Assessing Students' Level of Lesson Preparation Before Coming to Class

Teacher's scope, it is scientific in content, technical in operations, artistic

in expression. Therefore, the teaching method of the teacher depends not only on the teacher's professional qualifications but also on the teaching style, professional demeanor and skills of the teacher. These are factors that directly affect the choice of teaching methods of the lecturer as well as its effectiveness. Therefore, these factors will indirectly affect the quality of students' learning as well as the way students evaluate the effectiveness of the subject.

With the lowest score being 0 and the highest being 5, the survey on the level of students' liking for the teacher's teaching style during class time, the results are calculated on an average scale.

Chart 2.2.1.9 Evaluation of teachers' teaching style

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The group of students in the research sample highly appreciated the humorous teaching style of the teacher when relating reality to the lecture, and the students rated the level of liking as

4.02 points. And the teaching style of the teacher that involves exchange with students and stimulates student debate is also rated at a fairly high level of 3.75 points. Thus, a teacher with the above teaching style will attract students to participate in his lecture. This requires the teacher to be able to update practical information into his lecture, not just ask theoretical questions, and the teacher must be able to ask questions like this? How to pose questions to stimulate student debate.

An effective lesson is a lesson that attracts the majority of students to participate in the lesson, an effective teaching method is a method that helps students acquire the best knowledge that the teacher wants to convey. Whether the teacher's teaching method is effective or not, the first thing is to attract students' attention to the lesson, making students feel excited when coming to school, entering the classroom with a comfortable mood. At this time, the teacher's teaching style has partly indirectly affected

to the effectiveness of the teaching methods that teachers apply, to the learning outcomes of students.

A fourth-year male student majoring in history education said: “Of course I like humorous teachers. Learning is like a game to gather knowledge, it shouldn’t be too stressful and tiring like the career guidance teacher said, ‘It’s too tiring, everyone sing a song and then continue studying, and I’ll sing a song too.’ The class naturally becomes more open and less stressful. We shouldn’t be too serious or too superficial, we can play when we want to play and study when we want to study. In my opinion, humor is the talent of each teacher. Depending on the nature of the subject, the teacher’s personality is determined, like teachers who teach scientific research, if they are scientific, they can’t be humorous, they have to be serious, be on time and dress neatly.

2. 2.2 Assessment of student learning activities

To achieve good learning results, students must combine both knowing how to focus on the teacher's lessons in class to be provided with basic knowledge, necessary skills and lessons learned by the teacher in his work and life, and having an effective self-study method. Students' self-study ability is strengthened and promoted through the ability to search for documents and information related to the subject and the level of meeting the teacher's requirements in preparing lessons before coming to class.

Conducting a survey on the learning activities of students at Saigon University regarding the level of searching for documents to serve their studies, the results are as follows:

Chart 2.2.2.1: Assessment of students' document searching level

The chart shows that students are still very passive in searching for documents to serve their studies. Specifically, the rate of always and frequently going to the library to read books is 0%, the rate of occasionally going to the library to read books is 13.9%, never going to the library to read books is 34.3% and the rate of rarely going to the library is the highest with 51.7%.

The number of students who regularly borrow library books to read and study at home is quite low at 0.5%, sometimes at 8.5%, rarely at 56.7% and never at 34.3%. No student regularly and always borrows library books to read and study at home.

Students are always looking for more textbooks and documents related to their subjects at the

Other means account for 1%, level

regularly accounts for 18.9%, the level

please

Occasionally 61.2%, level 1.5%.

rarely and never

accounting for 17.4% and

This result shows that currently students rarely and never go to the library to read books or borrow books to refer to at home.

To explain this situation, we would like to quote the opinion of a female student at Saigon University: “I will photocopy the textbooks according to the teacher's instructions. The rest I often go online to quickly read the questions I want to find. Moreover, most of the current assignments are presentations and essays, so going online to search for information is both highly effective and less time-consuming, and the knowledge there is extremely rich and diverse for everyone to exchange, but I rarely go to the library.”

