Thực trạng kĩ năng học tập của học sinh tiểu học trong bối cảnh chuyển đổi số

Tóm tắt

Digital transformation is transforming learning environments, learning resources, and the ways in which students perform learning tasks. This descriptive study employed a predominantly quantitative mixed-methods design to examine the learning skills of 476 third- and fifth-grade students from six primary schools in Hanoi, Ninh Binh, and Nghe An. The main data sources comprised student self-assessments, homeroom teacher assessments, and a learning skills test, supplemented by interviews, classroom observations, and analyses of student work. The results showed that student self-assessments and homeroom teacher assessments yielded higher scores than the learning skills test, while the three data sources were positively correlated at a moderate level. Information-processing skills received the lowest scores on both questionnaires and represented a prominent limitation when students were required to select, organize, transform, and verify information. In technology-supported learning environments, students performed better in accessing and submitting learning tasks but experienced difficulties in using feedback, monitoring their progress, and employing artificial intelligence to support learning. Across the six participating schools, differences by school location were found in all three data sources. Grade-level differences were identified in student self-assessments and test results, whereas no gender differences were found. These findings highlight the need to develop learning skills through specific learning tasks, explicit procedural guidance, the gradual reduction of support, and the purposeful use of technology.