- Questionnaire 01 for teachers includes:
+ Question 1-2: Find out teachers' awareness of teaching requirements and teaching roles in the direction of developing knowledge and skills.
+ Question 3-11: Find out the current status of teaching in the direction of developing knowledge and skills.
+ Question 12: Find out the factors that affect DH in the direction of developing KNHTHT.
+ Question 13: Find out the teachers' general assessment of teaching in the direction of developing knowledge and skills
- Questionnaire 02 for students includes:
+ Question 1-2: Find out students' perceptions of the learning goals they desire in the learning process and the role of KNHTHT.
+ Questions 3-6: Find out the current status of teaching in the direction of developing knowledge and skills.
* Study on the assessment of KNHTHT of students of Pedagogical University: There are 2 questionnaires, one for teachers and one for students (Appendix 3 and 4).
- Questionnaire 03 for teachers includes 2 parts:
A. Study on teachers' evaluation of 4 groups of learning skills of university students.
B. Find out about teachers' assessment of the use of cooperative group working principles; some common behaviors in cooperative group working activities and general assessment.
- Questionnaire 04 for students includes 2 parts:
A. Find out students' evaluation of 4 groups of KNHTHT.
B. Study students' assessment of the implementation of cooperative group working principles; some common behaviors; difficulties in cooperative activities; check students' handling of some specific situations encountered during cooperative learning... to supplement the assessment results of cooperative group working skills of university students.
2.1.3.2. Pedagogical observation
Using this method, we used direct observation forms for some class hours, recorded the lecture progress, manifestations of learning skills and cooperative attitudes of students to supplement and explain the large-scale survey data using questionnaires.
The content of the investigation and observation is researched based on the theoretical basis of the topic.
are shown in detail on the observation sheet (Appendix 5).
* We observed 32 group discussion lessons, including 8 Literature lessons of the 2nd year of the Faculty of Social Sciences; 12 Pedagogy lessons of the 2nd year of the Faculty of Primary Education and Social Sciences; 12 Math lessons of the 3rd year of the Faculty of Natural Sciences of Hong Duc University.
2.1.3.3. Interview
We used expert opinion questionnaires to conduct in-depth interviews for two purposes: 1) To design and adjust the questionnaire before the official investigation. 2) To supplement the results obtained from the questionnaire and observations to clarify the current situation. The interview content is shown in Appendix 6.
2.1.4. Data processing
+ The questionnaire survey method is designed with mostly closed questions in 2 forms:
Type 1 is a closed-ended question in the survey, the answer part is given 5 levels of evaluation. They are arranged continuously in decreasing order 5,4,3,2,1. Corresponding to them are the scores 5,4,3,2,1 (for “negative ” questions we give the opposite score). For these questions we process according to the average score.
Type 2 is a number of survey questions built according to criteria, requiring respondents to choose one or more of the built criteria. For these questions we process them according to percentage and rank.
+ Data collected after the study was processed using SPSS 16.0. We analyzed the Cronbach's Alpha coefficient (reliability coefficient) to eliminate inappropriate variables and limit junk variables during the research process and evaluate the reliability of the scale through the Cronbach coefficient. Variables with item total correlation coefficient < 0.3 will be eliminated. Scales with Cronbach's Alpha coefficient > 0.6 can be used in the study, the results are shown in Appendix 10.
+ For the KNHTHT scale (appendix 3 and 4), to calculate the average difference between the levels of the scale, we take the highest score of scale 5
The score is subtracted from the lowest score of the scale by 1 point and divided into 5 levels (high level: 5 points; relatively high: 4 points; average: 3 points; low: 2 points; very low: 1 point) used in the questionnaire. The difference between each level is (5-1) : 5 = 0.8 and the levels of the scale are:
- Level 1: Has very low level of skills (1.0 Average score < 1.8)
- Level 2: Has low level skills (1.8 Average score < 2.6)
- Level 3: Has average skills (2.6 Average score < 3.4)
- Level 4: Has high level of skills (3.4 Average4.2)
- Level 5: Has very high level of skills (3.4 Average5.0)
2.2. Results of the current situation survey
2.2.1. Current status of DH in the direction of developing KNHTHT
2.2.1.1. Current status of teachers and students' awareness of teaching in the direction of developing knowledge and skills for learning
Table 2.1: Current status of teachers' understanding of the necessary requirements when teaching towards developing cooperative learning skills
Content
Level of need | ||||||||||
Very necessary | Relatively necessary | Normal | Less necessary | Completely Unnecessary | ||||||
SL;% | TB | SL;% | TB | SL;% | TB | SL;% | TB | |||
1. Ensure students are in groups learning is positively interdependent. | 132 70.21 | 3 | 56 29.79 | 3 | 0 0 | 4 | 0 0 | 2 | 0 0 | 1 |
2. Ensure face-to-face student interaction to enhance interaction and mutual support. | 52 27.66 | 4 | 91 47.87 | 1 | 23 12.76 | 1 | 22 11.71 | 1 | 0 0 | 1 |
3. Ensure that each team member has a high level of personal responsibility and contributes to the activities. group common | 134 71.28 | 2 | 44 23.40 | 5 | 10 5.32 | 3 | 0 0 | 2 | 0 0 | 1 |
4. Develop skills cooperative learning for students | 112 59.57 | 3 | 62 32.98 | 2 | 14 7.45 | 2 | 0 | 2 | 0 0 | 1 |
5. Objectively and regularly evaluate the performance of each team member and activities group common | 138 73.40 | 1 | 50 26.60 | 4 | 0 0 | 4 | 0 0 | 2 | 0 0 | 1 |
X | 60.42% | 32.13% | 5.11% | 2.34% | 0% | |||||
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Content Two: Understanding the Current Situation of Training and Developing Math Self-Study Skills for Elementary Education University Students
Teachers' awareness of teaching in the direction of developing knowledge and skills is the first condition that has a great impact on teaching results. If they do not have a correct awareness of this issue, they will not be able to effectively organize teaching in the direction of developing knowledge and skills.
