Adjusting learning activities better than male students; third-year students performed this skill best, while first-year students performed this skill worst; students of the People's Police Academy achieved the highest level and students of the University of Economics and Public Security achieved the lowest level.
4.2. Current status of factors affecting learning skills of students under the credit system at People's Police academies and universities
4.2.1. The current situation of factors affecting learning skills under the credit system of students at People's Police academies and universities
The results of the study on the current status of factors affecting the learning outcomes of students in the People's Public Security academies and universities are shown in the following table:
Table 4.10: Current status of factors affecting the technical skills according to the credit system of students at the People's Public Security academies and universities
TT
Factors | Student | Teachers, managers | |||||
Average | DLC | Rank step | Average | DLC | Rank step | ||
1 | Motivation to learn Student financial aid | 3.86 | 0.47 | 4 | 3.74 | 0.66 | 4 |
2 | Students' understanding of learning according to HCTC | 4.07 | 0.59 | 2 | 3.89 | 0.63 | 3 |
3 | Positive, proactive learning practice according to student's HCTC | 4.08 | 0.65 | 1 | 4.34 | 0.54 | 1 |
4 | Experience of guidance academic advisor | 3.51 | 0.64 | 6 | 3.22 | 0.65 | 7 |
5 | Teaching ability and methods Teaching of the teaching staff | 3.99 | 0.66 | 3 | 4.09 | 0.74 | 2 |
6 | How to organize training according to HCTC | 3.47 | 0.70 | 7 | 3.51 | 0.74 | 5 |
7 | Facilities for learning practice according to HCTC | 3.55 | 0.62 | 5 | 3.46 | 0.74 | 6 |
General Average | 3.79 | 0.50 | 3.68 | 0.44 | |||
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The results in Table 4.10 show that students at the academies and universities of the People's Public Security assessed the factors as having a strong influence on the knowledge of students according to the credit system (Average = 3.79; Average = 0.50). In which, the component factors have a different influence on the knowledge of students according to the credit system at the academies and universities of the People's Public Security at different levels, with an average of 3.47 to 4.08. The students' choices are focused on
The standard deviation is high in the factors of Students' motivation to study under the credit system (SD = 0.47) and Students' understanding of studying under the credit system (SD = 0.59). The standard deviation is high in the factors of How to organize training under the credit system (SD = 0.70); Capacity and teaching methods of the teaching staff (SD = 0.66). (See Appendix 13.7.1).
Among the components, the factor of Students' Activeness and Proactiveness in Learning According to the Credit System is assessed by students at the academies and universities of the People's Public Security to have the greatest influence on their Learning Skills According to the Credit System (Average = 4.08; DLC = 0.65), followed by the factor of Students' Understanding of Learning According to the Credit System (Average = 4.07; DLC = 0.59); Teaching Capacity and Methods of the Teaching Staff (Average = 3.99; DLC = 0.66); Students' Motivation to Learn According to the Credit System (Average = 3.86; DLC = 0.47)... The factors assessed by students to have less influence include: Ways of organizing training according to the Credit System (Average = 3.47; DLC = 0.70); Academic advisor's guidance experience (Average = 3.51; SD = 0.64); Learning facilities according to the credit system (Average = 3.55; SD = 0.62).
Lecturers, training managers, and student managers also assessed the factors that have a strong influence on the learning skills according to the financial system of students at the academies and universities of the People's Public Security (Average = 3.68; SD = 0.44) (Appendix 13.7.4). However, the assessment of lecturers and managers is different from that of students. In particular, the factors that strongly influence the learning skills according to the financial system of students at the academies and universities of the People's Public Security include the students' positivity and initiative in learning according to the financial system (Average = 4.34; SD = 0.54). The two factors that lecturers and administrators assessed as having the least influence on students' learning outcomes according to the credit system include Guidance experience of academic advisors (Average = 3.22; DLC = 0.65) and Learning facilities (Average = 3.46; 0.74).
The results of interviews with students and administrators show that in credit-based training, students' active and proactive learning plays the most important role. When students' autonomy, self-responsibility and individuality are promoted, it also means that students must be proactive in learning activities and have awareness and responsibility for their own learning tasks.
The above analysis shows that the surveyed factors have a strong influence on the learning skills according to the financial system of students at the academies and universities of the People's Public Security. The results of the correlation test (Appendix 13.7.2) also show that all 7 components have a strong correlation with each other and a strong correlation with the learning skills according to the financial system of students at the academies and universities of the People's Public Security. This result affirms the objectivity and appropriateness of the research when determining the factors affecting the learning skills according to the financial system of students at the academies and universities of the People's Public Security.
