Guide and Encourage Self-Study Through the Research Topic of Tourism Psychology

b) part 2: discuss the content and solutions of the exercises

The group is divided into pairs of 2 people to discuss the following issues: assigning roles (service staff, tourists during practice; collecting information and data on the process of serving tourists; the order of performing skills and operations of the steps in the service process. In this step, ideas for building content and practice scenarios as well as ways to perform skills and operations also need to be discussed to achieve the highest efficiency.

c) Exercise 3: Summary, comments, instructions on methods and conditions for solving exercises.

During the process of groups discussing how to solve the practice exercises, the teacher always monitors and observes the working groups. After the group discussion ends, the teacher asks the groups to present their solutions to the practice exercises. The groups receive feedback and complement each other on the solutions to the practice exercises and the teacher summarizes and points out the optimal solution. For example: before the solution of a group is to practice the entire process of serving tourists, the teacher proposes a practice plan according to each stage of the process first, then practices the entire process. This method will bring higher efficiency because it follows the conventions in the process of practicing and forming skills.

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2/ Evaluation of learning products

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- Learning product: Customer service skills

- Rating scale: 04 levels (Good; Fair; Average; Unsatisfactory)

- Evaluation criteria:

a) Completeness of content and structure of skills

- The number of operations required by the individual.

- The simplicity of organizing these operations in action.

b) Logical rationality of the skill

- Is the sequence of operations most reasonable or highly appropriate to the specific task at hand?

- The rationality of dividing time and pace for performing each operation and performing the whole action.

c) Level of skill proficiency

- Frequency of incorrect or non-standard operations or behaviors.

- Repetition rate (redundancy of correctly performed operations, instructions, and behaviors.

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Students evaluate the level of completion of assigned tasks, the ability to connect with other members, their experiences during the practice, successes and failures in performing skills such as: making a first impression on customers, communicating with customers, judging customers' psychology, persuading customers, and the formation of learning skills (receiving learning information, reviewing, self-assessment, etc.).

3.4. Guidance and encouragement of self-study through the research topic of Tourism Psychology

3.4.1. Selecting problems and determining research topics

3.4.1.1. Criteria for selecting and determining topics

In the process of teaching TLH L, choosing small topics for students to practice research plays an active role, helping students understand more deeply and firmly the theoretical knowledge learned in class. The topic focuses on the relationship between psychological phenomena in tourists and specific tourism activities, or psychological impacts in the stages of service activities, is not academic and is often condensed, brief, easy to understand, and easy to apply. Therefore, choosing a topic must satisfy the following criteria:

- Clearly demonstrate the scientific problem (of theoretical or practical significance) that has not been solved or has been solved but is not stable or convincing.

service in science

- Express specific ideas to solve the problem, that is, have an orientation on the approach, scientific methods, as well as research techniques.

- Clearly and specifically define the research purpose, that is, what the research results will be (theory, concept, model, etc.).

- Have a specific conceptual framework and a system of scientific documents that are sufficient and correct in the field.

To determine the research topic, it is necessary to perform the following tasks: 1/ Study the current situation; 2/ Propose alternative solutions; 3/ Identify the research problem; 4/ Develop a research hypothesis.

- To understand the current situation, teachers must start by identifying the field and scope of applying knowledge of tourism to solve practical problems in tourism activities. For example: why do domestic tourists often have a hesitant mentality when deciding to buy domestic tours? why do international tourists often hesitate?

Why is the humidity decreasing? What measures can be taken to improve this situation? etc. From there, the teacher helps students start focusing on a specific problem to conduct research, including: 1 Identify the causes of the situation; 2 Choose a cause that you want to influence.

- generate alternative solutions: For a specific problem, the researcher will think of or find alternative solutions to the solution being used. Alternative solutions can be found from many different sources: 1/ Examples of solutions that have been successfully implemented elsewhere; 2/ Adjustments from other models; 3/ Solutions that students think of themselves.

- Identify research issues: To form research issues, teachers need to relate to the reality of tourism activities and propose alternative solutions for the current situation. A topic usually has from 1 to 3 research issues written in the form of questions. For example, the topic: "Improving the level of satisfaction of tourists when using services at hotels through improving the ability to

If the research question is: "Does improving the service ability of staff increase the satisfaction level of tourists? ", the research question is: "Does improving the service ability of staff increase the satisfaction level of tourists?" Each topic starts with a problem and it must be a problem that can be researched. To do so, the research problem needs to: 1/ Not make judgments about value; 2/ Be verifiable with data.

- Building a research hypothesis: When building a research problem, the researcher simultaneously establishes a corresponding research hypothesis. The research hypothesis is a hypothetical answer to the research problem and will be proven by data.

3.4.1.2. Building a research outline

After determining the research topic, the next important task is to develop a research outline. A research outline is a document that plans the

The outline of the project includes the following basic components:

- Topic name and details specified on the cover

- Reason for choosing the topic (necessity and importance of the research)

- Research purpose

- Object and Subject of research

- Scientific hypothesis

- Limited scope of research

- Research tasks

- Research methods

- Expected topic structure

- Reference documents for building outline

3.4.2. Learning orientation during research

3.4.2.1. Instructions for preparing scientific documents

Start by looking through the scientific catalogues in the libraries. Select documents related to the topic and start researching them. The process

Reading reference documents, books, and magazines is the time to select the necessary information, arrange them into boxes, sections by topic, arrange different sources of documents, different scientific trends. Analyze documents, carefully study important contents, and eliminate

In case of unnecessary information, classify that information to arrange them into a system according to the requirements of the topic, according to chapters, sections and problems, etc. From this systematization, it is possible to generalize the documents and use logical reasoning to draw scientific conclusions.

