Criteria and Scale for Assessing Student Capacity Development

The analysis is based on the proposed criteria as a scientific basis for objective and accurate evaluation. Immediately after the experimental lesson, we organize comments and evaluations from teachers and students about that experimental lesson; process the minutes of the observation to evaluate the quality of the teaching hour. (Appendix.....)

2.4.1.6. Criteria and scale for assessing students' capacity development

Interest, curiosity, passion for discovery, love of discovery

(identified through observing students' classroom hours)

Through observing students in class, the group of students who have a serious working style, are enthusiastic, passionate about learning, and like to observe and learn about surrounding objects and phenomena are the ones who are really interested in the teachers' experimental lectures. Having an interest in learning is the starting point for students to be passionate about exploring, discovering, grasping knowledge quickly and applying theoretical knowledge to practical drawing lessons quickly.

In fact, through observing the teaching hours of many teachers, the group of students who are interested in learning is also the group that has a firm grasp of knowledge and forms professional skills in drawing. They have a firm grasp of basic knowledge about drawing steps, basic shapes, light and dark, deepening shapes... to apply to the drawing lesson: Drawing a Cube

Evaluate students' interest and concentration in class through 3 levels:

- Level 1: Concentrate, pay close attention to the lecture.

- Level 2: Pay attention, observe, comment, and enthusiastically contribute to the lesson.

- Level 3: Quickly absorb knowledge, boldly ask questions to teachers and present personal opinions.

Creative thinking (identified through students' thinking and drawing)

According to traditional teaching methods, students are often stereotyped into specific requirements or strongly influenced by sample drawings used by teachers for illustration. With this way of learning, students' creative thinking is difficult to develop.

Huy, the children's drawings are basically similar, with little difference or variation.

However, innovating teaching methods in experimental lessons will give students the opportunity to express their creative thinking. The way the teacher guides, the way the teacher discusses and suggests for students to present their ideas, the way the teacher raises problems for students to find solutions to problems... helps students have the opportunity to present their personal opinions and boldly implement creative ideas in their drawings. Students will also raise questions, doubts, and comments for the teacher to answer. Students will exchange ways of doing and thinking with their friends in the same drawing group to find ways to coordinate and carry out the drawing as desired.

In addition to the exciting moments of presenting personal ideas and discussing in groups, students with special creative thinking also have quiet moments of contemplation like adults - that is when they are thinking and perceiving the subject, forming personal creative ideas.

Regarding the way to evaluate this criterion, it is divided into 3 levels:

- Level 1: Assesses the level of imitation and reproduction of students, shown in imitating, drawing similar or more or less identical drawings according to the model in the textbook. Maximum score: 4 points.

- Level 2: Assesses the level of active exploration of students, shown in the fact that students find new forms of expression or new solutions in their drawings. At this level, independence is higher than the above level, and students' creative thinking begins to be revealed. Students find new knowledge for themselves and exploit and apply knowledge in many different directions. Maximum score: 3 points.

- Level 3: Assesses students' ability to find new things, demonstrated by students finding unique and novel ways to draw without relying on suggestions from teachers or friends, fulfilling the requirements given by teachers, and being creative in drawing methods. At this level, students clearly demonstrate analytical and synthetic thinking,

Excellent generalization. Maximum score: 3 points.

Creative action ( assessing students' creativity through their work)

draw)

Most students are interested in learning, have a solid grasp of knowledge, and are capable.

Solid expertise and methodological ability, creative thinking will think quickly, draw quickly, and operate accurately. The image of the drawing is concise, the lines are concise, the layout is natural. The drawing always has something new in terms of layout, drawing, blocks, light and dark... Usually, children do not like to draw according to a pattern, they like to draw differently from their friends. Many children even try to find new ways of drawing, or different details so that their drawing is not like the previous drawings that they themselves have done.

The scale for evaluating students' drawings is divided into categories: composition, shapes, and shading. However, when evaluating the product, each element will not be separated but the entire drawing will be evaluated in general according to the model in the general correlation of content, composition, shapes, and shading.