4.2.2. Correlation between factors affecting learning skills under the credit system of students at People's Police academies and universities
The correlation between factors affecting the KNHT according to the financial system of students at the academies and universities of the People's Public Security (Appendix 13.7.2) is shown in the following diagram:
r=0.605**
Students' motivation to study according to the credit system
r=0.753**
LEARNING SKILLS ACCORDING TO THE CREDIT SCHEDULE OF STUDENTS AT INSTITUTES AND UNIVERSITIES
CAND
Students' understanding of learning according to HCTC
r=0.811**
Positive and proactive learning according to the credit system
student
r=0.601**
r=0.793**
PHOTO ELEMENTS
ENJOY
r=0.697**
Teaching capacity and methods of the teaching staff
How to organize training according to HCTC
r=0.608**
Facilities for learning according to HCTC
r = 0.860**
Guidance experience of academic advisor
Figure 4.2: Correlation between factors influencing learning skills of students under the credit system at police academies and universities
Diagram 4.2 shows that the influencing factors are positively correlated with the students' KNHT according to the financial system, with a strong correlation (r = 0.860). This shows that any increase or decrease in the influencing factors will lead to a corresponding increase or decrease in the KNHT according to the financial system of students at the People's Public Security academies and universities.
Figure 4.2 also shows that each component has a positive and strong correlation with the learning skills according to the credit system of students at the academies and universities of the People's Public Security. In particular, the factors with the strongest correlation with the learning skills according to the credit system of students are: Students' positivity and initiative in learning according to the credit system (r = 0.811); Teaching capacity and methods of the teaching staff (r = 0.793); Students' understanding of learning according to the credit system (r = 0.753). The factors with a less strong correlation with the learning skills according to the credit system of students include: Experience of academic advisors (r = 0.601); Students' motivation to learn according to the credit system (r = 0.605); Facilities serving learning according to the credit system (r = 0.608). The above results show that any change in the factors affecting the composition also leads to changes in the students' knowledge and skills according to the credit system. Therefore, to develop knowledge and skills according to the credit system for students in the academies and universities of the People's Public Security, it is necessary to pay synchronous attention to the factors affecting the composition.
4.2.3. Forecasting the level of influence of factors on learning skills under the credit system of students at People's Police academies and universities
In order to examine the trend of changes in the level of knowledge and skills according to the financial system of students at the academies and universities of the People's Public Security in relation to influencing factors, the thesis uses multiple regression with a model in which influencing factors are independent variables, the level of knowledge and skills according to the financial system of students is the dependent variable.
The research results (Appendix 13.7.3) show that, with the 
correction coefficient = 0.772, it means that these independent variables can explain 77.2% of the variation in the dependent variable; the remaining 22.8% is caused by variables outside the model and random errors. The Durbin-Watson coefficient = 1.720 (range from 1.5 - 2.5), showing that the phenomenon of first-order serial correlation does not appear. The Anova table shows that the test value P = 0.000 (P < 0.005), so the multiple linear regression model is appropriately built.
with the whole and has good use value. The standardized regression coefficients Beta of the 7 factors are all greater than 0, so all 7 influencing factors have a positive impact on students' KNHT according to the HCTC.
According to the results of the standardized regression coefficient Beta, the order of influence of independent factors on the level of KNHT according to the credit system of students at the academies and universities of the People's Public Security is: Students' positivity and initiative in learning according to the credit system; Teaching capacity and methods of the teaching staff; Ways of organizing training according to the credit system; Students' motivation to learn according to the credit system; Students' understanding of training according to the credit system; Facilities serving learning according to the credit system; Guidance experience of academic advisors. From the above results, the thesis establishes the regression equation as follows:
Level of knowledge and skills according to HCTC = 0.298*TTC + 0.251*GV + 0.162*DT + 0.161*DC + 0.123*HB + 0.039*CSVC + 0.007*CVHT
The regression coefficient results are shown in table 4.11:
Table 4.11: Regression coefficient of the impact level of factors affecting the KNHT according to the financial system of students at the People's Public Security academies and universities
Coefficients a
Model
Unstandardized Coefficients | Standardized Coefficients | t | Sig. | Collinearity Statistics | |||
B | Std. Error | Beta | Tolerance | VIF | |||
(Constant) | .406 | .083 | 4,918 | .000 | |||
Students' motivation to study according to the credit system | .144 | .024 | .161 | 6.122 | .000 | .666 | 1,502 |
Student understanding of training created by HCTC | .089 | .029 | .123 | 3,094 | .002 | .289 | 3,457 |
Students' positive and proactive learning according to the credit system | .196 | .029 | .298 | 6,837 | .000 | .243 | 4.117 |
Experience of guidance academic advisor | .005 | .020 | .007 | .231 | .817 | .483 | 2,072 |
Teaching capacity and methods of the teaching staff | .162 | .025 | .251 | 6,589 | .000 | .316 | 3.162 |
How to organize training according to HCTC | .098 | .019 | .162 | 5,096 | .000 | .453 | 2,208 |
Facilities for learning according to HCTC | .027 | .021 | .039 | 1,288 | .198 | .501 | 1,997 |
The regression coefficient results in Table 4.11 show that the variables have the ability to explain well the trend of changes in the level of learning skills according to the financial system of students. At the same time, the above regression model has a good level of prediction of the influence of factors on the learning skills according to the financial system of students at the academies and universities of the People's Public Security. The independent variables have a positive and strong correlation with the dependent variable. Of the 7 variables above, the variable Positive and proactive learning of students has the highest score and the strongest influence on the learning skills according to the financial system of students. Therefore, to develop the learning skills according to the financial system for students at the academies and universities of the People's Public Security, it is necessary to pay attention to promoting the positive and proactive learning of students.