+ The results obtained in Table 2.1 show that: Teachers perceive the level of necessity in the requirements when implementing teaching in the direction of developing knowledge and skills for learning differently, but in general, they all rate all 5 requirements as necessary and very necessary. The requirement to ensure that students in the learning group are actively interdependent; the requirement to objectively and regularly evaluate the activities of each member in the group and the group's common activities is considered the most necessary .
This is also consistent with the logic of teaching theory. Active interdependence in learning activities is one of the most basic factors ensuring cooperation between students in learning; at the same time, testing and evaluation are also important steps to help teachers and students accurately grasp feedback information to adjust the teaching and learning process.
+ The requirement to ensure face-to-face interaction between students to enhance interaction and mutual support is rated at the lowest level (only 27.66% of teachers think it is very necessary and up to 24.47% think it is normal and not necessary ). This is also consistent with objective reality, because currently the development of IT can help students - in addition to face-to-face interaction, students can also interact via the internet, phone...
It can be affirmed that the majority of teachers interviewed have correctly perceived the basic requirements of teaching in the direction of developing knowledge and skills, meaning that they identified that they must ensure 5 basic requirements when organizing teaching in the direction of developing knowledge and skills.
* Current status of teachers' awareness of the role of teaching in the direction of developing cooperative learning skills (Appendix 16).
+ The results obtained in Appendix 16 show that: In general, almost all teachers interviewed highly appreciated the role of teaching in the direction of developing students' learning skills. They all agreed that teaching in the direction of developing students' learning skills has many advantages, demonstrated through high agreement with the two evaluation criteria "Very good" and " Good " and no teacher rated it as bad for the majority of the questions asked.
In which, teaching in the direction of developing social skills creates a basis for developing learners' social skills, which is rated by teachers at the highest level (100% of teachers rated it as very necessary and necessary). This is also consistent with the theoretical basis that has determined that social skills contain the skills of communication, sharing, helping, negotiating... of students.
- Students; Students - Teachers in learning to achieve effectiveness. It is also the basis, premise
The topic of social skills and life skills of students in the future.
2.2.1.2. Current status of teaching and learning towards developing teachers' practical skills
Table 2.2a: Assessment of the current status of teachers' goal setting when designing lessons
TT
DH target | Level of choice | |||
Quantity | Percent % | Rank | ||
1 | Students understand, remember and reproduce knowledge. | 188 | 100 | 1 |
2 | Develop independent and creative thinking in students. | 188 | 100 | 1 |
3 | Train students with skills corresponding to the content. learned content | 174 | 92.55 | 3 |
4 | Formation of professional feelings in students | 152 | 80.85 | 4 |
5 | Develop cooperative learning skills in students | 64 | 34.04 | 5 |
Determining the goal is the most important factor in the teaching process, it is the compass that guides all teaching activities of teachers and learning activities of students in the intended direction. Teaching results depend on the teacher's determination of teaching goals.
+ Through the statistics collected in Table 2.2a, it can be seen that when designing lessons, teachers pay the most attention to achieving cognitive goals: Understanding; remembering; reproducing knowledge; practicing skills corresponding to the learned content (100% of teachers choose). In addition, the goal of developing independent and creative thinking in students and forming professional feelings is also of high concern to teachers (80.85% of teachers choose). Developing communication skills and cooperative learning skills has not been identified by teachers in the goals to be achieved by the lesson (34.04% of teachers choose).
