ស្វែងរកសារណា និងការស្រាវជ្រាវ

Quality of Teaching and Learning to Respond to 21st Century Education: Selected Action Research Reports — Top 10 from Cohort-3 Student Teachers (12+4), 2024–2025

PING Sopheaktra, SRIENG Kimsron, TANN Somalida, SENG Outdom, SAINT Meassnguon, OL Say, OEURN Sreynoch, HOU Saomoline, NORN Kanika, HUN Sreymom, PHE Dina, SOK Sarika, VONG Savoeun, IEM Kimheak, AN Bora, THLANG Sereyleakena, KONG Sam Ol, PAK Sreynich, SOUS Sopheap, CHAN Chealy

បរិញ្ញាបត្រអប់រំ (១២+៤) · បឋមសិក្សា · 2025 · Khmer + English

This volume collects the ten best action research reports completed by Cohort 3 of the Bachelor of Education (12+4) student teachers at Phnom Penh Teacher Education College in the 2024–2025 academic year, under the theme of quality teaching and learning for 21st-century education. Conducted with PTEC lecturers in primary and lower secondary schools in Phnom Penh, the studies evaluate learner-centred methods: the flipped classroom for Grade 8 chemistry learning outcomes and self-directed learning skills; problem-based learning for Grade 7 fractions; cooperative learning for Grade 6 Khmer reading comprehension and for Grade 8 physics (work and energy); collaborative learning for Grade 3 communication skills; the Know-Want-Learned (KWL) strategy for Grade 6 Khmer reading comprehension and participation; a Bingo learning game for Grade 3 engagement in mathematics; the Station Rotation blended-learning model for Grade 7 measurement; and the 7E learning model for Grade 6 science. A further study relates Grade 5 students' attitudes toward homework to their mathematics achievement. Most studies use pre-experimental or quasi-experimental designs analysed with t-tests and effect sizes; the others use mixed or qualitative methods with classroom observation and interviews. Most report statistically significant gains in achievement or engagement, and each states its limitations and recommendations for further research. All ten reports are written in Khmer with an English abstract. Published by PTEC Library Press; editorial board led by Dr. LEK Chumnor. The research was supported by The Nippon Foundation.