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Assessment of self-study ability of students of pedagogical majors trained under the credit system at Da Nang University of Education - 2


LIST OF TABLES


Table 2.2.4.1.1. Results of the analysis of the quality of the survey questionnaire using QUEST . Table 2.2.4.2.1. Statistics of the number of survey samples by major and course. Table 3.1.1. Students' awareness of the importance of self-study.

Table 3.1.2. Distribution of assessment levels on the importance of TH between male and female students

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Table 3.1.3: Kruskal Wallis test of the difference between male and female students in assessing the necessity of self-study

Table 3.2.1. Table describing the regulations on assessment levels

Assessment of self-study ability of students of pedagogical majors trained under the credit system at Da Nang University of Education - 2

Table 3.2.2. Levels of students' self-study attitudes

Figure 3.2.1. Sample distribution in the self-study attitude criterion

Table 3.2.3. ANOVA analysis table

Table 3.2.4. Pearson correlation analysis table

Table 3.3.1.1. Table describing skills for building self-study plans

Table 3.3.1.2. Average scores of factors

Table 3.3.2.1. ANOVA analysis results

Table 3.3.3.1. Statistical table of average values ​​of skill groups performed in class

Table 3.3.3.2: Overall average test results 2

Table 3.3.4.1. ANOVA analysis table for LVN skills of students of different majors

Table 3.3.5.1. Statistics of the level of performance of the GQVĐ skill

Table 3.3.5.2. Statistics of implementation level values ​​for each criterion

Table 3.3.6.1. Levels of skills in assessing students' self-study results Table 3.3.6.2. Levels of implementing methods in skills in testing results Table 3.3.7.1. Correlation table between groups of self-study skills

Table 3.3.7.2. Table of average scores and standard deviations of each group

Table 3.4.1. Statistical table of self-study capacity values

Table 3.4.2. Levene test table

Table 3.4.3. Pearson correlation test between self-study ability and learning outcomes

Table 4.2.1. Model fit test


Table 4.2.2. ANOVA analysis table

Table 4.2.3. Table of estimated regression coefficients for the model

Table 4.2.4. Testing for independence of errors

Table 4.2.5. Multicollinearity test


INTRODUCTION


1. Reason for choosing the topic

The modern scientific and technological revolution is creating profound and comprehensive changes for the entire economy, gradually shifting from an industrial economy to a knowledge economy. The knowledge economy, with its basic characteristics of considering scientific and technological knowledge as an important means of production, has set many new requirements for education and training, including teaching and learning at universities. In the context of globalization, the amount of human knowledge increases exponentially, along with the global telecommunications network allowing rapid exchange of information, each person's access to human knowledge is very convenient and with such a large amount as today, schools cannot limit themselves to equipping learners with a certain amount of knowledge. Much more importantly, universities need to focus on nurturing and training students in learning methods, methods of exploiting and processing knowledge, in which, especially important are self-study and self-research methods. Only through self-study and self-research methods, after graduation, students will have enough ability to enrich their knowledge, better serving practical activities.

Improving students’ self-study and research abilities must be a core task of universities, especially for teacher training colleges. Because students of teacher training colleges will later become teachers in high schools, with the important task of nurturing and training high school students in self-study methods, proactive and positive learning methods. More than anyone else, they themselves need to be equipped with those skills right from their university days.

Article 40, Section 2 of the amended Law on Education, effective from July 1, 2010, clearly states: "Training methods at college and university levels must attach importance to fostering self-learning awareness, self-study and research capacity, developing creative thinking, practicing practical skills, and creating conditions for learners to participate in research, experimentation, and application."


The current regulations on regular university and college training according to the credit system of the Ministry of Education and Training allow students to be more autonomous in their studies. Accordingly, students can calculate their time and capacity to be able to regulate their studies in each semester in the most appropriate way.

However, in reality, the training of self-study and self-research skills for students in universities and colleges today still has many shortcomings. The report of the National Assembly's Committee on Culture, Education, Youth, Adolescents and Children on November 15, 2004 stated: "The quality of education is generally weak and inadequate; the examination-based learning method is still heavy, education only focuses on imparting knowledge to cope with exams, not on building creative thinking, self-study, self-research...". Self-study and self-research are extremely necessary skills for students, especially for students in pedagogical fields. Training self-study and self-research skills for students to achieve good results must be based on theoretical foundations and especially on scientific data on the current self-study and self-research abilities of students in different training fields. Therefore, I chose the topic "Assessing the self-study ability of students of pedagogical majors trained under the credit system at Da Nang University of Education" as the topic of my master's thesis in Measurement and Evaluation in Education.