To verify the results obtained in Table 2.2a, we asked a sub-survey question: "At the end of the course, to what extent do teachers and students assess the achievement of the following objectives?" The results are shown in the following table:
Table 2.2b: Evaluation of teaching objectives achieved by students after finishing the course
Target
Evaluate | ||||
GV | SV | |||
SL;% | TB | SL;% | TB | |
1. Students understand, remember and reproduce knowledge. | 188 100 | 1 | 531 98.70 | 1 |
2. Develop independent and creative thinking in students. | 142 75.53 | 2 | 425 78.99 | 2 |
3. Train students in skills corresponding to the content. learned content | 96 51.06 | 4 | 258 47.95 | 4 |
4. Forming professional feelings in students. | 135 71.81 | 3 | 366 68.03 | 3 |
5. Develop cooperative learning skills in students. | 65 34.57 | 5 | 157 29.18 | 5 |
+ Looking at table 2.2b, it shows that teachers and students are relatively in agreement that: Students understanding, remembering and reproducing knowledge is ranked first (100% of teachers and 98.70% of students chose); Developing independent and creative thinking in students is ranked second (75.53% of teachers and 78.99 students chose); Forming professional feelings in students is ranked third (71.81% of teachers and 68.03 students chose); Training students in skills corresponding to the content learned is ranked fourth (71.81% of teachers and 68.03 students chose); Developing cooperative learning skills in students is ranked fifth (34.57% of teachers and 29.18 students chose). Thus, the results obtained in tables 2.2a and 2.2b show that the determination of initial teaching objectives is consistent with the results of achieving the objectives at the end of the course.
+ The results of observing 32 group lessons also showed that the teacher introduced the teaching objectives revealing the results of the teaching lesson mainly as knowledge objectives. There were 6/32 lessons that presented the desired behaviors when students finished collaborating, which were commented by the teacher as being sketchy. Statistics of the teacher's comments also showed that most of the lessons mainly focused on knowledge objectives.
From the results of the two sets of survey questions and observations above, we can confirm that most teachers teaching at pedagogical universities identify that when teaching achieves the goal of cognition and development in students, independent thinking and creativity of students are the most important and are of most concern. These achieved goals are also consistent with the goals
initially determined objectives. Students' learning outcomes are not given much attention and interest even though they realize that teaching in the direction of developing learning outcomes brings many benefits. Teachers' choice of objectives is mainly consistent with the determination of objectives of traditional teaching methods.
Table 2.3. Evaluation of the convenience of the content of textbooks, teaching materials, and teaching materials in designing cooperative group activities
TT
Teaching content | Level of choice | |||
Quantity | Percent % | Rank | ||
1 | Very convenient | 0 | 0 | 5 |
2 | Favorable | 33 | 17.55 | 2 |
3 | Normal | 113 | 60.11 | 1 |
4 | Less favorable | 30 | 15.96 | 3 |
5 | Not at all favorable | 12 | 6.38 | 1 |
+ Through the results obtained in Table 2.3, it can be seen that no teacher assessed the teaching content as very favorable for designing learning tasks, only 17.55% assessed favorable, the rest mostly considered it normal and unfavorable .
+ Through observation of teaching sessions, it can be seen that in 25/32 lessons, teachers assigned tasks to students in the form of questions and exercises based on the topic, and in 7 lessons, teachers integrated situations with the purpose of practicing and consolidating the lesson.
+ To clarify the teachers' assessment, we conducted in-depth interviews with a number of teachers with many years of experience and specialized in teaching teaching methods in various subjects. The results also showed that most teachers believe that current teaching textbooks are not favorable for designing teaching activities in the direction of developing cooperative learning skills. Teachers have a hard time designing teaching content into group activities such as situations and events to assign to students.
Lecturer LTT, former head of the Education Department of the Psychology - Education Department of Hong Duc University, and an experienced teacher, commented: "Most of the current university teaching materials show that they have formed a ready-made position suitable for the traditional teaching style with the characteristic of emphasizing academics, while the goal of developing communication and cooperation skills between students is less concerned."
From the above results, it can be affirmed that most teachers believe that the content of current pedagogical university curricula is not favorable for designing teaching in the direction of developing knowledge and skills. This shows that there are difficulties in designing teaching in the direction of developing knowledge and skills, but it does not mean that it is impossible to design, but it requires more investment from teachers who are capable, enthusiastic and have pedagogical skills.
Table 2.4: Assessment of suitability of equipment and conditions for training in the direction of developing KNHTHT
Equipment and teaching conditions
Evaluate | ||||
GV | SV | |||
SL;% | TB | SL;% | TB | |
1. Very convenient | 0 0 | 5 | 0 0 | 5 |
2. Advantages | 29 15.43% | 3 | 75 13.94 | 3 |
3. Normal | 71 37.76 | 1 | 170 31.16 | 1 |
4. Less convenient | 54 28.72 | 2 | 159 29.55 | 2 |
5. Not at all favorable | 23 12.23 | 4 | 59 10.67 | 4 |
+ The evaluation results of Table 2.4 show that teachers and students have relatively consistent assessments that the current teaching equipment and conditions at the University of Education are not favorable for organizing teaching in the direction of developing modern knowledge and skills or modern teaching methods (only 15.43% of teachers and 13.94% of students think it is favorable ).
+ The results of the in-depth interview also obtained information similar to the above results. The lecturer of the MTH Department of Primary Education at Hong Duc University commented: "We followed the request for discussion, but in fact it was more of a formality because the number of students was large, the tables and chairs were not easy to move, there were projectors in some rooms, the internet connection was not good, it was very difficult for us to organize cooperative group teaching."
+ This fact is also confirmed by us through many years of observing teaching and participating in studying at the University of Education. Most of the existing classroom models are oriented towards one side (towards the blackboard); desks and benches are attached to each other; the number