- Layout rating: Maximum 2 points Rating at the following levels:

Level 1 - Not meeting requirements, getting 0 points (Students draw a loose, scattered layout)

spread)

Level 2 - Average, 0.5 points (Students draw a layout without blocks)

main, secondary, arranged in a messy or too skewed way on the drawing surface)

Level 3 - Fair, 1 point (Students arrange the image blocks harmoniously and reasonably, showing spatial depth)

Level 4 - Excellent, 2 points (Students know how to compose a beautiful, unique drawing that highlights the subject)

- Array image rating: Maximum 4 points

Level 1 - Average and good, 2 points (Students draw rough shapes, unreasonable structural proportions)

Level 2 - Excellent, 4 points (Students create shapes with soft, coherent lines, showing intact structure, revealing creativity)

- Light and dark rating: Maximum 4 points

Level 1 - Average, 1.5 points (Students know how to use colors but still color according to an imitative pattern)

Level 2 - Fair, 2.5 points (Students know how to use colors according to content and descriptive intent, and are able to express self-created colors as desired)

Level 3 - Excellent, 4 points (Students know how to use bold and light strokes appropriately to the content, visually appealing)

2.4.2. Results before and after the experiment

2.4.2.1. Pre-experimental results

We conducted an input survey in both classes to find out the cognitive ability of students after the traditional teaching method ended. We applied two methods to verify: Through direct verification of results and through the average score of the class. The results showed that there was an equivalence between the two classes: Art K5A (experimental class) and Art K5B (control class); Art Pedagogy K5A (experimental class) and Art Pedagogy K5B (control class).

Table 2.1. Pre-experimental test scores of experimental class and control class

Test score

Experimental class	Control class
Score below 5	0/30 posts (0%)	0/30 posts (0%)
Score 5, 6	5/30 articles (16.6%)	7/30 articles (23.3%)
Score 7, 8	20/30 articles (66.7%)	18/30 articles (60%)
Score 9, 10	5/30 articles (16.6%)	5/30 articles (16.6%)
	Average score = 7.6	Average score = 7.3

