Primary education in Vietnam and pupil online engagement
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Purpose This paper focuses on exploring the disparities in social awareness and use of the Internet between urban and rural school children in the North of Vietnam. Approach A total of 525 pupils, aged 9 to 11 years old, randomly selected from 7 urban and rural schools, who are Internet users, participated in the study and consented to responding to a questionnaire adapted from an equivalent European Union (EU) study. A comparative statistical analysis of the responses was then carried out, using IBM SPSS v21, which consisted of a descriptive analysis, an identification of personal self-development opportunities, as well as issues related to pupils’ digital prowess and knowledge of Internet use, and Internet safety, including parental engagement in their offspring’s online activities. Findings The study highlights the fact that children from both the urban and rural regions of the North of Vietnam mostly access the Internet from home, but with more children in the urbanized areas accessing it at school than their rural counterparts. Although children from the rural areas scored lower on all the Internet indicators, such as digital access and online personal experience and awareness, there was no disparity in awareness of Internet risks between the two sub-samples. It is noteworthy that there was no statistically significant gender difference towards online activities that support self-development. In relation to safe Internet usage, children are likely to seek advice from their parents, rather than through teachers or friends. However, they are not yet provided with an effective safety net while exposing themselves to the digital world.
Nguyen , Q , Naguib , R , Das , A , Papathomas , M , Vallar , E , Wickramasinghe , N , Santos , G N , Galvez , M C & Nguyen , V 2017 , ' Primary education in Vietnam and pupil online engagement ' International Journal of Educational Management , vol Accepted Articles . DOI: 10.1108/IJEM-11-2016-0242
International Journal of Educational Management
© 2017, Emerald Publishing Ltd. This work has been made available online in accordance with the publisher’s policies. This is the author created accepted version manuscript following peer review and as such may differ slightly from the final published version. The final published version of this work is available at https://doi.org/10.1108/IJEM-11-2016-0242
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