classroom settings presents several challenges, including the need for customization, shifts in teaching culture, and evolving assessment practices Addressing these challenges is essential to fully leverage the advantages of Virtual Teaching Resources (VTRs) This section explores these obstacles in detail, offering supporting evidence to lay the groundwork for further analysis.
Customizing Visible Thinking Routines (VTRs) to meet diverse student needs presents a significant challenge for educators Ritchhart, Church, and Morrison (2011) highlight that adapting these routines to accommodate different cognitive levels and learning styles demands considerable effort and expertise from teachers In classrooms with varied student abilities, ensuring equitable learning opportunities through VTRs can be resource-intensive, requiring substantial planning and differentiation time.
Teachers need to modify routines like "See-Think-Wonder" to cater to both advanced learners seeking deeper cognitive engagement and struggling students needing extra support The lack of accessible templates and adaptive tools for various educational contexts worsens this issue Research by Nguyen and Pham (2022) highlights that this challenge is especially significant in under-resourced schools, where educators often do not receive the support required to implement Visual Thinking Routines (VTRs) effectively.
Establishing and sustaining a thinking culture
Creating and maintaining a thinking-focused classroom culture presents a significant challenge Ritchhart (2002) emphasizes that fostering intellectual dialogue and inquiry requires a shift from traditional rote learning to student-centered approaches To establish thinking as a norm, teachers must consistently promote curiosity, critical questioning, and collaborative exploration among students.
Rigid curriculum structures and standardized testing requirements can impede effective teaching When curricular mandates emphasize content coverage rather than skills development, educators find it challenging to dedicate enough time for meaningful learning experiences.
The 2018 General Education Program (GEP) in Vietnam emphasizes critical thinking as a fundamental objective; however, its effective integration is frequently hindered by the demands of a rigorous curriculum and a focus on exam-oriented teaching practices (Ministry of Education and Training, 2018).
Challenges in assessment and reflection
Assessment plays a crucial role in the implementation of Virtual Teaching Resources (VTR), but it comes with distinct challenges According to Salmon (2010), evaluating the cognitive effects of VTRs on students requires sophisticated methodologies that surpass conventional grading systems Educators must create assessment tools that reflect not only the learning outcomes but also the cognitive processes that contribute to those outcomes.
Reflective practices are essential in VTRs, necessitating consistent observation and documentation of students' cognitive development Effective tools such as journaling, concept maps, and self-assessment forms require significant time and feedback from teachers, which can contribute to burnout when added to their existing workload (Ritchhart et al., 2011) Additionally, the absence of standardized assessment frameworks for VTRs exacerbates this issue Zohar and Dori (2003) highlight that while higher-order thinking can be assessed, its complex and subjective nature makes establishing universal assessment criteria challenging.
RESEARCH METHODOLOGY
Research methodology
This thesis employs a mixed methods approach to investigate the impact of VTRs on higher-order thinking skills (HOTs) among primary school students in Hanoi According to the National Institutes of Health (2021), mixed methods research combines qualitative and quantitative techniques to enhance decision-making, address complex research questions, and corroborate findings through diverse evidence The integration of these research methodologies offers several advantages for this study.
The mixed methods approach offers a thorough insight into the application and perception of Video Technology Resources (VTRs) in educational settings By combining quantitative data, which reveals usage patterns and teachers' opinions, with qualitative insights that delve into educators' perspectives on VTR effectiveness and the challenges encountered, researchers can identify trends and gain a richer understanding of the impact of VTRs in classrooms.
The study employs a mixed-methods design, integrating qualitative interviews with quantitative survey data to enrich the analysis of findings This combination not only verifies results but also strengthens their reliability through data triangulation, ensuring more accurate conclusions.
Thirdly, mixed techniques enable thorough study of complex research questions, increasing depth and adaptability Quantitative and qualitative insights can help explain instructor attitudes or highlight VTR's most valued traits
Despite the lack of empirical research on the use of Video Teaching Resources (VTRs) in Hanoi primary schools to enhance Higher Order Thinking Skills (HOTs), a mixed methods approach offers a valuable opportunity for in-depth exploration This strategy integrates statistical analysis with qualitative teacher narratives, enabling a thorough examination of current practices and identifying potential areas for improvement.
