Comparing Event Organization Skills of Tourism Students by Grade Level

In terms of event organization, men achieved higher scores (average 3.54 compared to 3.42). T-test on the assessment of event organization skills between male and female students showed p>0.05, concluding that there was a difference but not significant between male and female students in the level of event organization skills. Thus, gender has a certain but not significant influence on the event organization skills of students majoring in Tourism. When asked about this issue, teacher NHV (lecturer of the Faculty of Tourism, Hanoi University of Industry) said: “In general, the students' awareness is relatively equal. Boys' awareness of the importance of skills may be lower than girls'. Girls are more interested in researching tourists' psychology and the event ideas that tourists want. Girls are also more willing to participate in preparing and carrying out the events, boys mainly take on the heavy work...”.

The remaining skills of male and female students have similar levels of achievement, the difference is not much.

3.1.3.3. Comparison of event organization skills of Tourism students by grade level

Looking at the skill level of students by grade level, we see a difference between years 2, 3 and 4 (Table 3.13):

Table 3.13: Comparison of event organization skills of Tourism students by grade level

Skill groups	Evaluation results
	Average		DLC
	Year 2,3	Year 4	Year 2,3	Year 4
1	Skills in researching ideas, needs and KDL psychology	3.34	3.49	0.59	0.60
2	Skills in building event organization ideas according to the needs of the tourist area	3.40	3.54	0.59	0.58
3	Planning skills according to organizational ideas event organization	3.37	3.46	0.54	0.57
4	Skills in organizing and managing activities during the event	3.42	3.56	0.55	0.57
5	Summary and evaluation skills	3.38	3.51	0.68	0.64
	Shared	3.38	3.51	0.59	0.60

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Table 3.13 shows that in terms of grade level, there is a difference in skill level between the groups of 2nd, 3rd and 4th year students but all are at an average level. The group of 2nd and 3rd year students self-assessed their level as average (Average = 3.38) while the group of 4th year students also self-assessed their level as below average but higher (Average = 3.51). The T-test on the level of assessment of event organization skills between 2nd, 3rd and 4th year students gave the result of p = 0.021 <0.05, concluding that there is a significant difference in the level of proficiency in event organization skills between students of 2nd, 3rd and 4th year classes. Thus, the number of years of study has a certain influence on the event organization skills of the students themselves.

In all skill groups, it is shown that 4th year students have higher achievement levels than 2nd and 3rd year students. When asked about this issue, teacher NTM (lecturer of Tourism Faculty, Hai Phong University) gave her opinion: "Students have learned about event organization in the 2nd year, the 4th year is the time when they can participate in

deeper, more in events, so the planning ability will be better, the coverage and awareness of issues will be clearer, so the summary reports will cover the issues, and the situation will be better assessed. On the other hand, after each trip, students must submit reports on the events they have just participated in, so this is a mandatory task for each student, so 4th year students will achieve a higher level. Thus, it can be seen that the event organization skills of 4th year students are higher than those of 2nd and 3rd year students. This needs to be considered and evaluated to have measures to further improve event organization skills for students majoring in Tourism, helping students perfect their professional skills.

3.1.3.4. Comparing event organization skills of tourism students according to event organization experience

The results of the survey on students' skills in terms of event organization experience are shown in Table 3.14:

Table 3.14: Comparison of event organization skills of Tourism students according to experience

Skill groups	Evaluation results
	Joined the team event organization		Not yet joined event organization
	Average	DLC	Average	DLC
1	Research on psychological characteristics, needs and ideas of tourist destinations	3.45	0.59	3.31	0.50
2	Build event organization ideas according to the needs of the tourist area	3.46	0.59	3.32	0.54
3	Event Planning Ideas	3.48	0.55	3.36	0.54
4	Manage activities during the event	3.49	0.57	3.37	0.64
5	Summary and evaluation of event organization process	3.43	0.54	3.35	0.75
Event organization skills		3.46	0.57	3.34	0.59

Table 3.14 shows that the event organization skills of tourism students have a difference between experienced students and students who have no experience in organizing events, however, the level of achievement of the skills is at an average level and the difference is not much (the average score of the group of students who have participated in organizing events is 3.46 and the average score of the group of students who have not participated in organizing events is 3.34). The data show that experience in organizing events has an influence but not much on the event organization skills of students. The groups of students who have participated in organizing events have relatively even levels of component skills and are all higher than the group who have not participated in organizing events). T-test to determine the difference in assessment level of event organization skills between male and female students gave the result p=0.037<0.05, concluding that there is a significant difference in skills between groups of students who have and have not participated in event organization. Thus, experience in event organization has an important influence on event organization skills of students majoring in Tourism.

3.2. Some factors affecting event organization skills of tourism students

Event organization skills of tourism students are influenced by many factors related to the students and other factors such as the training organization of the university, social environment... In this thesis, we focus on studying the influence of the following factors: (1) Student confidence (being shy and quiet, proactive in all situations, grasping problems quickly...); (2) Knowledge of event organization (understanding tourist psychology, event organization process...); (3) Creative ideas in solving situations;

(4) Student training program on event organization; (5) Teaching methods of lecturers and managers/specialists in tourism establishments/companies. (6) Facilities and equipment for event organization training activities;

To determine the level of influence of the above factors on the event organization skills of tourism students, we proceed in 2 steps:

Step 1: Ask students to evaluate the Tourism industry on factors related to their self-confidence, knowledge of event organization and their own creative ideas, evaluate the school's training program, evaluate the teaching methods of lecturers and managers/specialists in tourism establishments/companies, and evaluate the facilities and equipment serving event organization training activities.

