Excellent score in theory is 4.67%, good score in theory is 17.33%, good score in practice is 25.33%, fair score in theory is 45.33%, good score in practice is 47.33%, average score in theory is 32.67%, practice is 13.34%. Below average score is 0%.
Analyzing the statistical results of the students' learning results, the number of students with a lower percentage of scores in theory than in practice in the categories of excellent, good, fair, and average, the percentage of practice scores is lower than theory scores, and there are no scores below average in both theory and practice. Through that, we can also see that students studying the Civic Education subject have chosen a new theoretical part that is worse than the practical part. However, the ability to absorb the content of the Civic Education subject that has chosen an experiment is very meaningful, attractive to teachers and learners, students are highly interested in learning the new content that has been chosen and specifically, their scores are high and no student has a score below average.
3.2.4.5. Evaluation of students' learning outcomes and physical fitness after one year of experimentation
The above results show that applying the new optional Civic Education subject content at Thanh Hoa University of Culture, Sports and Tourism after 1 year of study has achieved significantly increased results.
The learning outcomes of phase 1 are presented in table 3.31 and chart.
3.6 to 3.9 of phase 1 shows a clear difference between the experimental and control groups, specifically the experimental group's learning results are much better than the control group's, the experimental group's good and excellent scores increase, and the experimental group's scores
The mean score decreased, and the experimental group's below-average score was no longer there.
The learning results of phase 2 through table 3.38 and chart 3.16 show the learning results of the elective course of the experimental group of 150 students, 72 male, 78 female, including the following six subjects: Soccer, Volleyball, Basketball, Badminton, Aerobics, Dance Sports (theoretical and practical content). Through the above data, it shows that students learn the practical content better than the theoretical content. The learning results are much higher than some classes not in the experimental group.
Regarding general physical fitness through 6 test tests according to the physical training standards prescribed by the Ministry of Education, the qualities of speed, strength and flexibility before the experiment were lower than after the experiment. This proves that when choosing a diverse content of Physical Education, it creates excitement for students to actively participate in training, bringing good results, shown in all 6 test tests to test physical fitness qualities, as well as the growth rate through charts 3.2 to 3.15. The newly selected Physical Education content has brought about effectiveness in improving the physical fitness of students at Thanh Hoa University of Culture, Sports and Tourism.
Through the above results, we can see that the learning and physical performance of students after studying the new Civic Education content have clearly improved, proving that the new program is suitable for students of Thanh Hoa University of Culture, Sports and Tourism.
3.2.4.6. Student assessment results on the content of Physical Education and training results after completing the selected content
Evaluation form of 150 students (K2, K3) directly studying the experimental Civic Education subject content. The results are presented in Table 3.39.
Table 3.39. Summary of assessment results of students of Thanh Hoa University of Culture, Sports and Tourism) after finishing studying the selected Physical Education subject content (n = 150)
TT
Selected content of the Civic Education program | Opinion | ||||||||
Very suitable (3 points) | Suitable (2 points) | Not suitable (1 point) | Total | ||||||
n | Point | n | Point | n | Point | Point | % | ||
1 | The course content and the way the training process is organized are appropriate to the ability. student receptivity | 139 | 417 | 11 | 22 | 0 | 0 | 439 | 97.5 |
2 | Does the duration of the 150-period course ensure the given objectives? go out? | 142 | 426 | 8 | 16 | 0 | 0 | 442 | 98.2 |
3 | Is the course content divided into two compulsory and elective parts appropriate? Are not? | 138 | 414 | 12 | 24 | 0 | 0 | 438 | 97.3 |
4 | Is the order of content for each subject appropriate? Are not? | 130 | 390 | 20 | 40 | 0 | 0 | 430 | 95.6 |
5 | In one class hour there is ensure program implementation | 135 | 405 | 15 | 30 | 0 | 0 | 435 | 96.7 |
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on schedule or Are not? | |||||||||
6 | The subject content has demonstrated artistic specificity, ensuring that the program effectively implements the set goals, ensuring balance in content. training content | 126 | 378 | 24 | 48 | 0 | 0 | 426 | 94.7 |
7 | The content has raised students' awareness and consciousness towards the activity. Sports | 125 | 375 | 25 | 50 | 0 | 0 | 425 | 94.4 |
8 | Does the content of the Civic Education subject create interest for students every time they come? class | 128 | 384 | 22 | 44 | 0 | 0 | 428 | 95.1 |
9 | Students' self-learning ability How are students developed over each semester? | 140 | 420 | 10 | 20 | 0 | 0 | 440 | 97.8 |
10 | Assessment test content Is it suitable for the student's ability? | 145 | 435 | 5 | 10 | 0 | 0 | 445 | 98.9 |
127
Through table 3.39, it can be seen that: The content of the subject and the way the training process is organized are suitable for the students' ability to absorb, equipping students with the necessary skills and knowledge to self-study. Through the content and assessment requirements of the subject of Physical Education and through the results achieved, it can be seen that students are qualified to absorb the subject content well. Each subject content contains three contents: Professional theory, basic techniques; knowledge and skills in using sports. The training objectives and content have stimulated students' active autonomy in learning, creating interest for learners.
