An analysis of high school students perceptions of school culture under the new general education program with emphasis on academic achievement, extracurricular participation, and career guidance: A case in Ho Chi Minh City, Vietnam

Tu Thi Nguyen; Nhat Thong Du; Thu Sy Nguyen

doi:10.31893/multiscience.2025144

Keywords:

school culture

public high school

2018 general education program

Ho Chi Minh City

innovative educational environment

student perceptions

Abstract

This study examines the viewpoints of public high school students in Ho Chi Minh City regarding the culture of their school under the implementation of the new General Education Program (the 2018 General Education Program) with a specific focus on several aspects of their educational surroundings. The participants consist of students from diverse backgrounds, including different schools and exhibiting varying degrees of academic and extracurricular engagement. The study revealed that 59.8% of pupils obtained remarkable academic outcomes, whereas 33.5% received exemplary achievements. Just 6.5% were considered to be qualified, while a slight 0.1% were considered to be unqualified. The training results revealed that 75.7% of pupils were categorized as distinguished, 20.4% as good, and 3.9% as qualified. With regards to extracurricular involvement, 13.7% of students assumed the role of class officials, 20.5% were club members, 8.3% held the post of youth union secretary, and 8.1% held numerous roles. Nevertheless, 49.4% of individuals were not involved in any official roles. The evaluation of students' learning culture indicated favourable perceptions, namely in regard to the esteem of educators and classmates, as well as the mindset towards independent study and continuous learning. Several aspects, such as the process of selecting a suitable profession and making decisions regarding elective topics, received a lower score of 2.23, suggesting that there is a need for enhancing career advising. The results emphasize both the positive and negative aspects of the school culture in public high schools in Ho Chi Minh City, Vietnam. They stress the importance of constantly improving educational strategies, career guidance, and the fair allocation of resources in order to enhance the learning environment and promote student development, specifically in the 2018 General Education Program.
References
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Nguyen, T. T., Du, N. T., & Nguyen, T. S. (2024). An analysis of high school students perceptions of school culture under the new general education program with emphasis on academic achievement, extracurricular participation, and career guidance: A case in Ho Chi Minh City, Vietnam . Multidisciplinary Science Journal, 7(2), 2025144. https://doi.org/10.31893/multiscience.2025144

[1] Arthur, M. B., Khapova, S. N., & Richardson, J. (2016). An intelligent career: Taking ownership of your work and your life. Oxford University Press.

[2] Baafi, R. K. A. (2020). School physical environment and student academic performance. Advances in Physical Education, 10(2), 121-137. https://doi.org/10.4236/ape.2020.102012

[3] Barkley, E. F., & Major, C. H. (2020). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.

[4] Bayar, A., & Karaduman, H. A. (2021). The Effects of School Culture on Students Academic Achievements. Shanlax International Journal of Education, 9(3), 99-109.

[5] Brockett, R. G. (2023). Self-Directed Learning: A 21st-Century Imperative. In Understanding the Adult Learner (pp. 173-191). Routledge.

[6] Caskurlu, S., Maeda, Y., Richardson, J. C., & Lv, J. (2020). A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning. Computers & Education, 157, 103966. https://doi.org/10.1016/j.compedu.2020.103966

[7] Collins, J. (2009). Lifelong learning in the 21st century and beyond. Radiographics, 29(2), 613-622. https://doi.org/10.1148/rg.292085179

[8] Curry, J. R., Milsom, A., & DEd, L.-S. (2021). Career and college readiness counselling in P-12 schools. Springer Publishing Company.

[9] D'Ayala, D., Galasso, C., Nassirpour, A., Adhikari, R. K., Yamin, L., Fernandez, R., . . . Oreta, A. (2020). Resilient communities through safer schools. International Journal of Disaster Risk Reduction, 45, 101446. https://doi.org/10.1016/j.ijdrr.2019.101446

[10] Dai, S., Qiu, Q., Zhang, Y., Yan, J., & Yin, R. (2024). An experimental study on the influence of healthy physical education curriculum model on sports ability of Chinese senior high school students. Plos One, 19(5), e0298858. https://doi.org/10.1371/journal.pone.0298858

[11] Damon, W. (2009). The path to purpose: How young people find their calling in life. Simon and Schuster.

[12] Darling-Hammond, L. (2013). Inequality and school resources. In Closing the Opportunity Gap: What America must do to give every child an even chance (Vol. 77).

[13] Deal, T. E., & Peterson, K. D. (2016). Shaping school culture. John Wiley & Sons.

[14] Desha, C., Caldera, S., & Hutchinson, D. (2021). Exploring the development of context appreciation in coursework that targets problem-solving for sustainable development. International Journal of Sustainability in Higher Education, 22(5), 1186-1224. https://doi.org/10.1108/IJSHE-01-2020-0024

[15] Ferguson-Patrick, K. (2020). Cooperative learning in Swedish classrooms: Engagement and relationships as a focus for culturally diverse students. Education Sciences, 10(11), 312. https://doi.org/10.3390/educsci10110312

[16] Fortus, D., Krajcik, J., Dershimer, R. C., Marx, R. W., & Mamlok‐Naaman, R. (2005). Design‐based science and real‐world problem‐solving. International Journal of Science Education, 27(7), 855-879. https://doi.org/10.1080/09500690500038165

[17] Han, H., Kiatkawsin, K., Kim, W., & Hong, J. H. (2018). Physical classroom environment and student satisfaction with courses. Assessment and Evaluation in Higher Education, 43(1), 110-125. https://doi.org/10.1080/02602938.2017.1299855

[18] Jackson, D. A. B. (2020). An Examination of the Relationships Between Attitudes Towards Bullying and School Climate and the Impact on Student Engagement Regent University].

