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Comparing Student Assessments with Assessments of Lecturers, Training Managers, and Student Managers on Planning Skills


13

Identify factors that affect learning activities

of myself

2.93

0.80

15

14

Identify the learning actions that need to be taken

3.10

0.89

10

Write a study plan

2.89

0.55


15

Prioritize each learning task and each

credits to be accumulated

3.11

0.89

9

16

Make a schedule, work schedule

2.47

1.01

18

17

Identify the measures to be taken to complete the task.

study service

3.07

0.84

11

18

Determine the conditions and means necessary for implementation

learning task

3.12

0.82

8

19

Planned implementation of the study plan

2.69

0.85

17

General Average

3.07

0.53


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Table 4.4 shows that the study planning skills according to the credit system of students at People's Police academies and universities are at an average level (Average = 3.07; SD = 0.53), showing a great similarity among the surveyed students.

Among the three groups of skills above, the group of skills to determine the requirements of the training program is the one that students perform best (Average = 3.26; Standard = 0.66) because these are basic and mandatory requirements for students to be able to choose to register for courses, plan and allocate study time for each subject. On the other hand, all students are interested in the basic requirements of the training program, especially the mandatory conditions for graduation, so that they can proactively implement them effectively.

The survey results also show that the group of skills for writing study plans has the lowest GPA (GPA = 2.89; SD = 0.55). One of the reasons for this situation is that this skill is rarely practiced by students, and at the same time, the results of the skill of writing study plans depend a lot on the students' self-awareness, initiative and sense of responsibility.

Student B.Đ.G - University of Economics and Public Security said, " We study and live according to the regime of the armed forces, the hours of study, training, and activities must follow the school's regulations, so we rarely have to make a plan, the students just follow the prescribed hours to carry out. Only a few students who are really meticulous make specific plans for each activity according to the prescribed time frame." In fact, students at the academies and universities of the People's Public Security


Students must wake up at 5:45 (fall, winter) and 5:30 (spring, summer), practice sports, work, eat breakfast, then go to class at 7:15. In the evening, at 7:00 p.m., students start self-study time, and go to bed at 10:30 p.m. (students who want to study more can extend their self-study time, but must turn on their own lights and not affect their teammates). These regulations create a learning and living routine for students, but sometimes make them lack initiative in making their own plans.

The data in Table 4.3 also shows that the manifestations with high GPA include: Identifying political standards for police students (GPA=3.96; DLC=0.86); Identifying soft skills standards that police students need to achieve (swimming, driving, IT, foreign languages...) (GPA=3.73, DLC=1.08); Identifying specialized knowledge modules (GPA=3.30; DLC=0.92).

Through this, it can be seen that students at the People's Public Security academies and universities have a very good grasp of political standards (average score = 3.96) because political standards are considered one of the most important requirements for students of the People's Public Security. After graduating from the People's Public Security academies and universities, they are responsible for maintaining national security and ensuring social order and safety, implementing and supervising the implementation of the Party's guidelines, policies and laws of the State. Political requirements are considered mandatory for students to be able to perform well the tasks assigned by the Party and the State. Right from the initial enrollment, in addition to ensuring the requirements on academic results, training, and health, these students are examined and verified by local police to ensure political factors before being considered for admission to the People's Public Security academies and universities. During their studies at the academies and universities of the People's Public Security, students must continue to strictly comply with political requirements and be regularly inspected and supervised by the training institution. This is also one of the conditions for students to graduate. On the other hand, unlike students at civil universities, students at


At the Police Academy and University, becoming a Party member is extremely important and is also a special profession. At the Police Academy and University, joining the Party is one of the goals that students strive for, requiring time and tireless efforts throughout 4 years of study. To be admitted to the Party, in addition to political requirements, students must achieve good or better academic results and have no month of training below 8 points. The political factor for Police students is considered a "vital requirement", all students understand it very well and ensure it seriously, so from the first year of studying at the Police Academy and University, students are very interested in political standards.

Along with ensuring academic requirements, CAND students must achieve soft skills to be eligible for graduation. In particular, swimming, driving, IT, and foreign language skills are mandatory requirements for CAND students. Students can proactively complete and accumulate these certificates during their time studying at the training facility, depending on the conditions and plans of each individual. Students often learn very specifically about these requirements to proactively accumulate from the first year, limiting the concentration in the final year to avoid rushing. Therefore, most students at CAND academies and universities identify the soft skills standards they need to achieve (GPA = 3.73).

Identifying specialized knowledge modules (GPA = 3.30) is done quite well by students. Right from the time of enrollment, choosing a major has been a great concern, considered based on interests, abilities and social needs. Therefore, during the learning process at the People's Public Security academies and universities, specialized knowledge is of great interest to students to learn and accumulate knowledge and experience. This knowledge will be the foundation to help them perform their work tasks after graduation. Student N.D.M - a student of the People's Public Security Academy said, "Among the popularized modules, I am most interested in specialized modules, because these modules account for a fairly high number of credits, and are also core knowledge, directly related to my future work."


The survey results also showed that the manifestations with low GPA include: Determining the total number of credits to be accumulated throughout the course (GPA=2.42, DLC=1.01); Making a timetable and work schedule (GPA=2.47; DLC=1.01); Planning options for implementing the study plan (GPA=2.69; DLC=0.85).

Thus, students are less interested in the total number of credits they need to accumulate throughout the course (GPA = 2.42). This information is often disseminated to students by the Department of Training and Advanced Training Management during the political activities week when they first enroll, but after that, students do not pay much attention. Student B.D.A - People's Police Academy said, "Each semester, I only care about which courses I will study, which courses have a high credit load, which courses have a low credit load to allocate study time effectively, I rarely pay attention to the number of credits for the entire course."