A study was conducted at a bilingual primary school in Hanoi, which has 32 English teachers and has been integrating Visible Thinking Routines (VTRs) and Higher-Order Thinking Skills (HOTS) into its curriculum for the past four years Established 11 years ago, the school emphasizes English and English as a Second Language (ESL) courses, which account for the majority of instructional time, with teachers delivering 12 lessons per week in these subjects Additionally, the curriculum includes 4 Mathematics lessons, 2 Science lessons, and 2 Information and Communication Technology (ICT) lessons each week.
To systematically develop Higher Order Thinking Skills (HOTS), the school requires teachers to align lesson objectives with Bloom’s Taxonomy, enabling the tracking of students' progression from lower-order to higher-order thinking Educators must incorporate Visible Thinking Routines (VTRs) into lesson planning to enhance engagement and cognitive growth, allowing students to visualize and refine their thought processes This integration ensures that students not only acquire knowledge but also develop essential 21st-century cognitive skills applicable beyond the classroom Additionally, the school's bilingual education model engages students in 30% of their academic subjects in English, alongside ESL instruction, aiming to enhance language proficiency and prepare them for complex cognitive tasks.
To support these teaching strategies, the school dedicates 40 hours annually to professional development for its teachers These training sessions focus on keeping
Twenty-five instructors have been trained in modern educational methodologies, facilitating the effective use of VTRs and HOTs This ongoing dedication to teacher development and the sustained incorporation of innovative strategies position the school as an ideal environment for examining teachers' perceptions and practices related to these approaches.
This study utilized a mixed-methods sequential explanatory approach, beginning with a quantitative survey and followed by qualitative interviews Each phase was designed with specific objectives and employed suitable sampling techniques to gain in-depth insights.
Objective: To assess teachers' consensus or disagreement on the efficacy of VTRs in fostering HOTs and gather data on their classroom usage and associated challenges
The study utilized a comprehensive questionnaire developed from an extensive literature review and relevant theoretical frameworks This tool featured Likert-scale items to assess levels of agreement, multiple-choice questions to gather factual information, and open-ended questions aimed at capturing initial qualitative insights.
Sampling Method: A universal sampling method was employed, involving all 32
English teachers in the international department This approach ensured full representation and robust data reliability Strict anonymity and confidentiality protocols encouraged participants to provide honest feedback
Objective: To delve deeper into survey findings, examining teachers’ experiences, perceptions, and methods of applying VTRs in their lessons
Tool: Semi-structured interview guides allowed for flexibility in exploring themes identified during the survey phase
Sampling method: Purposive sampling was used to select five teachers Selection criteria included:
Experience: Demonstrating substantial familiarity with both VTRs and HOTs, as evidenced by training participation and survey responses
Variety of perspectives: Representing a range of teaching practices and views to ensure a diverse sample
Expertise: Possessing extensive teaching experience to provide insightful academic perspectives
Innovation: Exhibiting creative teaching practices and commitment to professional development
Relevance: Recommendations from school management and evidence from training records and survey data
The research employed a sequential explanatory strategy to explore the background and attitudes surrounding the use of Video Technology Resources (VTRs) in fostering Higher Order Thinking Skills (HOTS) By examining individual experiences and strategies, this methodological approach effectively combined quantitative analysis with in-depth qualitative insights, revealing how VTRs enhance HOTS within the educational framework.
Male: 5 (16%) Teaching Experience 81% of teachers have worked for over three years
Master’s: 6 PGCE: 1 VTRs Training 100% attended at least one session
58% attended more than three sessions Each session: 2.5 hours
HOTs Training 100% attended HOTs training
9 teachers attended more than three sessions
Out of 32 teachers, five teachers were chosen for in-depth interviews The
The selection of teachers for the study is based on specific criteria to ensure a thorough understanding of the challenges faced Candidates must possess extensive experience with VTR and HOTs, evidenced by participation in multiple training sessions and successful quiz performance Additionally, they should have diverse teaching backgrounds, expertise in pedagogy, a commitment to innovation in teaching, and the ability to provide comprehensive insights The selection process includes training documents, survey data, and recommendations from school management By adhering to these rigorous criteria, the study aims to gather varied perspectives on the challenges and practices associated with VTRs, ultimately contributing valuable insights into their role in promoting higher-order thinking skills in primary education.