That's why 104 students rarely go to the library to read books, and 114 students rarely borrow books to refer to at home.

In the question: "How well do you prepare your lessons before coming to class?". The results are as follows:

after:

Chart 2.2.2.2 Assessment of students' level of lesson preparation before coming to class

The chart shows that only 2 students always prepare their lessons before coming to class, accounting for 1%; 19 students regularly prepare their lessons, accounting for 10%; 111 students only occasionally prepare their lessons before coming to class, accounting for 56%; and 63 students rarely prepare their lessons.

31% of students never prepare their lessons before coming to class, 6% of students never prepare their lessons before coming to class, 2%. It can be seen that students rarely prepare their lessons before coming to class, which greatly affects their learning outcomes. Without preparing the knowledge of the lesson in advance, students will find it difficult to fully understand the content of the lecture that the teacher conveys.

Many content GV will

go fast and just

emphasize

in units

important knowledge

Therefore, sometimes students cannot keep up with the progress of the lesson and do not understand what the teacher is saying. This leads to students not being able to concentrate, being bored and not wanting to go to class because they have no motivation to study, not understanding what they are learning and not understanding what they are not learning, so they will start to skip school more. Therefore, in order to have a good learning spirit and be able to interact with the teacher on the issues in the lesson, students should prepare their lessons before coming to class, both to quickly absorb the teacher's lessons and to gain more knowledge for themselves on the content they do not understand through the teacher's answers.

The author delves deeper into the learning attitudes between male and female students.

With the question: "Level of initiative and active speaking in teachers' lessons".

The results are as follows:

Chart 2.2.2.3 Assessment of students' positivity and initiative in learning

Through the survey results in the chart, it shows that there is a difference in learning attitudes between male and female students.

For male students, the level of never actively speaking up is high.

41%, rarely 37.3%, occasionally speaking up 13.7% and

Regularly taking the initiative in class accounts for 7.8%.

For female students, the level of not being proactive and actively speaking up accounts for 22%.

Rarely speaking up 34.7%, level

occasionally owner

active, active development

Speaking up accounts for 28%, speaking up often accounts for 14% and always being proactive and positive in class accounts for 1.3%.

From this, it can be seen that the learning attitude of female students is better than the learning attitude of male students.

In the question: "To what extent will you ask your teacher about issues you do not understand?", the author goes into depth to analyze the level of student assessment by course and the results are as follows:

Chart 2.2.2.4 Assessment of the level of asking teachers about problems students do not understand

First year students never ask teachers about things they don't understand.

53.2%, rarely asked 33.9%, sometimes 11.3%, moderately 1.6% and always 0%

often only

For second-year students, the level of initiative to ask teachers about problems that students do not understand has changed in a more positive direction compared to first-year students. The rate of asking questions frequently is 12.5%, sometimes is 33%, rarely is 20.5% and never is 34%.

For third-year students, the percentage of students who never and rarely asked teachers for help decreased to 27.3% and 3%. The percentage of students who occasionally asked teachers for help increased significantly to 63.6%, often to 3% and always to 3%.

For fourth-year students, frequently asking teachers questions increased to 5.5%, sometimes to 50%, rarely to 16.7% and never to 27.8%.

The results show that the percentage of students who will proactively ask questions to teachers in the third and fourth years

higher than the rate of first and second year students, especially first year students who are still very shy because of being exposed to a new learning environment, so the rate of never daring to ask teachers about problems they do not understand is still very high.

In the two questions, the level of focus on teaching and the level of individual work in class yielded the following results:

Chart 2.2.2.5 Comparison of students' level of concentration on lessons and on their own work

In fact, a survey of 201 research samples showed that 106 students often did private work during class, accounting for 52.7%, 30 students always did private work during class, accounting for 14.9%, 60 students occasionally did private work during class, accounting for 29.9%, and only 5 students rarely did private work during class, accounting for 2.5%, and no student did not do private work during class.