In general, the factors studied and surveyed have a strong influence on the level of knowledge and skills according to the financial system of students at the People's Public Security academies and universities. Determining the level of influence and forecasting the trend of change in the level of knowledge and skills according to the financial system of students at the People's Public Security academies and universities is an important basis, contributing to proposing measures to develop knowledge and skills according to the financial system for students at the People's Public Security academies and universities today.
4.3. Pedagogical psychological measures to develop learning skills according to the credit system for students at People's Police academies and universities
4.3.1. Basis for proposing pedagogical psychological measures
Firstly, it comes from the role of knowledge in the results of activities. In the structure of skills, cognition is the first factor and an indispensable component to form skills. In training learning skills according to the credit system of students at academies and universities of the People's Public Security, to perform any action with results, learners must also master a complex system of operations to transform and clarify the information contained in the task and compare them with specific actions.
Second, starting from the stages of skill formation, the subject wants to have the skill to perform a specific action/activity, in addition to mastering knowledge about the object, about how to perform the action/activity, and conducting
To try to reach the elementary level, the subject must have a training process to improve efficiency. Therefore, to develop learning skills according to the credit system for students at police academies and universities, it is necessary to organize for students to practice through specific learning tasks.
Third, based on the survey results, the current situation shows that the knowledge and skills according to the credit system of students at the People's Public Security academies and universities are only at an average level, in which the levels of the component skills are uneven. It is necessary to have measures to develop these skills.
Based on the above foundations, we propose psychological pedagogical measures to develop learning skills according to the credit system for students at police academies and universities.
4.3.2. Some psychological pedagogical measures
4.3.2.1. Raising awareness for students at People's Police academies and universities about how to organize learning activities according to the credit system
Correctly understanding how to organize learning activities will help students understand the position, role, and effects of the subject, and how to effectively implement learning activities, thereby being proactive, thinking, exploring, and discovering knowledge to complete learning tasks, satisfy their own cognitive needs, and be steadfast in their future work. It can be affirmed that learning activities of learners can only achieve results when built on the basis of students' correct awareness of the position and effects of the subject, of the content, methods, and necessary skills, especially how to implement specific learning activities.
Need to help students understand the following specific contents:
Firstly, knowledge about the group of skills for planning learning according to the credit system: Identifying the requirements of the training program; identifying the goals and content of the work to be done; writing a learning plan.
Second, knowledge about skill groups to carry out learning activities according to the credit system: Learning in class; self-study.
Third, knowledge about the group of skills to adjust learning activities according to the credit system: Self-checking, evaluating learning results; Adjusting learning plans.
To raise students' awareness of how to organize learning activities according to the credit system, the following activities must be carried out:
Firstly, teaching experts provide students with basic knowledge about learning activities under the credit system, learning skills under the credit system that need to be equipped, the role of these skills in learning effectiveness, instructions on how to perform each skill, creating opportunities for students to practice thereby forming learning skills under the credit system.
Second, divide students into groups and organize discussions under the guidance of experts to master the knowledge of the four component skill groups mentioned above.
Third, experts evaluate, comment, draw lessons, and point out the advantages and limitations in students' knowledge acquisition of knowledge groups according to the credit system.
4.3.2.2. Training students' learning skills under the credit system through solving specific learning tasks
To form learning skills according to the credit system for students, it is necessary to create opportunities for students to solve problems in practical situations. Students must apply both the knowledge and skills they have learned and their own experiences gained from outside the school to solve practical problems. Through completing a task in a real context, students can apply their existing experiences and find new ways to solve problems, thereby forming the necessary learning skills.
Training learning skills according to the credit system for students through solving specific learning tasks to help students practice integrating groups of skills in planning learning according to the credit system; implementing learning activities according to the credit system; adjusting learning activities according to the credit system.
To train students' learning skills according to the credit system through solving specific situations, the following activities must be carried out: