A case study of an after-school teacher-led small-group mathematics intervention program for students in a bilingual Vietnamese primary school.

Abstract

This case study evaluated the effectiveness of an after-school mathematics intervention program for students with mathematical learning difficulties (MLD) in a Vietnamese bilingual primary school, examining both academic performance and self-confidence outcomes over twelve weeks. Using a mixed-methods approach, the study collected data through classroom observations, semi-structured interviews with teachers and a school psychologist, and an analysis of standardized test scores. The intervention group consisted of seven primary-level mixed-ability learners. The findings demonstrated significant improvement in academic performance across all participants, with knowledge gains ranging from 25% to 50% over the twelve-week period. The teacher-directed methodology, while predominantly traditional, proved effective when combined with consistent error correction, mathematical dialogue, and regular parental communication. Notably, one student who switched to private tutoring showed the highest improvement (75%), suggesting the potential benefits of one-on-one instruction. The study's most interesting implication lies in its revelation that while teacher-directed methods can be effective for MLD students, there remains significant untapped potential in incorporating more interactive, student-centered approaches and manipulatives. This suggests that traditional intervention methods could be enhanced by integrating more dynamic teaching strategies, particularly given the timing of after-school sessions when students are typically fatigued.