Step 2: Determine the correlation of factors to students' KNTCSK

3.2.1. Students' assessment of factors that may affect event organization skills

3.2.1.1. Students' assessment of self-confidence

The self-confidence of tourism students was studied through 6 statements, the mean score of the whole scale was 2.19. The content related to self-awareness: being shy or bold, confident, having positive thoughts... The statements of each scale have 5 answer options and are assigned points from (1) Completely incorrect to (5) Completely correct, meaning that the higher the average score, the more positive the individual evaluates himself and vice versa, the lower the mean score, the lower the individual evaluates his own characteristics. The survey results to study students' self-confidence are shown in table 3.15:

Table 3.15: Self-confidence of Tourism students

Manifestations of self-confidence

Average	DLC	Absolutely not.	Mostly not true	Half true, half false correct	Mostly true	Absolutely right
1. I am a shy and quiet person*	2.41	0.63	17.2	44.7	21.6	12.5	4.0
2. I'm afraid of standing in front of a crowd. winter*	2.10	0.69	38.8	32.9	13.6	9.6	5.2
3. I am a bold person.	2.10	0.56	32.2	40.3	16.5	7.0	4.0
4. I always think, other people If I can do it, I can do it too.	2.37	0.73	20.5	43.5	19.0	12.9	4.2
5. I always take control first. every situation	2.09	0.06	35.5	37.0	13.6	10.1	3.8
6. I am appreciated by everyone is a quick learner	2.07	0.76	39.8	325	13.0	9.7	4.9
Shared	2.19	0.57

Table 3.15 shows that students majoring in Tourism assess their self-confidence as not high, only reaching the lower limit of the average level (Average = 2.19). In particular, students' self-assessment criteria for boldness are low (Average = 2.10). In particular, students' self-assessment of the ability to quickly grasp problems and master all situations is at the lowest level (Average = 2.09). When asked about this issue, NTN (2nd year student of Hanoi University of Industry) said: "Our reactions to situations lack the basis for choice, we wonder how to choose correctly, we wonder if everyone is satisfied...". Thus, it can be said that students majoring in Tourism have a low level of self-confidence and mastery. This has a certain impact on students' careers, which require contact and work in front of a crowd, and require boldness and initiative in work.

To determine the influence of knowledge factors on event organization skills, we investigated the level of knowledge mastery of Tourism students.

3.2.1.2. Event organization knowledge of Tourism students

To do well in event organization, tourism students need to have a good grasp of event organization knowledge. The results of the study on the level of mastery of event organization knowledge of tourism students are shown in table 3.16:

Table 3.16: Level of mastery of event organization knowledge of Tourism students

Signs of mastering event organization knowledge

Average

DLC

Completely

incorrect

Incorrect

a part

Half true,

half wrong

Partly true

Absolutely right

1. I always study the psychology of KDL

before organizing any event

2.35

0.55

28.3

42.1

15.5

11.1

3.0

2. I have a firm grasp of the event organization process when organizing an event.

organize any event

2.38

0.61

20.2

46.1

19.0

11.8

3.0

3. I do not know how to perform operational activities in the

case*

2.96

0.69

32.0

36.7

17.4

10.4

3.5

4. I always identify relationships

Relationship between event planning steps

2.90

0.70

25.7

43.1

19.3

9.2

2.6

5. I have no experience solving this problem.

Resolve issues that arise during event planning*

3.22

0.60

15.1

44.0

25.7

11.3

3.8

Shared

2.76

0.63

Data in Table 3.16 shows that the level of knowledge mastery of Tourism students is in the middle of the average level (Average = 2.76). The manifestations of knowledge mastery. In which, the students' assessment of the ability to use means in the event organization process is at the highest level (Average = 2.90), while knowledge about tourist psychology as well as the event organization process is still limited.

3.2.1.3. Students' evaluation of teaching methods of lecturers and managers, specialists from tourism companies

The impact of teaching methods on students' learning outcomes in event organization is also very important. The results of the study on students' evaluation of the teaching methods of lecturers in the learning process of event organization of students in the Tourism major are shown in Table 3.17:

Table 3.17: Evaluation of Tourism students on teaching methods of lecturers and managers and specialists from tourism companies

Teaching methods of lecturers and experts from travel companies

Average

DLC

Absolutely not.

Almost no

correct

Half true, half false

correct

Mostly true

Absolutely right

1. Teaching methods are not boring, promote active learning, and practice organizational skills.

personal event

2.58

0.74

18.4

45.2

19.5

13.0

3.8

2. Teaching methods provide theoretical and practical knowledge to meet the needs of knowledge about organizations.

Organize events for yourself.

2.91

0.63

21.4

42.1

23.0

9.6

4.0

3. The teaching method of event organization is still purely theoretical, one-way, and does not create interest in learning.

for myself*

2.26

0.73

25.6

39.0

18.8

11.1

5.6

4. Teaching methods help yourself

practice professional attitude and style

3.12

0.61

27.1

37.4

19.7

11.5

4.3

5. Teaching methods are easy to understand and can be applied immediately to solve exercises.

in event organization learning.

3.31

0.70

20.0

48.0

17.9

11.3

2.8

Shared

2.83

0.68

Table 3.17 shows that students of Tourism major evaluate the teaching methods of lecturers and experts from tourism companies in learning event organization at an average level (Average = 2.83). Among the above issues, students believe that the practicality in teaching has been shown to be the highest (Average = 3.31), this is also an issue that students need to pay attention to in the process of learning event organization. Teacher

BPM (lecturer of the Faculty of Tourism - Hanoi University of Industry) said: "When teaching event organization, we also require students to make practical connections, they must have evidence of the issues they raise. To do that, the lecturers themselves must have practical knowledge. Through experience and research,

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