Research instrument
Implementing a standardized questionnaire is crucial for uniform data collection, capturing teachers' perspectives on the efficacy and challenges of VTR Consistency in responses from 32 international department teachers allows for the detection of patterns and broader generalizations This thesis employs a mixed methods approach, incorporating Likert-scale items alongside open-ended questions to facilitate both quantitative and qualitative analysis.
A well-structured questionnaire aligns with Bloom's Taxonomy, which categorizes cognitive complexity from analysis to creation, providing educators with a framework to assess students' learning abilities through classroom activities (Adesoji, 2018; Darmawan & Sujoko, 2013; Magdalena, Islami, Rasid, & Diasty, 2020) This taxonomy systematically evaluates how Virtual Teaching Resources (VTRs) can enhance Higher Order Thinking Skills (HOTS) by encouraging students to engage in more advanced cognitive processes (Bloom, 1956).
Bloom's Taxonomy plays a crucial role in improving students' knowledge acquisition (Andrian & Rusman, 2019) Therefore, the questionnaire items are designed to assess the relationship between the use of VTR and the development of higher-order thinking skills (HOTs) in educational environments, ensuring that each question effectively measures this connection.
Addressing research question 1: Teachers’ perceptions of the effectiveness of VTRs in developing HOTs
Bloom's Revised Taxonomy was utilized as the main framework to explore teachers' perceptions regarding the effectiveness of Video Teaching Resources (VTRs) in promoting higher-order thinking skills (HOTS) The study categorized HOTS into three key areas: analyzing, evaluating, and creating, ensuring that the questionnaire items were structured to correspond with these cognitive levels.
Bloom’s Revised Taxonomy of Higher – Order Thinking Skills
Analyzing Breaking down information into parts to explore relationships and patterns
Analyze, Compare, Contrast, Organize, Deconstruct
Evaluating Making judgments based on criteria and standards
Evaluate, Judge, Critique, Assess, Validate
Creating Putting elements together to form a new, coherent whole or make an original product
Framework integration into questionnaire design
The researcher formulated 11 statements focused on key components of Higher Order Thinking Skills (HOTS) aligned with Bloom’s Taxonomy levels Each statement was designed to evaluate the effectiveness of Video Technology Resources (VTRs) in enhancing students' abilities to analyze, evaluate, and create.
• Analyzing: "VTR helps my students examine the causes and effects of different scenarios."
• Evaluating: "VTR helps my students justify their decisions with well- supported arguments."
• Creating: "VTR helps my students design experiments to test their hypotheses."
Teachers utilized statements to assess the influence of Video Teaching Resources (VTRs) on student performance across different levels of cognitive skills The research categorized participant evaluations into three tiers: low, medium, and high, employing a Likert scale ranging from 1 to 5 The interval scale was calculated using the formula (Max – Min): n, adapted from the work of Pham and Tran.
(2014) The interval scale was determined to be 1.33 in this analysis, and the three sub-levels are as follows:
Low level: 1 to 2.33 Medium level: 2.34 to 3.66 High level: 3.67 to 5.0
Addressing research question 2: Teachers’ implementation of VTRs
The study employed Constructivist Theory and Bloom’s Taxonomy to evaluate teachers' strategies in implementing Virtual Teaching Resources (VTRs) By focusing on Constructivist principles like active engagement and reflective practices, the research examined how these resources fostered student-centered learning.
Framework integration into questionnaire design
Likert-scale items, multiple-choice questions, and open-ended responses were structured to capture teachers' implementation practices:
"I customize VTR strategies to align with specific lesson objectives."
"VTRs support a student-centered learning environment in my classroom."
Teachers were asked to list specific VTRs they used and indicate how frequently (daily, weekly, monthly) The results were categorized into low, medium, and high levels of integration:
Low integration: Rare or sporadic use of VTRs
Medium integration: Regular but not comprehensive use
High integration: Daily incorporation of a variety of routines
Questions such as "What specific VTRs have you used in your classroom?" directly mapped to the analyzing, evaluating, and creating levels of HOTS
Addressing research question 3: Challenges in using VTRs
The study examined obstacles to the implementation of VTR by utilizing both quantitative and qualitative data, with Bloom’s Taxonomy serving as a framework for categorizing the challenges according to their effects on various cognitive levels.
