Identifying key factors influencing learning outcomes in natural science subjects among middle school students: A case study of Nam Tu Liem District, Hanoi, Vietnam

Abstract

This study identifies the key factors affecting students’ academic performance in  natural  sciences among lower secondary school students in Nam Tu Liem district, Hanoi, Vietnam—among the implementation of a competence-oriented general education reform. A quantitative approach was employed with 300 eighth-grade students from 16 secondary schools. Data was collected using a structured questionnaire comprising 24 variables evaluated through a Likert scale. Principal Component Analysis (PCA) and multiple regression analysis were conducted using SPSS 20.0 to examine the influence of four independent variables: external motivation, internal motivation, learning environment, and learning methods. The findings reveal that all four factors positively and significantly affect learning outcomes. The learning environment emerged as the most influential factor followed by learning methods, internal, and external motivation. The study emphasizes the central role of an interactive and well-equipped learning environment and highlights the importance of self-directed and strategic learning practices. These results offer practical implications for teachers, policymakers, and school administrators seeking to enhance science education quality, particularly in developing countries undertaking curriculum reforms. The analytical framework presented may serve as a valuable reference for designing educational interventions and shaping policies that foster improved student outcomes in science learning.