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At the end of the survey, after checking and eliminating erroneous questionnaires, the study collected 858 complete questionnaires, equivalent to a rate of about 78%. In addition, the research subjects of the thesis are only people who are using mobile phones, so people who do not use mobile phones are not within the scope of the thesis, therefore, the questionnaires with the option of not using mobile phones were excluded from the scope of analysis. The number of suitable survey questionnaires included in the statistical analysis was 835. 4.1 Demographic characteristics of the sample The structure of the survey sample is divided and statistically analyzed according to criteria such as gender, age, occupation, education level and personal income. (Detailed statistical table in Appendix 6) - Gender structure: Of the 835 completed questionnaires, 49.8% of respondents were male, equivalent to 416 people, and 50.2% were female, equivalent to 419 people. The survey results of the study are completely consistent with the gender ratio in the population structure of Vietnam in general and Hanoi in particular (Male/Female: 49/51). - Age structure: 36.6% of respondents are <23 years old, equivalent to 306 people. People from 23-34 years old accounting for the highest proportion: 44.8% equivalent to 374 people, people aged 35-45 and >45 are 70 and 85 people equivalent to 8.4% and 10.2% respectively. Looking at the results of this survey, we can see that the young people - youth account for a large proportion of the total number of people participating in the survey. Meanwhile, the middle-aged people including two age groups of 35 - 45 and >45 have a low rate of participation in the survey. This is completely consistent with the reality when Mobile Marketing is identified as a Marketing service aimed at young people (people under 35 years old). - Structure by educational level: among 835 valid responses, 541 respondents had university degrees, accounting for the highest proportion of ~ 75%, 102 had secondary school degrees, ~ 13.1%, and 93 had post-graduate degrees, ~ 11.9%. - Occupational structure: office workers and civil servants are the group with the highest rate of participation with 39.4%, followed by students with 36.6%. Self-employed people account for 12%, retired housewives are 7.8% and other occupational groups account for 4.2%. The survey results show that the student group has the same rate as the group aged <23 at 36.6%. This shows the accuracy of the survey data. In addition, the survey results distributed by occupational criteria have a rate almost similar to the sample division rate in chapter 3. Therefore, it can be concluded that the survey data is suitable for use in analysis activities. - Income structure: the group with income from 3 to 5 million has the highest rate with 39% of the total number of respondents. This is consistent with the income structure of Hanoi people and corresponds to the average income of the group of civil servants and office workers. Those People with no income account for 23%, income under 3 million VND accounts for 13% and income over 5 million VND accounts for 25%. 4.2 Mobile phone usage in Hanoi inner city area According to the survey results, most respondents said they had used the phone for more than 1 year, specifically: 68.4% used mobile phones from 4 to 10 years, 23.2% used from 1 to 3 years, 7.8% used for more than 10 years. Those who used mobile phones for less than 1 year accounted for only a very small proportion of ~ 0.6%. (Table 4.1) Table 4.1: Time spent using mobile phones Frequency Ratio (%) Valid Percentage Cumulative Percentage Alid <1 year 5 .6 .6 .6 1-3 years 194 23.2 23.2 23.8 4-10 years 571 68.4 68.4 92.2 >10 years 65 7.8 7.8 100.0 Total 835 100.0 100.0 The survey indexes on the time of using mobile phones of consumers in the inner city of Hanoi are very impressive for a developing country like Vietnam and also prove that Vietnamese consumers have a lot of experience using this high-tech device. Moreover, with the majority of consumers surveyed having a relatively long time of use (4-10 years), it partly proves that mobile phones have become an important and essential item in people's daily lives. When asked about the mobile phone network they are using, 31% of respondents said they are using the network of Vietel company, 29% use the network of of Mobifone company, 27% use Vinaphone company's network and 13% use networks of other providers such as E-VN telecom, S-fone, Beeline, Vietnammobile. (Figure 4.1). Figure 4.1: Mobile phone network in use Compared with the announced market share of mobile telecommunications service providers in Vietnam (Vietel: 36%, Mobifone: 29%, Vinaphone: 28%, the remaining networks: 7%), we see that the survey results do not have many differences. However, the statistics show that there is a difference in the market share of other networks because the Hanoi market is one of the two main markets of small networks, so their market share in this area will certainly be higher than that of the whole country. According to a report by NielsenMobile (2009) [8], the number of prepaid mobile phone subscribers in Hanoi accounts for 95% of the total number of subscribers, however, the results of this survey show that the percentage of prepaid subscribers has decreased by more than 20%, only at 70.8%. On the contrary, the number of postpaid subscribers tends to increase from 5% in 2009 to 19.2%. Those who are simultaneously using both types of subscriptions account for 10%. (Table 4.2). Table 4.2: Types of mobile phone subscribers Frequency Ratio (%) Valid Percentage Cumulative Percentage Valid Prepay 591 70.8 70.8 70.8 Pay later 160 19.2 19.2 89.9 Both of the above 84 10.1 10.1 100.0 Total 835 100.0 100.0 The above figures show the change in the psychology and consumption habits of Vietnamese consumers towards mobile telecommunications services, when the use of prepaid subscriptions and junk SIMs is replaced by the use of two types of subscriptions for different purposes and needs or switching to postpaid subscriptions to enjoy better customer care services. In addition, the majority of respondents have an average spending level for mobile phone services from 100 to 300 thousand VND (406 ~ 48.6% of total respondents). The high spending level (> 500 thousand VND) is the spending level with the lowest number of people with only 8.4%, on the contrary, the low spending level (under 100 thousand VND) accounts for the second highest proportion among the groups of respondents with 25.4%. People with low spending levels mainly fall into the group of students and retirees/housewives - those who have little need to use or mainly use promotional SIM cards. (Table 4.3). Table 4.3: Spending on mobile phone charges Frequency Ratio (%) Valid Percentage Cumulative Percentage Valid <100,000 212 25.4 25.4 25.4 100-300,000 406 48.6 48.6 74.0 300,000-500,000 147 17.6 17.6 91.6 >500,000 70 8.4 8.4 100.0 Total 835 100.0 100.0 The statistics in Table 4.3 are similar to the percentages in the NielsenMobile survey results (2009) with 73% of mobile phone users having medium spending levels and only 13% having high spending levels. The survey results also showed that up to 31% ~ nearly one-third of respondents said they sent more than 10 SMS messages/day, meaning that on average they sent 1 SMS message for every working hour. Those with an average SMS message volume (from 3 to 10 messages/day) accounted for 51.1% and those with a low SMS message volume (less than 3 messages/day) accounted for 17%. (Table 4.4) Table 4.4: Number of SMS messages sent per day Frequency Ratio (%) Valid Percentage Cumulative Percentage Valid <3 news 142 17.0 17.0 17.0 3-10 news 427 51.1 51.1 68.1 >10 news 266 31.9 31.9 100.0 Total 835 100.0 100.0 Similar to sending messages, those with an average message receiving rate (from 3-10 messages/day) accounted for the highest percentage of ~ 55%, followed by those with a high number of messages (over 10 messages/day) ~ 24% and those with a low number of messages received daily (under 3 messages/day) remained at the bottom with 21%. (Table 4.5) Table 4.5: Number of SMS messages received per day Frequency Ratio (%) Valid Percentage Cumulative Percentage Valid <3 news 175 21.0 21.0 21.0 3-10 news 436 55.0 55.0 76.0 >10 news 197 24.0 24.0 100.0 Total 835 100.0 100.0 When comparing the data of the two result tables 4.4 and 4.5, we can see the reasonableness between the ratio of the number of messages sent and the number of messages received daily by the interview participants. 4.3 Current status of SMS advertising and Mobile Marketing According to the interview results, in the 3 months from the time of the survey and before, 94% of respondents, equivalent to 785 people, said they received advertising messages, while only a very small percentage of 6% (only 50 people) did not receive advertising messages (Table 4.6). 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Through table 2.1 above, it can be seen that: the average score of the experimental class's entrance test is 7.6 and that of the control class is 7.3. This result shows that there is not a big difference (difference = 0.3) in the average, good, and excellent scores.

between the experimental class and the control class. This data shows that the cognitive level and ability of students in the experimental and control classes are equivalent and both are at a good level. This is evidence for us to proceed with the next experimental steps.