- Expectations from the research results of the topic:

The research results of the topic are expected to be measures of self-study capacity of pedagogical students trained under the credit system at Da Nang University of Education. In addition, the expected results from the topic are analyses of factors affecting self-study of students in the research group. These results will be the scientific basis for fostering self-study capacity for pedagogical students at the local school and training units with similar characteristics.

2. Purpose and research tasks of the topic

- Building a toolkit to measure self-study capacity of engineering students

Criminals are trained under the credit system at Da Nang University of Education.


- Use that toolkit to assess students' current self-study ability.

Teachers of pedagogical majors are trained under the credit system at the School.

- Research analyzes some main factors affecting the self-study ability of these students.

3. Research limitations of the topic

- The research topic is limited to the group of students of pedagogical majors of the University of Education - Danang University trained under the credit system from 2010 to 2013.

- The topic only evaluates self-study capacity in studying at school, but self-study and self-research capacity while working is not mentioned within the framework of this thesis.

4. Research question/hypothesis

4.1.Research question:

Question 1 : What is the self-study capacity of university students in pedagogical majors trained under the credit system from 2010 to 2013?

Question 2 : What factors affect students' self-study ability and how do they affect their self-study ability?

4.2. Research hypothesis

It is hypothesized that students have the ability to self-study in two aspects:

- Students have had the right awareness of the role of self-study and have

right attitude towards self-study

- Students have developed important skills in self-study.

The hypothesis is that factors affecting students' self-study ability include:

- Group of external factors: Teaching methods of lecturers; Assessment methods; School facilities; Number of years of university study; Place of residence before university study.

- Group of internal factors: Gender; Average score of the most recent semester; Ability

foreign language skills; self-study time.


5. Research object and subject

5.1. Research subjects.

Self-study ability of university students of pedagogical majors and factors affecting self-study.

5.2. Research object:

Full-time students were trained under the credit system from 2010 to 2013 in pedagogical university majors at 10 faculties of Da Nang University of Education.

6. Research methods

6.1. Document review method

Using methods of analysis, synthesis, and systematization of documents to build a theoretical basis for self-study capacity.

6.2. Survey method :

Conducted through two main steps: preliminary research and formal research:

- Preliminary research: Conducted through qualitative methods, using group discussion techniques to supplement the model and test the questionnaire.

- Official research: Conducted through quantitative research methods, using information collection techniques through questionnaires of 900 students from 10 faculties of the School.

6.3. In-depth interview method

In-depth interviews were used to supplement and confirm the accuracy of the information obtained through the questionnaire. In-depth interviews were conducted with 30 students who self-assessed their self-learning ability and 20 lecturers who assessed their students' self-learning ability.

6.4. Mathematical statistical methods

Analyze collected data using descriptive and inferential statistics such as percentages, frequency, correlation, and regression to answer research questions. Use statistical software such as SPSS, QUEST, etc.


in performing statistical calculations and determining the quality of the toolkit.

7. Scope of research

The topic only evaluates the self-study ability in school learning of students of pedagogical majors of Da Nang University of Education trained under the credit system from 2010 to 2013 at 10 faculties representing 2 majors of natural sciences and social sciences and humanities: 5 faculties of Mathematics, Informatics, Chemistry, Physics, Biology-Environment representing the major of natural sciences and 5 faculties of Literature, History, Geography, Political Education, Primary-Preschool representing the majors of social sciences and humanities.

8. Sampling method

8.1. Selecting survey subjects using questionnaires

The thesis conducted random, stratified and cluster sampling of 10 faculties of Danang University of Education, representing different groups of majors selected as above.

At each faculty, 03 classes of the pedagogical block in 3 training courses from year 1 to year 3 were selected (each class randomly selected 30 students). The number of students given questionnaires was randomly taken from the list of each class. The total number of students given questionnaires was 900.

8.2. Selecting a sample of in-depth interview subjects

At each faculty, 3 students representing 3 courses from year 1 to year 3 were randomly selected; and 2 lecturers. Thus, 30 students and 20 lecturers were selected as subjects for in-depth interviews.

9. Sample description

After collecting the questionnaires, there were 851 valid questionnaires. Of the 851 students who answered the questionnaire, 729 were female and 122 were male. The survey results showed that the ratio of male and female students studying pedagogy at Da Nang University of Education was very different. The analysis results also showed that there were more students from rural areas than from urban areas - 687 students had a place of residence before entering university in rural areas.


(accounting for 80.73%), 164 students had a place of residence before entering university in urban areas (accounting for 19.27%). The students' academic results were at an average level, the average final score of the semester near the time of the survey of these students was 2.9.

10. Structure of the thesis

Introduction Contents:

Chapter 1: Theoretical basis and overview

Chapter 2: Research methods and procedures

Chapter 3: Research results on self-study capacity of students in different majors

Pedagogy of Danang University of Education Chapter 4: Factors affecting students' self-study ability Conclusion

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