Volume 22 (2026) - In progress
Multi-Tiered System of Supports (MTSS) Framework for Statistics and Probability Education in Vietnamese High Schools: Integrating Digital Literacy Development
Article Number: e2026041 | Available Online: April 2026 | DOI: 10.22521/edupij.2026.22.41
Nguyen Thuy Phuong Tram , Nguyen Hoang Son
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Abstract
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Background/purpose. The study investigates the effectiveness of an adapted Multi-Tiered System of Supports (MTSS) framework for teaching statistics and probability in Vietnamese high schools, with a particular focus on integrating digital literacy development. It addresses the limited empirical evidence on MTSS implementation at the secondary level in developing-country contexts. Materials/methods. A quasi-experimental design with non-equivalent control groups was implemented across three high schools (N = 243 Grade 10 students) over 12 weeks. The intervention strengthened Tier 1 instruction through explicit teaching, visual representation, differentiated task structures, and structured technology integration using spreadsheets, GeoGebra, and data-visualization platforms. Data sources included a standardized mathematics test, a digital literacy scale, curriculum-based measurements (CBM), and implementation fidelity checks. ANCOVA was used to estimate group differences while controlling for pre-test performance. Results. The experimental group demonstrated significantly greater gains in mathematics achievement compared with the control group, with a moderate effect size (Hedges’ g = 0.45). Students also showed significant improvements in digital literacy, with average increases of approximately Δ = 0.50 across the subscales of data collection, visualization, and digital product creation. Progress monitoring data indicated steeper learning trajectories and higher target-achievement rates in the intervention group. |
Conclusion. The findings demonstrate that a culturally adapted MTSS framework can effectively enhance both mathematics achievement and digital literacy in high school settings. The study highlights the importance of culturally responsive Tier 1 instructional design. It provides insights into the international generalizability of MTSS-based, technology-supported models for reducing learning disparities in STEM education.
Keywords: Multi-tiered system of supports, Mathematics education, High school, Vietnam, Quasi-experimental research, Progress monitoring
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