Through the students' evaluation, the majority of students agreed with a relatively high percentage, the lowest was 94.4% and the highest was 98.9%. Especially, there were no students choosing the unsuitable subject, proving that the newly selected Civic Education subject content is much more attractive than the current content, students like to study more, and are more confident in Civic Education classes.
The content of the subject of Physical Education and the training organization have contributed to the development of physical fitness and motor skills for students, creating conditions for students to meet the RLTT standards. Through the achieved results, it shows that students can absorb the content of the subject of Physical Education well.
3.2.4.7. Evaluation results on the content of Physical Education and training results of the collective of lecturers of the Faculty of Physical Education directly teaching Physical Education at Thanh Hoa University of Culture, Sports and Tourism
The results of the evaluation opinions of the lecturers, directly the collective of lecturers teaching the new selected Physical Education subject for students, allow to collect accurate and specific information about the new selected content. Because the evaluation subjects are people, no one better than them understands the current situation of Physical Education training in schools and the needs of students, in practice, especially the need to improve professional capacity. The evaluation results include 8 lecturers of the Faculty of Physical Education and Sports, presented in Table 3.40.
Table 3.40. Summary of evaluations on training content and results of the collective of lecturers of the Faculty of Physical Education directly teaching Physical Education at Thanh Hoa University of Culture, Sports and Tourism (n = 8)
TT
Review content | Opinion | ||||||||
Very suitable (3 points) | Suitable (2 points) | Not suitable (1 point) | Total | ||||||
n | Point | n | Point | n | Point | Point | % | ||
1 | Evaluation of the selected physical education program, after the completion of the process training program | ||||||||
1.1 | Course content ensures scientific | 8 | 24 | 00 | 0 | 00 | 0 | 24 | 100 |
1.2 | Course content ensures practicality | 7 | 21 | 1 | 2 | 00 | 0 | 23 | 95.8 |
1.3 | Course content ensures ensure efficiency | 8 | 24 | 00 | 0 | 00 | 0 | 24 | 100 |
1.4 | Course content ensures ensure feasibility | 6 | 18 | 2 | 4 | 00 | 0 | 22 | 91.7 |
1.5 | Course content meets innovation oriented | 7 | 21 | 1 | 2 | 00 | 0 | 23 | 95.8 |
1.6 | The course content meets the trend of "responsive training". social needs" | 6 | 18 | 2 | 4 | 00 | 0 | 22 | 91.7 |
2 | Training plan | ||||||||
2.1 | Duration of content | 6 | 18 | 2 | 4 | 00 | 0 | 22 | 91.7 |
150-hour course guaranteed was the goal set? | |||||||||
2.2 | The time spent on each learning content ensures that students absorb the knowledge knowledge and skills or not? | 8 | 24 | 00 | 0 | 00 | 0 | 24 | 100 |
2.3 | Order of content for each Is the subject suitable? | 7 | 21 | 1 | 2 | 00 | 0 | 23 | 95.8 |
2.4 | During a class hour, is it guaranteed to carry out the program as planned? Are not? | 6 | 18 | 2 | 4 | 00 | 0 | 22 | 91.7 |
2.5 | Facilities are available training requirements? | 7 | 21 | 1 | 2 | 00 | 0 | 23 | 95.8 |
3 | Requirements for testing price | ||||||||
3.1 | Is the assessment content appropriate to the candidate's ability? student or not? | 7 | 21 | 1 | 2 | 00 | 0 | 23 | 95.8 |
3.2 | Evaluate students' learning outcomes after each semester, both theoretical and practical. onion? | 8 | 24 | 00 | 0 | 00 | 0 | 24 | 100 |
3.3 | Assess students' physical fitness level after each school year, through standards RLTT | 6 | 18 | 2 | 4 | 00 | 0 | 22 | 91.7 |
3.4 | Request a review | 6 | 18 | 2 | 4 | 00 | 0 | 22 | 91.7 |
is it appropriate for the duration train? | |||||||||
3.5 | Is the content of physical education suitable for development? of special students? | 8 | 24 | 00 | 0 | 00 | 0 | 24 | 100 |
4 | On active learning of students | ||||||||
4.1 | Students have awareness correct about learning goals and tasks? | 8 | 24 | 00 | 0 | 00 | 0 | 24 | 100 |
4.2 | The objectives and content of the course have encouraged students' active self-awareness and sense of responsibility in study? | 7 | 21 | 1 | 2 | 00 | 0 | 23 | 95.8 |
4.3 | Students are proactive in self-study activities? | 6 | 18 | 2 | 4 | 00 | 0 | 22 | 91.7 |
4.4 | Students' self-learning ability How are students developed over each semester? | 8 | 24 | 00 | 0 | 00 | 0 | 24 | 100 |
4.5 | Students have shown positivity and initiative in activities. self-learning? | 7 | 21 | 1 | 2 | 00 | 0 | 23 | 95.8 |
4.6 | Students' self-learning ability Have you contributed to improving training effectiveness? | 8 | 24 | 00 | 0 | 00 | 0 | 24 | 100 |