The data collection focused on several common issues reported in the literature and highlighted by participants:
Framework integration into questionnaire design
Challenges were explored through Likert-scale items and open-ended responses Questions were designed to assess how barriers affected each level of HOTS:
Analyzing - For example: "Time constraints significantly hinder the facilitation of in- depth discussions required for analytical thinking."
Evaluating - For example: "I face challenges in creating tools that effectively measure judgment-based skills."
Creating - For example: "Resource limitations hinder activities requiring creative outputs, such as designing experiments."
Quantitative findings from the Likert-scale items were categorized into:
Qualitative responses provided deeper insights
Pilot testing is essential for validating the effectiveness of a questionnaire By administering it to a small segment of the target population, researchers can identify and address any ambiguities, thereby enhancing its clarity and overall efficacy This critical step ultimately bolsters the reliability of the questionnaire for subsequent research endeavors.
The questionnaire's compliance with the study objectives is carefully assessed to ensure it answers the main questions This alignment ensures that the data collected
32 is relevant and useful for educational initiatives and policies on VTR and HOTs
The researcher discovered after piloting the questionnaire that several broad questions could prejudice the evaluation and influence the results “On a scale of 1 to
The effectiveness of Video Teaching Resources (VTR) in fostering Higher Order Thinking Skills (HOTs) among primary students was assessed through a Likert scale, rather than open-ended questions Participants were presented with the inquiry, "How effective do you believe VTR is in developing HOTs in primary students?" without any guiding questions or criteria to inform their responses This approach aimed to evaluate the impact of VTRs on enhancing HOT competencies in an educational setting.
The piloted questionnaire is included in “Appendix” section of this thesis
This study employed semi-structured interviews to effectively capture teachers' perspectives and uncover unexpected themes This adaptable interview format facilitates an in-depth exploration of instructors' thoughts and behaviors, particularly regarding their perceptions and applications of Visual Thinking Routines (VTRs) and Higher Order Thinking Skills (HOTS) This methodological approach enhances the study's findings and deepens the understanding of these educational processes.
For this investigation, a specific interview format was developed and refined with the assistance of an education professional, who provided crucial feedback to improve its accuracy and efficiency To ensure clarity and quality, the interview questions were pilot tested with an external teacher, revealing no ambiguities The results of this pilot test confirmed that the final interview technique was well-organized and effective in gathering valuable data for the study.
The interview protocol utilized in this thesis is included in the Appendix of this publication.
Data collection procedure
The process lasted for a duration of one month and employed various methods In order to provide comprehensive answers to research questions, the technique consists
The researcher gathered all VTRs and HOTs school training data to gain a comprehensive understanding of the participants Using this data, a sample of participants was selected, and a questionnaire was created to collect extensive information addressing three study questions Ultimately, interviews were conducted with five individuals, yielding valuable insights and relevant responses to the questionnaire.
The foundation was created by collecting data on all training courses related to VTR and HOT This information was utilized to design a knowledge questionnaire for participants, concentrating specifically on VTR and HOT subjects.
After the pilot phase, the researcher finalized the questionnaire and distributed it to a group of 32 participants in the second stage To enhance response rates, the questionnaire was converted into a Google Form, resulting in full participation from all 32 teachers.
In the next phase of the research, five participants with a strong understanding of VTRs and HOTs were interviewed to explore their differing opinions on the impact of VTRs on elementary school students' HOTs The interviews were conducted face-to-face in a confidential environment, ensuring participants' privacy Prior to the interviews, a letter detailing the research goals, data collection process, and consent form was sent to each participant to protect their personal information After obtaining signed consent, discussions regarding the interview schedule and location took place, with each interview lasting approximately 20 minutes.
• School administration training information collection
• Online/ face-to-face individual interview
Below are the backgrounds of the respondents The researchers will use pseudonyms to safeguard the identity of the individuals involved
The table below describes the details of the interview:
Data analysis procedure
The data analysis procedure is divided into three stages
Data collection began with training sessions centered on VTRs and HOTs, which informed the design and analysis of the questionnaire A pilot test was conducted to assess the questionnaire's relevance and effectiveness, allowing for necessary adjustments before the comprehensive data collection phase.
The second phase focused on analyzing quantitative data through a questionnaire, utilizing JASP, a statistical tool renowned for its comprehensive analytical capabilities This approach facilitated a thorough examination of participants' responses, yielding detailed insights into the collected data.