[19] Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The new circles of learning: Cooperation in the classroom and school. ASCD.

[20] Jumahir, J., Nurdin, N., Pettalongi, A., Fitri, A., & Aftori, R. (2023). Religious Culture Implementation in State Islamic Senior High School in Indonesia. Research & Analysis Journal, 6(2), 19-26. https://doi.org/10.18535/raj.v6i2.393

[21] Killen, M., & Rutland, A. (2022). Promoting fair and just school environments: Developing inclusive youth. Policy Insights From the Behavioral & Brain Sciences, 9(1), 81-89. https://doi.org/10.1177/23727322211073795

[22] Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well‐being: a review of the literature. Review of Education, 3(2), 103-135. https://doi.org/10.1002/rev3.3043

[23] Lapidow, E., & Walker, C. M. (2022). Rethinking the “gap”: Self‐directed learning in cognitive development and scientific reasoning. Wiley Interdisciplinary Reviews: Cognitive Science, 13(2), e1580. https://doi.org/10.1002/wcs.1580

[24] Lent, R. W. (2020). Career Development and Counseling: A Social Cognitive Framework. In Career Development and Counseling: Putting Theory and Research to Work (pp. 129-164).

[25] Mäkelä, T., & Leinonen, T. (2021). Design framework and principles for learning environment co-design: Synthesis from literature and three empirical studies. Buildings, 11(12), 581. https://doi.org/10.3390/buildings11120581

[26] Manca, S., Cerina, V., Tobia, V., Sacchi, S., & Fornara, F. (2020). The effect of school design on users’ responses: a systematic review (2008–2017). Sustainability, 12(8), 3453. https://doi.org/10.3390/su12083453

[27] Martin, P. J. (2002). Transforming school counselling: A national perspective. Theory into Practice, 41(3), 148-153. https://doi.org/10.1207/s15430421tip4103_2

[28] Martinez, C. (2022). Developing 21st-century teaching skills: A case study of teaching and learning through project-based curriculum. Cogent Education, 9(1), 2024936. https://doi.org/10.1080/2331186X.2021.2024936

[29] Mitchell, B. L. (2018). The state of bullying in schools. Bullying Prevention and Intervention at School: Integrating Theory

[30] Research into Best Practices, 1-15.

[31] Mogas, J., Palau, R., Fuentes, M., & Cebrián, G. (2022). Smart schools on the way: How school principals from Catalonia approach the future of education within the fourth industrial revolution. Learning Environments Research, 25(3), 875-893. https://doi.org/10.1007/s10984-021-09398-3

[32] Nickerson, A. B., Randa, R., Jimerson, S., & Guerra, N. G. (2021). Safe places to learn: Advances in school safety research and practice. School Psychology Review, 50(2-3), 158-171. https://doi.org/10.1080/2372966X.2021.1871948

[33] Panesi, S., Bocconi, S., & Ferlino, L. (2020). Promoting students’ well-being and inclusion in schools through digital technologies: Perceptions of students, teachers, and school leaders in Italy expressed through SELFIE piloting activities. Frontiers in Psychology, 11, 1563. https://doi.org/10.3389/fpsyg.2020.01563

[34] Peters, S. J. (2022). The challenges of achieving equity within public school gifted and talented programs. Gifted Child Quarterly, 66(2), 82-94. https://doi.org/10.1177/00169862211002535

[35] Price, D., Claxton, G., Stevenson, M., Robinson, L., Kidd, D., Hannon, V., . . . Barwell, C. (2017). Education forward: moving schools into the future. Crux Publishing Ltd.

[36] Rendon, L. I. (1994). Validating culturally diverse students: Toward a new model of learning and student development. Innovative Higher Education, 19, 33-51. https://doi.org/10.1007/BF01191156

[37] Salnick, K. (2023). Creating Student-Centered Schools: Discovering Best Practices in Experiential, Progressive Public School Design and Exploring the Effectiveness of Media and Community Events in Creating Grassroots Change. Northeastern University.

[38] Schwab, G. S. (2023). Student Perspectives on Safety in the Comprehensive High School. Washington State University.

[39] Sharan, Y. (2010). Cooperative learning for academic and social gains: Valued pedagogy, problematic practice. European Journal of Education, 45(2), 300-313. https://doi.org/10.1111/j.1465-3435.2010.01430.x

[40] Simonton, K. L., Garn, A. C., & Washburn, N. (2021). Caring climate, emotions, and engagement in high school physical education. Journal of Teaching in Physical Education, 41(3), 401-410. https://doi.org/10.1123/jtpe.2021-0086

[41] Smith, M. S. (2022). The Perceptions of What School Facilities Mean to a Community: A Case Study of One School District’s Journey of Developing a Sense of Belonging Aurora University].

[42] Sørensen, A., Lagestad, P., & Mikalsen, H. K. (2023). Student teacher experiences of learning and pedagogical involvement using a student-centred learning approach. Education Sciences, 13(9), 965. https://doi.org/10.3390/educsci13090965

[43] Stewart, A. J., & Valian, V. (2018). An inclusive academy: Achieving diversity and excellence. MIT Press.

[44] Taylor, A. (2009). Linking architecture and Education: Sustainable design for learning environments. UNM Press.

[45] Weiner, J., Francois, C., Stone-Johnson, C., & Childs, J. (2021). Keep safe, keep learning: Principals' role in creating psychological safety and organizational learning during the COVID-19 pandemic. Frontiers in education,

[46] Williams, L., Martinasek, M., Carone, K., & Sanders, S. (2020). High school students' perceptions of traditional and online health and Physical Education courses. Journal of School Health, 90(3), 234-244. https://doi.org/10.1111/josh.12865

Abstract

References

How to cite