Educational quality in developing quality culture: The students' perspectives in Vietnamese public secondary schools
Dinh-Thai Do
Postgraduate Department, Sai Gon University, No.273 An Duong Vuong St., Ho Chi Minh City, 700000, Vietnam.
https://orcid.org/0000-0002-4377-6234
Chi-Lan Le
Vice-rector, Sai Gon University, No.273 An Duong Vuong St., Ho Chi Minh City, 700000, Vietnam.
https://orcid.org/0009-0003-9961-6680
Tu Thi Nguyen
The Experimental High School, Ho Chi Minh City University of Education, No.280 An Duong Vuong St., Ho Chi Minh City, 700000, Vietnam.
https://orcid.org/0000-0002-0330-2050
Y Van Nguyen
Ho Chi Minh Carde Academy, No.324 Chu Van An St., Ho Chi Minh City, 700000, Vietnam.
https://orcid.org/0009-0007-2910-2122
Lanh Huu Nguyen
Dak Nong Community College, Nghia Trung Ward, Gia Nghia City, Dak Nong Province, 640000, Vietnam.
https://orcid.org/0009-0003-4754-2560
DOI: https://doi.org/10.20448/jeelr.v12i1.6447
Keywords: 2018 national educational curriculum, Education quality, Quality assurance, Quality culture, Secondary school, Southeast region.
Abstract
This study examined the perception of educational quality among grade 8 and grade 9 students in Vietnamese public secondary schools. The researchers employed a quantitative approach to examine the students’ perceptions of educational quality. Convenience sampling was utilized to select participants with 1644 grade 8 students and 2602 grade 9 students. Descriptive and inferential statistics were used to identify significant differences. The findings revealed significant differences in the perception of educational quality between grade 8 students (learning from the new 2018 national educational curriculum) and grade 9 students (learning from the old 2006 national educational curriculum). Additionally, variations were observed among students from three distinct provinces notwithstanding the application of a standardized secondary educational curriculum. The study recommended that educational policymakers at various levels should develop and standardize instruments and guidelines to embed a quality culture within educational setting practices. Such initiatives were essential for enhancing the awareness and competencies of individuals and collectives engaged in the educational process. This research served as an informative channel for schools to reference in enhancing quality and contributing to developing a quality culture within the school.