The study employed 35 descriptive statistical methods to analyze the data The results were then evaluated against the research objectives, focusing specifically on statistically significant findings that addressed the three key study questions.
The concluding stage of the study focused on qualitative data analysis, where interview data were verbatim transcribed for accuracy Open coding was performed to identify themes, followed by axial coding for deeper analysis This categorization method aligned the qualitative findings with the study objectives To enhance reliability, a triangulation process was employed, integrating both qualitative and quantitative data, which provided a comprehensive understanding of the results and strengthened the quantitative analysis findings.
Data analysis framework
The data presentation and analysis framework adhere to the Sequential Mixed Method model developed by Creswell and Clark in 2007
Sequential mixed method design (Creswell & Clark, 2007)
The study utilized a Likert-scale questionnaire to gather quantitative data on teachers' perceptions of the effectiveness of Visible Thinking Routines (VTRs) in fostering Higher-Order Thinking Skills (HOTs) among primary students To ensure accurate analysis, the responses were converted into numerical values from 1 to 5, with "Strongly Disagree" assigned a value of 1 and "Strongly Agree" a value of 5 This standardization allows for statistical analysis and clear comparisons across different statements, providing a consistent framework for evaluating teachers' views on the implementation of VTRs in educational settings.
The data analysis employed statistical measures including mean, mode, and standard deviation to assess teachers' perceptions The mean reflects the overall average, capturing the general consensus on specific statements The mode highlights the most frequently selected response, providing insight into educators' agreement levels Furthermore, standard deviation measures response variability; a low value indicates strong consensus, whereas a higher value suggests a wider range of opinions among participants.
The statement "VTR helps my students break down complex information into manageable parts" received a mean score of 4.28, reflecting a strong consensus among teachers With a standard deviation of 0.68, there is minimal variation in opinions, indicating agreement among the majority These findings are crucial for addressing the research questions, providing valuable insights into teachers' perceptions and highlighting potential areas of differing opinions.
The qualitative data gathered from semi-structured interviews underwent thematic analysis, enabling the extraction of in-depth insights This approach highlighted recurring patterns and distinct viewpoints that the quantitative method alone could not reveal.
The data analysis commenced with open coding, a technique that involves identifying key phrases and themes from interview transcripts This method is essential for segmenting the data into manageable parts, highlighting important concepts such as teachers' experiences with video technology resources (VTRs) and the specific challenges they face in fostering higher-order thinking skills The initial codes formed through this process are vital for structuring a more organized analysis.
Following the open coding phase, the researcher utilized axial coding to group related codes into broader categories, enhancing the link between specific themes and the main research questions.
Many educators identify time constraints as a significant barrier to the effective use of Video Teaching Resources (VTRs), highlighting the broader theme of "Challenges in Implementation." By categorizing this data, researchers can uncover key trends and gain valuable insights into the obstacles teachers encounter when integrating VTRs into their instructional practices.
To further clarify this process, an example from the interviews can be provided
An example of qualitative analysis
A teacher highlighted the effectiveness of the "See-Think-Wonder" strategy in helping students organize their thoughts, but noted the significant time required for proper implementation in large classrooms This reflects the challenges faced in managing time constraints while utilizing effective teaching methods like See-Think-Wonder.
38 implementation" and "VTR effectiveness in fostering HOTs," helping to connect this specific experience to wider trends identified in the study
The analysis framework integrates both quantitative and qualitative methods to deliver a comprehensive understanding of the perception and implementation of VTRs in primary education By enhancing numerical data with detailed insights, this approach facilitates an in-depth exploration of the research questions.
RESULTS AND DISCUSSIONS
Teachers’ perceptions of the effectiveness of VTR in developing HOTs in
Two sections of the questionnaire addressed research question 1:
* Teachers' background knowledge of VTRs and HOTs and
* The teacher’s perceptions of VTRs' effectiveness in producing HOTs in elementary students, followed by qualitative interview data
4.1.1 Background knowledge of VTRs and HOTs
Before exploring teachers' views on the effectiveness of Video Teaching Resources (VTRs) in enhancing Higher Order Thinking Skills (HOTS), it is crucial to confirm that all participants possess a clear understanding of these concepts A solid grasp of VTRs and HOTS is necessary, as teachers' perceptions could be swayed by misunderstandings or unfamiliarity, rather than by informed professional experience.