Making a timetable, work schedule (Average = 2.47) and Planning plans to implement the study plan (Average = 2.69) were performed worse. The reason is that students at the police academies and universities study and live according to the school's prescribed time frame, they rarely take the initiative to make their own timetable.

The results of solving situational exercises on the skills of planning learning according to the credit system of students at the academies and universities of the People's Public Security are consistent with the survey results through the questionnaire with the average score = 2.91; DLC = 0.55, reaching the average level (See Appendix 14). However, the results of solving situational exercises are lower than the results obtained through the questionnaire. The reason is that applying students' knowledge to handle situations is always more difficult than perceiving the content of these skills.

The results of students' self-assessment are highly consistent with the assessment results of lecturers, training managers and student managers. Specifically:


Table 4.5: Comparison of students' assessments with those of lecturers, training managers, and student managers on planning skills

study by HCTC

TT

Expression

Student

Lecturer, Manager

Average

DLC

Average

DLC

1

Identify training program requirements

3.26

0.66

3.14

0.35

2

Determine the goals and content of the work to be done

3.05

0.58

2.97

0.42

3

Write a study plan

2.89

0.55

2.78

0.39

General Average

3.07

0.53

2.96

0.23

The results in the table above show that lecturers, training managers, and student managers also rated the skills of planning study plans according to the credit system of students at the academies and universities of the People's Public Security at an average level (Average = 2.96; DLC = 0.23). In which, the skill group Determining the requirements of the training program was performed best (Average = 3.14; DLC = 0.35); followed by the skill group Determining the goals and content of the work to be done (Average = 2.97, DLC = 0.42); and the component skill group Writing a study plan had the lowest Average (Average = 2.78; DLC = 0.39).

b. Comparing the skills of planning study according to the credit system of student groups at People's Police academies and universities

According to learning results:

The skills of planning study according to the credit system of students at the academies and universities of the People's Public Security are different according to their learning results. The survey results are shown in the following chart:

Chart 4.5: Comparison of study planning skills of students at police academies and universities according to study results


The chart above shows that the skill of planning study according to the credit system is best performed by the group of students with good academic performance (Average score = 3.26), second is the group of students with good academic performance (Average score = 3.17), students with poor academic performance perform at the lowest level (Average score = 2.20). This difference is statistically significant because P>0.05 (Sig=0.000) (See Appendix 8.2.1).

By gender:

When comparing the study planning skills according to the credit system of students at the People's Public Security academies and universities by gender, we also found differences. The specific results are shown in the following chart:

Chart 4.6: Comparison of study planning skills according to the credit system of students at police academies and universities by gender

The results in the chart above show that female students perform study planning skills according to the credit system at a higher level than male students (average score is 3.15 compared to 3.06. However, this difference is not statistically significant because P>0.05 (Sig=0.100).

By year of training:

The survey results show that there are differences in the level of implementation of learning planning skills according to the credit system among students of different training courses. The specific results are shown in chart 4.7.

Chart 4.7: Comparison of study planning skills according to the credit system of students at police academies and universities by year of training


The chart above shows that third-year students have the highest level of learning planning skills according to the credit system (average score = 3.25), followed by second-year students (average score = 3.14), and first-year students have the lowest level (average score = 2.87). The reason for this situation is that third-year students have a longer time to study and experience, so they have more experience in learning planning. In addition, by the third year, students are about to enter the "sprint" stage, needing to pay attention to learning planning to accumulate enough credits to reach the desired level for graduation classification. First-year students are just getting access to learning according to the credit system, from determining the requirements of the training program; From determining goals, content of work to writing a study plan according to the credit system, students are very confused and different from high school, so they perform this skill lower than students in previous years. Second-year students, after a long time studying at police academies and universities, have access to credit-based training and know how to make a more stable plan.

By training institution:

Comparing the skills of planning study according to the credit system of students at the academies and universities of the People's Public Security according to the training facilities, we also found differences. The specific results are as follows:

Chart 4.8: Comparison of study planning skills according to the credit system of students at police academies and universities by training institution


The chart above shows: Students of the People's Police Academy have the best study planning skills (average score = 3.10), followed by students of the University of Economics - Public Security (average score = 3.06) and the average score of the group of students of the People's Police Academy is the lowest (average score = 3.05). However, this difference is not statistically significant, because the ANOVA test result has sig = 0.482 (p>0.05).

In summary, the skills of planning study according to the credit system are performed at an average level by students at the People's Public Security academies and universities. In which, the manifestations performed better by students are Identifying political standards for People's Public Security students; Identifying soft skills standards that need to be achieved by People's Public Security students; Identifying specialized knowledge modules. The manifestations of Identifying the total number of credits that need to be accumulated throughout the course; Making a timetable, work schedule ; Planning options for implementing the study plan are performed less effectively by students.

Female students plan their study according to the credit system more fully, skillfully and flexibly than male students. Third-year students plan their study according to the credit system best, first-year students do the worst. Students of the People's Police Academy have the highest skills in planning their study according to the credit system among the three training institutions surveyed.

4.1.2.2. Current status of skills in implementing learning activities under the credit system of students at People's Police academies and universities

a. General assessment of students' skills in implementing learning activities under the credit system at People's Police academies and universities

Skills in implementing learning activities according to the credit system of students at the People's Public Security academies and universities include classroom learning skills and self-study skills. The survey results are shown in the data table below:

Table 4.6: General assessment of students' skills in performing learning activities according to the credit system at police academies and universities

TT

Expression

Average

DLC

1

Classroom learning skills

3.26

0.48

2

Self-study skills

3.41

0.51


General Average

3.34

0.45

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