Improving teaching and learning for health in multigrade schools in Vietnam
This thesis presents a study of teaching in multigrade classes in primary schools in Vietnam. In a multigrade class a teacher teaches a number of students at different grade levels at the same time. The study focused on the following research questions: 1. What is the extent of multigrade teaching in Vietnam and associated problems? 2. How do teachers currently organise and manage teaching in multigrade classes in North Vietnam? 3. What factors hinder students' active participation in learning for health in multigrade schools? 4. How can the teaching of health in multigrade classrooms be improved to promote students' active learning? These research questions are addressed through a two-step methodology that develops case studies of current practice and then moves into an action research phase with teachers to improve the quality of learning and teaching of health. The action research process has been evaluated subjectively by the teachers and pupils and the impact on learning has been evaluated using an experimental/control design. The case studies provide a detailed analysis of classroom management in multigrade classes and highlight the passive nature of the current teaching/learning process. The action research phase demonstrates the barriers and constraints to increasing active learning in the Vietnamese multigrade and demonstrates how these constraints can be addressed. The results show that continuous development of teacher's professional skills can markedly improve their ability to manage teaching and learning in the multigrade classroom and improve the quality of health education. Key words: Multigrade, a teaching model for health, Child-to-Child, active learning, Vietnam.