Abstract

This study examined the quantitative relationship between lesson study and non-cognitive skills in Vietnam, using t-test analysis for comparison before and after. We also looked at the relationship between lesson study and cognitive skills, teacher engagement and parental involvement. Unlike former studies, we found no relationship between lesson study and cognitive skills, however that is consistent with the general finding in the literature that lesson study seems to have more of an impact on academic performance at the primary than at the secondary level. Nonetheless, and most importantly, we did find a statistically significant relationship between lesson study and non-cognitive skills, specifically extraversion and conscientiousness, two of the Big Five traits that psychologists generally agree make up the taxonomy of non-cognitive traits. We also found that lesson study led teachers to have more dialogue with their students and parents to engage more with their children on their academic progress. In light of the correlation between lower secondary education and non-cognitive skills, these results suggest that lesson study at the lower secondary level may lead to improved academic outcomes at the upper secondary and higher education levels as well as improved life outcomes including behavioral and labor market outcomes.

摘要

本研究使用 t 检验分析比较前后在越南的课业学习与非认知技能之间的定量关系。我们还研究了课程学习与认知技能、教师参与和父母参与之间的关系。与以前的研究不同，我们发现课程学习与认知技能之间没有关系，但这与文献中的一般发现一致，即课程学习似乎对小学学业成绩的影响比中学阶段更大。尽管如此，最重要的是，我们确实发现课程学习与非认知技能之间存在统计学上的显着关系，特别是外向性和尽责性，心理学家普遍认为构成非认知特征分类的五大特征中的两个。我们还发现，课程学习使教师与学生和家长进行更多对话，从而与孩子就学业进步进行更多互动。鉴于初中教育与非认知技能之间的相关性，这些结果表明，初中阶段的课程学习可能会改善高中和高等教育阶段的学业成绩，并改善包括行为和劳动在内的生活成果市场结果。