Current Status of Student Learning Activities Management in Secondary Schools in District 9, Ho Chi Minh City

Encourage learning activities in schools. The local educational movement is also an important factor affecting the school's learning activities. If there is a movement of students who love to study, and the locality and family care, the quality of education will certainly be better.

The condition of facilities and teaching aids is a very important factor affecting the quality of education. The management of learning activities will be highly effective if the school is built properly according to regulations, and modern teaching aids are equipped in a timely and synchronous manner.

Chapter 1 Conclusion

From the main features of the history of the research problem, basic concepts, some main characteristics of management and management of learning activities in secondary schools in general and secondary schools in District 9 in particular. At the same time, on the theoretical basis of the study of measures to manage learning activities implemented in a dialectical relationship with other activities, the thesis comes to the following conclusion:

Learning activities play an important role and have a strong impact on students' learning outcomes.

One of the important tasks of educational development in our country

The current stage is to improve the quality of education.

With the position of the top national policy, the education and training career needs to carry out the great goals set by the Party Central Committee from the Congress, which are: "improving people's knowledge, training human resources, nurturing talents". In the immediate future, the task of training technical human resources to meet the requirements of the industrialization and modernization period is considered the top task of education and training. At the same time, it is necessary to grasp the position, tasks and educational development goals of the secondary school system to find feasible solutions for educational activities, focusing on students' learning activities. High-quality teaching is extremely necessary to meet the new requirements of education and training in the current period.

Measures to manage students' learning activities are important and decisive factors to improve the quality of education. Managing students' learning activities is a system of purposeful and planned impacts of managers on all stages of the learning process to help students complete their learning tasks. School managers need to focus on managing program content, teaching methods, organizing tests, evaluating students' learning outcomes, teachers' teaching, managing facilities, teaching equipment, and reference materials to serve teaching and learning. Only then can we create conditions for learning to achieve results.

However, the presented issues are only theoretical knowledge, and to propose management measures to improve the quality of education, it is necessary to study the current situation.

Education and Training, the current status of management of learning activities in secondary schools in District 9, Ho Chi Minh City.

Chapter 2: CURRENT STATUS OF MANAGEMENT OF STUDENTS' LEARNING ACTIVITIES IN SECONDARY SCHOOLS IN DISTRICT 9, HO CHI MINH CITY

2.1 Overview of economic, social and educational characteristics of District 9, Ho Chi Minh City

2.1.1. Some features of natural, economic and social conditions of District 9, Ho Chi Minh City

District 9 is an inner-city district in the eastern urban area of ​​Ho Chi Minh City. This area includes District 2, District 9, and Thu Duc District, with the center being the new urban area of ​​Thu Thiem. District 9 was established under Decree No. 03-CP of the Prime Minister dated January 6, 1997, separated from the old Thu Duc district.

District 9 was originally a wild, densely forested area, with wild animals living in herds. The population was sparse, mostly living in the highlands, specializing in slash-and-burn farming, animal husbandry and hunting, and not used to growing wet rice.

Although urbanized since 1997, District 9's population is still relatively low compared to newly established districts such as Binh Tan District and Tan Phu District.

Currently, District 9 is the largest and most sparsely populated district compared to the other districts of Ho Chi Minh City. District 9 is the only district in Ho Chi Minh City that owns a large amount of agricultural land and swampy forest land, agriculture contributes a part to the district's economy. Currently, in District 9, a number of new urban areas have been and are being formed.

2.1.2. Overview of education in District 9, Ho Chi Minh City

April 1, 1997, a memorable milestone marked the birth of a suburban district of Ho Chi Minh City separated from Thu Duc district with the name District 9.

At the time of its establishment, District 9 had only 11 public kindergartens. To date, this level of education has 20 public schools, 28 non-public schools and 66 groups of children and kindergarten classes. Of these, 6 schools are recognized as national standard schools; 9 schools have passed educational quality accreditation.

Innovation in educational methods, application of IT in child care and education such as connecting internal network, applying Mindjet-Mindmanager program in computer-based educational planning to reduce labor intensity for teachers are encouraged by the authorities.

The school has done well; some teachers have applied ActivInspire software to prepare lessons, helping teachers and children to work and interact on the multi-function board. The schools continue to maintain a good model of care and nurturing, creating prestige with parents.

At the primary level, from the initial base of only 11 public schools, the district now has 18 schools; of which 6 schools are recognized as meeting national standards.

As for the secondary school level, initially the district only had 6 secondary schools and 3 public schools (grades 1-2). Up to now, this level of education has been constantly developing in quantity and quality - currently there are 12 public secondary schools and 2 non-public secondary schools; of which 5 schools have met national standards, 5 schools have passed level 1 education quality accreditation. In 2008, 11/12 schools organized 2 sessions/day, and up to now, all schools organize 2 sessions/day.

In the trend of integration and development of the country, the Department of Education and Training of District 9 has implemented the teaching of enhanced English program in 8 secondary schools. Initially, there were difficulties, but with the determination of the whole department, the teaching staff is increasingly good at their profession, meeting the specific criteria of the subject.

2.1.3. The development situation of secondary education in District 9, Ho Chi Minh City

From 988 cadres, teachers and employees in 1997, the whole district now has

2,321 people, including: 138 managers, 1,933 teachers and 250 teaching staff for 54,730 students (1,326 classes). It can be said that the leaders of the Education and Training Department of District 9 over the years have always paid special attention to the staff and teachers, finding every way to improve their knowledge and professional development. That attention has helped the teaching staff grow stronger and stronger, in both quantity and quality. Enthusiastic, united, with a high sense of responsibility, grasping the requirements of the industry's innovation policy. Currently, the staff of managers and teachers all have the capacity and qualifications that meet and exceed the standards, meeting the requirements of the general education program as well as the innovation of educational methods in the spirit of fundamental and comprehensive innovation of education of Resolution 29-NQ/TW.

The Education and Training sector of District 9 has been developing strongly, increasingly meeting the learning needs of children of all classes of people, continuing to train generations of

The future has enough knowledge, capacity and enthusiasm to contribute to the country's construction and socio-economic development. After 20 years of construction, we have the right to be proud of what we have done and are doing. However, we also need to clearly recognize the things that have not been done or have not been done well. Only then can we plan strategies for the coming years. With the vision and heart of the leaders, with the fine tradition of the education sector of District 9, we can completely trust in the bright future of the district's education.

2.2. Organization of research on current situation

2.2.1. Survey purpose

The survey aims to understand the management of learning activities of secondary school students in District 9, Ho Chi Minh City. This is the process of collecting data to analyze and evaluate the implementation level as well as the results of implementing the management of this activity. From this database, the researcher proposes solutions to improve the management of learning activities of secondary school students.

2.2.2. Survey subjects

The survey was conducted on 3 subjects, management staff including; Board of Education, team leaders, deputy team leaders. Teachers, homeroom teachers, homeroom teachers and students of all grades.

Survey area: 5 secondary schools in District 9, Ho Chi Minh City. Survey time: May to July 2019.

2.2.3. Survey form

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200

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Management staff

Teacher

Pupil

Chart 2.1; survey subjects

2.2.4. How to organize the survey

The survey was conducted in two forms.

Survey questionnaire. This is the main survey content. The questionnaire is designed to suit each content of learning management. It consists of 2 parts, the survey part of the current situation and the part of the current situation of managing students' learning activities. Based on each content, the respondents will choose the level appropriate to the current situation to answer. The structure of the survey form consists of 2 parts. The implementation level part and the implementation results part. Each part has four corresponding levels of choice. In each content, the questioner designs an open-ended question for the survey subjects to add their opinions.

In addition, to gain a deeper understanding, the researcher interviewed a number of managers and teachers about issues related to learning management activities that the survey questionnaire could not clarify.

2.2.5. Processing survey results

The results of the questionnaire survey were processed on SPSS software as coded and the average range was specified in table 2.1.

Table 2.1: Data convention and average range

Midpoint

average

Level of implementation	Implementation results	Necessity	Feasibility	Level of influence	Coding convention
1->1.75	Not often through	Weak	Unnecessary	Not feasible	No photo enjoy	1
1.76 -> 2.51	Less often	Medium	Less necessary	Unlikely	Little impact	2
2.52->3.31	Frequent	Rather	Necessary	Possible	Affect	3
Over 3.31	Very often	Good	Very necessary	Very possible exam	Very influential	4

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• Mobile Phone Usage in Hanoi Inner City Area zt2i3t4l5ee zt2a3gsconsumer,consumption,consumer behavior,marketing,mobile marketing zt2a3ge zc2o3n4t5e6n7ts - Test the relationship between demographic variables and consumer behavior for Mobile Marketing activities The analysis method used is the Chi-square test (χ2), with statistical hypotheses H0 and H1 and significance level α = 0.05. In case the P index (p-value) or Sig. index in SPSS has a value less than or equal to the significance level α, the hypothesis H0 is rejected and vice versa. With this testing procedure, the study can evaluate the difference in behavioral trends between demographic groups. CHAPTER 4 RESEARCH RESULTS During two months, 1,100 survey questionnaires were distributed to mobile phone users in the inner city of Hanoi using various methods such as direct interviews, sending via email or using questionnaires designed on the Internet. 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). Table 4.6: Percentage of people receiving advertising messages in the last 3 months Frequency Ratio (%) Valid Percentage Cumulative Percentage Valid Have 785 94.0 94.0 94.0 Are not 50 6.0 6.0 100.0 Total 835 100.0 100.0 The results of Table 4.6 show that consumers in the inner city of Hanoi are very familiar with advertising messages. This result is also the basis for assessing the knowledge, experience and understanding of the respondents in the interview. This is also one of the important factors determining the accuracy of the survey results. In addition, most respondents said they had received promotional messages, but only 24% of them had ever taken the action of registering to receive promotional messages, while 76% of the remaining respondents did not register to receive promotional messages but still received promotional messages every day. This is the first sign indicating the weaknesses and shortcomings of lax management of this activity in Vietnam. 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For the interview form, to ensure the confidentiality of the respondents, the interview content is coded as follows: Managers are coded as managers and numbered from 1 to the end. For teachers, teachers are coded as teachers and numbered from 1 to the end.

2.3. Current status of learning activities of junior high school students in District 9, Ho Chi Minh City.

2.3.1. Current status of implementation of learning goals and tasks of secondary school students

Teaching and learning activities are organized on the basis of implementing each content of the objectives and tasks appropriate to each level of education. If the teaching program and content are implemented on the basis of specifying each general objective, teaching and learning activities will ensure that they meet the requirements. Below are the results of a survey on the implementation of teaching objectives and tasks in secondary schools in District 9.

Table 2.2: Survey results on the implementation of learning goals and tasks of secondary school students