All participants in this study underwent training on Higher Order Thinking Skills (HOTS) and Virtual Teaching Resources (VTRs), which offered structured insights into their theoretical foundations, instructional strategies, and practical applications To ensure a thorough understanding, the researcher developed multiple-choice questions that assessed participants' comprehension of essential VTR principles, their significance in promoting HOTS, and their practical use in classroom settings.
This step is necessary for several reasons Firstly, it ensures reliability of responses
Teachers' limited foundational knowledge can distort their perceptions of the effectiveness of Virtual Teaching Resources (VTRs), often reflecting their unfamiliarity rather than the resources themselves Additionally, addressing knowledge gaps is crucial to eliminate bias in evaluations Without confirming teachers' understanding, their responses may vary significantly due to differing levels of expertise, resulting in inconsistent findings.
By validating the participants' background knowledge, the study guarantees that the responses to Research Question 1 regarding teachers' perceptions of Video Teaching Resources (VTRs) in the development of Higher Order Thinking Skills (HOTS) are grounded in informed opinions rather than mere assumptions or limited experiences.
Thus, the inclusion of a knowledge assessment component strengthens the credibility of the research findings, ensuring that participants' perceptions are grounded in actual pedagogical knowledge rather than speculation
The assessment consisted of 15 questions, allocating 8 points for knowledge of Higher Order Thinking Skills (HOTS) and 7 points for knowledge of Visual Thinking Routines (VTRs) The results are summarized in the table below.
Background knowledge of teachers on VTRs and HOTs
Score N Minimum Maximum Mode Mean S.D
The data indicates that participants exhibit a strong understanding of higher-order thinking skills (HOTs) and visible thinking routines (VTRs), reflected in their high average scores The mode for HOTs is 7, while VTR stands at 5, suggesting that many participants scored near these values, indicating a consistent level of proficiency Mean scores further reinforce this, with HOTs averaging 6.469 and VTR slightly lower at 5.719 This implies that while participants are generally adept in both areas, they may feel more confident utilizing higher-order thinking strategies compared to visible thinking routines The scores show limited variability, as evidenced by low standard deviations of 1.190 for HOTs and 0.944 for VTR, highlighting the overall consistency in participants' abilities.
The data reveals that participants demonstrate a comparable level of comprehension in both Higher Order Thinking Skills (HOTs) and Visual Thinking Routines (VTR), although there is a slight increase in variation in knowledge regarding HOTs Overall, participants possess a solid foundational understanding of both subjects, but there may be a need for additional support through visible thought routines to ensure consistent proficiency across all individuals.
4.1.2 Teachers’ perceptions of the effectiveness of VTRs in developing HOTs in primary students under the scope of quantitative data a Analyzing level
Based on the suggested student activities at the Analyzing level, the researcher gave
4 comments for teachers to evaluate with the following levels: Strongly disagree - 1, Disagree - 2, Undecided - 3, Agree - 4, Strongly Agree – 5
Statistical Summary for Analyzing Level
1 VTR helps my students examine the causes and effects of different scenarios
2 VTR helps my students distinguish between important and unimportant information
3 VTR enables my students to break down complex information into manageable parts
4 VTR helps my students compare and contrast different pieces of information and their relevance
Data shows that instructors view Video Task Reviews (VTRs) as highly effective for improving students' analytical skills, with a notable mean score of 4.28 highlighting their effectiveness in helping students break down complex information The low standard deviations indicate a strong consensus among educators on the positive impact of VTRs in fostering analytical thinking.
In a manner similar to the Analyzing level section, the researcher continued to revise
42 certain statements for the Evaluating level in order to facilitate the evaluation process for instructors using the Likert scale
Statistical Summary for Evaluating Level
1 VTR helps my students transfer concepts learned in one context to another
2 VTR helps my students justify their decisions with well-supported arguments
3 VTR helps my students evaluate the strengths and weaknesses of different sources
4 VTR helps my students come up with their own questions about a topic
Teachers recognize the significant impact of Video Technology Resources (VTRs) on enhancing students' evaluative thinking skills VTRs are especially effective in helping students construct well-reasoned arguments, reflected in a high mean score of 4.34 for justifying decisions However, the mean score of 3.66 for transferring concepts indicates challenges in applying learned concepts across various contexts, highlighting an opportunity for improvement.
