Critical factors shaping project-based learning in mathematics education
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
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.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Evaluation and Research in Education (IJERE), v. 14, n. 6, p. 4540
- Editora
- Institute of Advanced Engineering and Science (IAES)
- Ano
- 2025 (2025-12-01)
- Palavras-chave
- project-based learning; mathematics education; teacher perceptions; teacher confidence; teaching support; student characteristics; measurement model validation; secondary school teachers; Vietnamese education
- DOI
- 10.11591/ijere.v14i6.35671
- ISSN
- 2252-8822, 2620-5440
- Licença
- cc-by-nc
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
PHAM, Chung-Xuan et al.. Critical factors shaping project-based learning in mathematics education. International Journal of Evaluation and Research in Education (IJERE), v. 14, n. 6, p. 4540, 2025. DOI: https://doi.org/10.11591/ijere.v14i6.35671.
APA
Pham, C. X., Nguyen, H. T. M., Nguyen, G. T. C., Thai, L. T. H., & Truong, D. T. T. (2025). Critical factors shaping project-based learning in mathematics education. International Journal of Evaluation and Research in Education (IJERE), 14(6), 4540. https://doi.org/10.11591/ijere.v14i6.35671
BibTeX
@article{pham2025,
author = {Pham, Chung-Xuan and Nguyen, Hang Thi My and Nguyen, Giang Thi Châu and Thai, Lam Thi Hong and Truong, Dung Thi Thuy},
title = {Critical factors shaping project-based learning in mathematics education},
year = {2025},
journal = {International Journal of Evaluation and Research in Education (IJERE)},
volume = {14},
number = {6},
pages = {4540},
publisher = {Institute of Advanced Engineering and Science (IAES)},
doi = {10.11591/ijere.v14i6.35671}
}RIS
TY - JOUR AU - Pham, Chung-Xuan AU - Nguyen, Hang Thi My AU - Nguyen, Giang Thi Châu AU - Thai, Lam Thi Hong AU - Truong, Dung Thi Thuy TI - Critical factors shaping project-based learning in mathematics education PY - 2025 JO - International Journal of Evaluation and Research in Education (IJERE) VL - 14 IS - 6 SP - 4540 DO - 10.11591/ijere.v14i6.35671 ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS