Nguyen Phu Loc, Nguyen Thanh Binh, Le Thanh Dien, Nguyen Ho, Nguyen Duc Toan, Duong Huu Tong


The study results were based on the survey data of 24 students  studying the master program in math education at Can Tho University, Vietnam. We used the questionnaire to find out the factors affecting students' learning outcomes: Learning time, learning conditions, learning environment, personal level, learning methods, collaborative learning, learning attitudes. The results show factors such as learning conditions, learning environment, time for leaning, qualifications, teaching methods, learning methods, cooperation in learning, attitude in learning are factors that significantly affect the learning of master students in Mathematics education. Therefore, universities with high-level training programs should have adequate facilities for students' learning; lecturers know how to use teaching methods to promote self-study and self-study for students, improve their ability to work independently, the ability to cooperate in the learning and research process of students. In other words, universities must uphold  their responsibilities when implementing intensive training programs, helping learners with necessary competencies as expected of the community and society.


Article visualizations:

Hit counter



learning conditions, learning facilities, learning plan, learning result, factors affecting learning achievements, master student in mathematics education

Full Text:



Amer, Y., Doan, L. T. T., Lee, S. H., Phuc, P. N. K., & Tran, D. T. M. (2019, July). Optimizing a Reverse Supply Chain Model Using Fuzzy Mathematical Programming. In 2019 International Conference on System Science and Engineering (ICSSE) (pp. 372-378). IEEE.

Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE—Life Sciences Education, 14(1), ar5.

Khurshid, F. (2014). Factors Affecting Higher Education Students’ Success. Asia Pacific Journal of Education, Arts and Sciences, Vol. 1, No. 5, November 2014

Pruekpramool, C., Kanyaprasith, K., Phonphok, N., & Diem, H. T. T. (2018, January). Exploring science and mathematics teaching experiences in Thailand using reflective journals of an internship program between Vietnamese and Thai students. In AIP Conference Proceedings (Vol. 1923, No. 1, p. 030040). AIP

Reynolds, A. J. (1998). Confirmatory program evaluation: A method for strengthening causal inference. American Journal of Evaluation, 19, 203-221.

Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113-126

DOI: http://dx.doi.org/10.46827/ejes.v0i0.2859


  • There are currently no refbacks.

Copyright (c) 2020 Nguyen Phu Loc, Nguyen Thanh Binh, Le Thanh Dien, Nguyen Ho, Nguyen Duc Toan, Duong Huu Tong

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).