The researcher developed three statements for teachers to assess at the creation level using a Likert scale, maintaining the same methodology applied in the earlier two levels.
Statistical Summary for Creating Level
1 VTR helps my students create new ideas or models in their work
2 VTR helps my students design experiments 3.66 0.92
3 VTR helps my students assemble new ideas to create innovative solutions to problems
Instructors view Video Technology Resources (VTRs) as highly effective in enhancing student creativity, evidenced by a mean score of 4.16 for fostering new ideas However, a lower score of 3.66 in experiment design highlights the need for additional support in this area Furthermore, the relationship between student grade levels and teachers' perceptions of VTR effectiveness in analysis, evaluation, and creation warrants further exploration.
The researcher found promising evidence supporting the effectiveness of using VTRs to enhance higher-order thinking skills (HOTs) among primary school students, as reported by teachers However, the evaluation outcomes differed among instructors, depending on the subjects they taught To analyze this variation, the researcher created a table to examine the relationship between student age and the effectiveness of teachers' assessments of VTRs, which is presented below.
Relationship Analysis by Grade Level
Grade Level Analyzing Mean Evaluating Mean Creating Mean
Data shows a positive correlation between the perceived effectiveness of Video Teaching Resources (VTRs) in enhancing higher-order thinking skills and the students' grade levels Analysis across all three levels of Bloom's taxonomy indicates that teachers of upper-grade levels (3 and above) report a greater impact of VTRs on student learning outcomes.
Students in primary education often perceive VTRs as highly effective, indicating their developmental readiness for complex cognitive tasks However, a closer examination uncovers various factors that shape these perceptions.
Variability based on grade levels
The higher ratings for upper-grade levels can be attributed to several factors:
Older students, particularly those in fourth and fifth grades, demonstrate greater cognitive maturity, enabling them to effectively engage in analytical, evaluative, and creative thinking tasks Their enhanced skills in deconstructing information, making judgments, and generating new ideas are reflected in higher mean scores, with Grade 4 averaging 4.48, 4.27, and 4.41, and Grade 5 averaging 4.19, 4.13, and 4.25.
Teachers’ implementation of VTRs in classroom activities
In order to address research question 2, the researcher continued incorporating both quantitative and qualitative data collection techniques
4.2.1 The implementation of VTRs in classroom activities - Quantitave data result
After a thorough review of existing literature on Visible Thinking Routines (VTRs) utilized by educators, the researcher developed a comprehensive set of questions for the quantitative aspect of the study This question formulation was further guided by the recommendations and best practices provided by an expert group from Harvard University.
The "Project Zero" initiative focused on assessing the frequency of Video Technology Resources (VTR) usage in educational environments It aimed to identify the most commonly utilized types of VTRs and to collect teachers' insights regarding their implementation practices To achieve this, a Likert scale was employed to gather and analyze the data effectively.
51 measure agreement with statements about the use of VTRs The scale ranged from
"strongly disagree" to "strongly agree." The approach taken ensured that the data collected was thorough and in line with established research in the field a The frequency of VTR usage
The frequency of VTR usage in Classroom activities
The bar chart illustrates the frequency of Visible Thinking Routines (VTRs) utilized in classroom activities, highlighting the teaching structure within the school Notably, around 65% of teachers implement VTRs weekly, with 31% incorporating them into daily lessons In contrast, only about 3% of educators use VTRs on a monthly basis, indicating a strong preference for regular integration in teaching practices.
The frequency of VTR (Video Teaching Resources) application among teachers varies based on their teaching assignments Seventy percent of the surveyed educators are Vietnamese, who generally conduct two ESL lessons weekly and collaborate with foreign teachers in subjects like English, Science, Mathematics, and ICT This collaborative teaching approach restricts their ability to independently implement VTRs, resulting in a weekly rather than daily use of these resources Conversely, the remaining 30% of the teachers surveyed have different teaching dynamics that may allow for more frequent VTR integration.
Fifty-two foreign teachers, specializing in English, Science, Mathematics, and ICT, serve as lead educators, allowing them greater flexibility to incorporate VTRs into their daily instructional strategies.