Meanwhile, only 1 student always focused on the lecture, accounting for 0.5%, 43 students often focused on the lecture, accounting for 21.4%, 128 students only occasionally focused, accounting for 63.7%, and 29 students rarely focused on the teacher's lecture, accounting for 14.4%.

This shows that students often do their own work during class and only occasionally pay attention to the teacher's lecture. So what is the reason why students do not focus on the lesson in class? The author conducted a survey of 201 students.

Chart 2.2.2.6 Reasons why students do not focus on the teacher's lecture

Through the chart, it can be seen that 59.2% of students think that the reason why they are not focused is because the teaching method of the teacher is not interesting to the students. 25.4% think that because the students themselves are doing their own work, they do not pay attention to the lecture. 9% think that because the class is too crowded, students cannot focus on the lesson and 6.5% think that because of working extra hours, they feel tired and cannot focus on the lecture.

From that, it can be seen that students think that the teacher's teaching method has the most influence on the students' concentration on the lecture. A lesson in which the teacher only uses one method of presentation or group discussion will make students feel bored, not interested in the lesson, not have spirit and feeling.

find the subject very boring and dry. But when teachers combine appropriate methods for each lecture content, they will attract students' enthusiasm for the lecture, creating a fun, open, friendly classroom atmosphere between teachers and students. In particular, students will like the subject and will focus on the lesson.

A male student shared: "I really think that students do their own work and do not focus on the lecture because of the teacher's teaching method that does not attract them. There are many teachers who let them play games or debate when they are sleepy, so they stay awake to see what is making the class noisy."

There are also many students who think that because they are doing their own work, they do not pay attention to the lesson. This reason comes from the learner. A female student shared: "I think that the reason why students do not pay attention to the teacher's lesson is mostly because the learner himself is not aware of the importance of the knowledge provided by the teacher, does not have a good learning attitude, sometimes I also talk to myself or fall asleep in your class."

Although through the survey, most students believe that the teaching method without a teacher is the biggest reason why they do not focus on the lesson, but the author thinks it comes from many different reasons, maybe because you are tired from working extra hours so you fall asleep in class and do not understand the teacher's lesson, or because the classroom is too crowded and noisy, you cannot hear the teacher clearly, it can also be because the teacher's teaching method is not really effective, the main reasons are still the learning awareness of each person, if you do not understand what the teacher teaches, you can make signs or directly ask the teacher again. As students, we must know how to learn and research by ourselves, we should not wait and depend on the teacher like when we were in high school. The author feels that each teaching method of the teacher has its own

those

certain advantages that teachers use to

transmission of knowledge of people

learn, to

For that method to be effective, the learner himself must know how to cooperate with the teacher.

have a good class, just

need to have high awareness in studying, even if the teacher uses

use

Whichever method we have, we can understand the lesson content. So the decisive factor is still the learner's awareness.

In the question: "How much time do you spend studying a day?". The results are as follows:

after

Chart 2.2.2.7 Time spent by students studying

The chart shows that 27% of students do not study, only start studying when it is time for an exam, the highest rate is 49%, spending 2 to 4 hours a day studying is 19%, only 4% of students spend 4 to 6 hours a day studying and only 1% spend more than 7 hours a day. From that, it can be said that students spend very little time studying, while currently many universities in general and Ho Chi Minh City University of Technology in particular, organize training methods according to the credit system, requiring students to spend more time studying than the old regulations.

The survey shows that many students only spend 1 to 2 hours a day studying and never study until exams, which accounts for a high percentage. The fact that students do not spend much time studying is also one of the reasons why students do not focus on the teacher's lectures in class.

In the question: "How often do you go to school on time according to regulations?". The results are as follows:

Chart 2.2.2.8 Assessment of students' punctuality

Although they often do their own work during class and only occasionally focus on the teacher's lessons, the percentage of students who regularly come to class on time is high.

high is 62.7%, always on time 21.4%, rarely accounts for 2%.

is 13.9%, sometimes going to school on time is

So it can be said that students have been conscious in complying with the school and class time regulations.