3.4.2.2. Directing research progress and activities

After the teacher chooses the topic name or suggests that students determine the topic name, he/she gives comments and makes adjustments for accuracy and clarity. Guide students to design a research outline and carry out the following activities: 1/ Collect and compile data and documents; 2/ Analyze data and documents; 3/ Write a report on research results.

- Collecting and compiling data and materials: collecting reliable and valuable data to answer research questions. The choice of which types of data to collect should be based on the research problem. For example, people often use systematization techniques, classification, conceptual formatting, conceptual framework design, etc. according to a certain design to determine the system or network of concepts, determine important academic principles or arguments. Or use techniques such as questionnaires, interviews, field observations, public opinion research, etc. to collect real data.

- Data and document analysis: To provide accurate results to answer the research question. Data analysis includes 3 contents: Data description; Data comparison; Data relationship.

+ Data description is the first step in processing the collected data. After surveying a group of tourists, we obtain raw data that needs to be converted into usable information before communicating the research results to interested parties.

+ We compare data to verify whether the results between groups have a significant difference. If the difference is significant, we need to know the magnitude of its effect.

+ Data correlation: When a group is affected by psychological measures and a group is not affected by psychological measures in the stages of the service process, we can ask the question: What is the correlation level of service effectiveness between the two groups? Does the service effectiveness after the impact depend on the service effectiveness before the impact?

- Writing a research report: the report is usually brief, summarizing the basic content to answer the questions: 1/ How did the research problem arise? Why is the problem important? 2/ What is the specific solution? What are the expected results? 3/ What impact has been made? On which subjects? And

How? 4/ How are the results measured? How reliable is the measurement? 5/ What do the research results show? Has the research problem been solved? 6/ What are the conclusions and recommendations?

The structure of the report consists of 9 sections, about 10 to 15 pages long, including the following contents: 1/ Title of the topic; 2/ Authors' names and organizations; 3/ Abstract; 4/ Introduction; 5/ Methods; 6/ Data analysis and discussion of results; 7/ Conclusions and recommendations; 8/ References; 9/ Appendices.

3.4.2.3. Assessment of learning outcomes through scientific reports

- Assessment purpose: Assessment aims to collect information on the achievement of knowledge, skills, attitudes and also based on the accumulated experience of students through the research process, to find out how each student has studied, the learning outcomes are shown in the level of acquisition, mastery of knowledge, skills, learning attitudes, corresponding experiences and also the satisfaction and reactions of students to the guidance process of the teacher. From there, teachers have a plan to adjust guidance activities, learning activities, research to improve learning outcomes for students.

- Evaluation techniques

+ Evaluation criteria: Evaluate all 4 components: 1/ TLH L knowledge; 2/ Learning skills; 3/ Learning attitude; 4/ Practical experience.

+ Rating scale: 04 levels (Good; Fair; Average; Unsatisfactory)

3.4.3. illustrative example

Research on consumption preferences of international tourists in the tourism market of Hanoi city

This research is very specific, which is the consumption preferences of international visitors. Through this topic, students actually research the consumption preferences of international tourists in Hanoi. They will have to do the following main tasks:

- Establish scientific documents on consumer preferences for various services; on measurement methods and techniques such as observation, direct interviews, questionnaires; techniques for assessing customer attitudes, etc.

- Through the documentation, students have to be exposed to a series of theoretical sources and research results of Social Psychology, Business Psychology, Vietnamese Cultural Foundations, Hotel Business, the most important of which is Tourism Psychology, familiarize themselves with measurement guidelines, survey and assessment tool design techniques, etc.

- Based on the processed scientific documents, students will be exposed to different sources of information, collect facts and evidence about the consumption preferences of international tourists: from the process of observing and investigating tourists from different countries coming to Vietnam when they stay at hotels, to tourist attractions, entertainment areas and managers; From the process of interviewing managers and tourism staff.

- Based on the facts and evidence when complete, students analyze the collected information on key aspects such as: consumer preferences for accommodation services (preferring to stay in 5-star hotels; preferring to stay in single rooms,

double room; like to stay in a high-ranking room, food service (like to eat at the hotel restaurant; like to eat Vietnamese food, like to eat their ethnic dishes at the tourist destination), entertainment service (like to be entertained at the restaurants; like to have a restaurant in the hotel; like to have a gym in the hotel) and other services (like to go around town by cyclo, like effective support services for sightseeing trips in Vietnam.

- Through analyzing real data, students once again have real experience with theoretical knowledge of TLH L, other Psychology subjects as well as related subjects such as Cultural Foundations, Hotel Business Operations and survey and investigation techniques, etc. More than that, they learn a lot about the reality of tourism, about training skills and form motivation, interest, needs, and will in the learning process.

- The research results are not too important. Whether students can analyze the consumption preferences of international tourists correctly or not is just a secondary issue. The main issue is that students have learned TLHDL through the form of a practical scientific research topic associated with real tourism activities, which is the basis for them to better understand the requirements of the profession. initially forming qualities, professional capacity and especially forming the capacity to learn independently and creatively. Conclusion of chapter 3

3.1. Rearranging the content of TLHDL training in the direction that students have many opportunities to experience, practice, train and have support from teachers on the basis of applying modern teaching methods and strategies has helped students practice learning skills; improve students' positivity, needs, motivation and interest in learning.

3.2. TLH L teaching methods have organized diverse relationships and learning environments, rich in positive emotions. That is to diversify the learning environment, avoid boredom, and limit monotony in the learning process. Each lesson or learning topic is organized flexibly and vividly, such as: class time, extracurricular hours, practice hours, and specialized research.

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