Survey data indicates that all teachers acknowledge the significance of Video Teaching Resources (VTRs), yet their usage frequency varies based on teaching roles and curriculum opportunities The prevalence of weekly VTR incorporation among most teachers suggests institutional support and a structured approach to lesson planning In contrast, the daily utilization of VTRs by foreign teachers demonstrates the practicality of integrating these resources across diverse subjects beyond English as a Second Language (ESL).
The researcher examined the relationship between the frequency of VTR use and various factors including participation in VTR training, HOTs, and teaching experience The obtained results are as follows
The correllation matrix of VTRs use
Experience _Years Number_of_VTRs_Used 1.000000 0.124458 0.163065 0.259751
The analysis reveals a weak correlation between the frequency of VTR usage and the number of HOTs training sessions, with a coefficient of 0.124458, indicating no significant relationship Similarly, the correlation between VTR usage and VTR training sessions is also weak at 0.163065, suggesting that VTR training does not significantly influence its usage frequency Conversely, there is a moderate correlation of 0.259751 between VTR usage and years of teaching experience, implying that more experienced teachers may utilize VTR more frequently.
Teachers with over 53 years of experience are more likely to utilize Video-Taped Recordings (VTRs) in their classrooms This suggests that teaching experience significantly influences the adoption of VTRs, potentially more so than the specific training received Additionally, various types of VTRs are commonly employed in primary schools.
Two widely adopted VTRs, "See - Think - Wonder" and "Think - Pair - Share," are essential tools for teachers, categorized under "Routines for Presenting and Investigating Concepts." These routines emphasize the importance of methods that encourage students to explore and investigate new ideas Other frequently used VTRs include "I used to think Now I think," further enhancing student engagement and conceptual understanding.
The "Color - Symbol - Image" strategy is part of the "Routines for Synthesizing and Organizing Ideas," designed to assist students in effectively organizing and synthesizing their thoughts The following table presents the results of this approach.
See - Think - Wonder 32 100.00% Routines for Presenting and Investigating Concepts
Think - Pair - Share 32 100.00% Routines for Presenting and Investigating Concepts
I used to think Now I think
16 50.00% Routines for Synthesizing and Organizing Ideas Color - Symbol - Image 14 43.75% Routines for Synthesizing and Organizing Ideas
3-2-1 Bridge 11 34.38% Routines for Presenting and Investigating Concepts
What makes you say that? 8 25.00% Routines for Digging
Out of a total of 21 routines categorized into three groups, only 6 are frequently utilized in classroom activities, representing approximately 28.6% of the available routines This indicates that around 71.4% of the routines remain underutilized, suggesting that teachers may favor a limited selection of familiar routines The reliance on these established routines could stem from their perceived effectiveness or the teachers' extensive training and experience with them.
A Likert scale ranging from 1 to 5 was adopted to gauge levels of agreement The scale was defined as follows: strongly disagree (1), disagree (2), undecided (3), agree
(4), and strongly agree (5) There is a strong consensus among educators regarding the successful implementation of VTRs in different classroom tasks, as indicated by the average scores
I use VTR to facilitate my students in their discussions and reflections
I customize VTR strategies to align with specific lesson objectives
I use VTR to support a student-centered learning environment in my classroom
I use a variety of VTR in a lesson to cater to different learning needs and styles
I followed strictly to the given steps when applying a
The mean scores of 4.41 and 4.38 for the first two statements reflect a strong consensus among teachers regarding the effectiveness of Video Teacher Resources (VTRs) in enhancing student discussions and tailoring them to specific lesson objectives However, the fourth statement shows a lower level of agreement, with a mean score of 3.59, indicating varying perceptions among teachers about this aspect of VTR implementation.
Educators recognize the significance of employing diverse visual teaching resources (VTRs) to meet different learning needs and styles, yet they often face challenges in effectively integrating these tools into their teaching practices.
The final statement indicates a lower average score of 3.69, implying that teachers may not consistently adhere to prescribed steps This flexibility is likely necessary to adapt to diverse classroom situations.
Data shows that teachers generally support the use of Video Teaching Resources (VTRs) to enhance discussions and align with lesson goals However, there is significant variability in how different VTRs are utilized to meet diverse learning needs, as well as in following recommended practices This suggests potential areas for further support and flexibility in implementation.
4.2.2 The implementation of VTRs in classroom activities – Quanlitative data result a The frequency of VTR usage