The above results are shown in chart 2.1 below:

Chart 2.1: Input test results of experimental class (Art K5A) and control class (Art K5B)

2.4.2.2. Results after experiment Control class Painting K5B

We scored the Decorative drawing products of the control class K5B students and obtained the following results:

Table 2.2: Test scores before and after the experiment of the control class (Art K5B)

Test score

Before the experiment	After the experiment
Score below 5	0/30 posts (0%)	0/30 posts (0%)
Score 5, 6	8/30 articles (26.7%)	3/30 posts (10%)
Score 7, 8	18/30 articles (60%)	21/30 posts (70%)
Score 9, 10	4/30 articles (13.3%)	6/30 posts (20%)
	Average score = 7.2	Average score = 7.9

The data in Table 2.2 above show that the pre- and post-experiment test results of the control class have changed in the direction of decreasing the average score (from 8 tests with scores of 5-6 to 3 tests after the experiment) and increasing the number of excellent scores (4 tests with scores of 9-10 increased to 6 tests after the experiment). This result shows that there is a difference before and after the experiment due to many objective and subjective reasons of the teaching process. However, this difference is not high ( difference = 0.7).

The above results are represented in graph 2.1 below:

Graph 2.1: Comparison of test scores before and after the experiment in the control class of Art K5B

Experimental Art Class K5A

The results of the pre- and post-test are shown in Table 2.3 below:

Table 2.3: Test scores before and after the experiment of the experimental class (Art K5A)

Test score

Before the experiment	After the experiment
Score below 5	0/30 posts (0%)	0/30 posts (0%)
Score 5, 6	7/30 articles (21.3%)	1/30 posts (3.3%)
Score 7, 8	19/30 articles (63.3%)	21/30 posts (70%)
Score 9, 10	4/30 articles (13.3%)	8/30 articles (26.7%)
	Average score = 7.4	Average score = 8.0

The above results show that, similar to the control class of Painting K5B, the scores changed in the direction of decreasing average scores (from 7 papers with scores of 5-6 before the experiment to 1 paper after the experiment), but the number of papers with good and excellent scores increased compared to the control class (21 papers with scores of 7-8, an increase of 2 papers compared to before the experiment; 8 papers with scores of 9-10, an increase of 4 papers compared to before the experiment).

The change in the trend of good and excellent scores of the experimental class being higher than that of the control class is inevitable due to many objective and subjective reasons of the teaching process. In particular, we must mention the active role of teachers in investing effort, intelligence, and time to have attractive and engaging teaching hours. In addition, we must mention the reasons from the students, which are passion, enthusiasm, positivity, and creativity in learning. The above results are shown in graph 2.2 below:

Graph 2.2: Comparison of test scores before and after the experiment in the experimental class of Art K5A

2.4.3. Analysis of experimental results

* Comparison of learning scores of experimental class Art K5A and control class Art K5B:

- Surveying the input of two classes with the test " Drawing a cube", the results showed that the cognitive level and ability of students in the two classes were equivalent (we have demonstrated in section 2.2.2.1 above).

- Surveying both the input (before the experiment) and output (after the experiment) of the two classes on a comparative basis will reveal much valuable information. The results are summarized in the summary table 2.4 below:

Table 2.4: Summary table comparing the test scores before and after the experiment of the two experimental classes (Art K5A) and the control class (Art K5B)

Point

Control class (Art K5B)		Experimental class (Art K5A)
Before experiment	After experiment	Before experiment	After experiment
Least (Score below 5)	0 posts (0%)	0 posts (0%)	0 posts (0%)	0 posts (0%)
Medium (Points 5, 6)	8 lessons (26.7%)	3 posts (10%)	7 lessons (21%)	1 post (3.3%)
Rather (Points 7, 8)	18 lessons (60%)	21 posts (70%)	19 posts (63.3%)	21 posts (70%)
Good (Points 9, 10)	4 lessons (13.3%)	6 lessons (20%)	4 lessons (13.3%)	8 lessons (26.7%)

The figures in Table 2.4 above show:

- In the control class: the overall results of the experimental class were higher than those of the control class, as shown by the number of students achieving a much lower average score than that of the control class (21% and 3.3% compared to 26.7% and 10% of the control class). If the average score is calculated, the experimental class achieved 11.65%, while the control class achieved 18.35%. Similarly, at the good score level, if the average score is calculated, the experimental class achieved a higher score than the control class.