Media: Books, Textbooks, Magazines, Dictionaries, Internet…

event organization. From there, point out the remaining problems in these works for further research.

Identifying tool concepts and related concepts, systematizing some basic theoretical issues related to the topic such as: concepts of skills, events, event organization and event organization skills of tourism students; manifestations of skill levels and factors affecting event organization skills of tourism students.

2.4.1.3. How to proceed

- Find documents that contain the data to be researched.

Maybe you are interested!

- Build the thesis table of contents and references.

- Read and take notes.

- Analyze and synthesize to clarify the overview and theoretical basis of the research problem.

- Research and analyze the contributions of lecturers and experts with experience in the fields of Psychology and Tourism Studies on the contents that need to be considered as a theoretical basis for the research problem.

2.4.1.4. Media: books, textbooks, magazines, dictionaries, internet...

2.4.2. Observation method

2.4.2.1. Purpose: This method is used to study the actual manifestations of event organization skills of tourism students . The information obtained will clarify the manifestations and levels of students' event organization skills.

2.4.2.2. Research content: Observing the expressions and level of event organization skills of students majoring in Tourism.

2.4.2.3. Procedure:

Prepare observation report (presented in Appendix 1)

Give student groups the task of organizing the event and ask them to solve the assigned task.

We asked 6 lecturers who teach event organization to participate in observing the activities of 6 groups of students in the process of solving assigned learning tasks. During the observation of student groups working, the lecturers recorded necessary information for the research. Combined with the results obtained through the situational question answer sheet, we evaluated the students' event organization skills based on the defined criteria and assessment scale.

Synthesize and analyze information related to research.

2.4.2.4. Equipment: Minutes, video camera, audio recorder...

2.4.3. Questionnaire survey method

2.4.3.1. Purpose: This method is used to

Collect information about the student himself

Investigate students' knowledge of human psychology, culture and event organization knowledge.

Investigating the manifestations and levels of event organization skills of tourism students

Collect information on factors affecting event planning skills of tourism students.

2.4.3.2. Procedure: Building a questionnaire includes the following steps:

- Collect opinions to build questionnaire.

- Pilot survey: Distribute questionnaires, collect and process information related to the topic.

- Evaluate the reliability and validity of the questionnaire and issue a final questionnaire.

2.4.3.3. Basis for questionnaire construction:

The questionnaire survey method allows collecting information on a wide spectrum with a large number of subjects, so conclusions can be drawn with high reliability. The questionnaire is built based on theoretical research on event organization skills, manifestations, levels of event organization skills and factors affecting event organization skills and measures to improve event organization skills for students.

Tourism. We evaluate students' event organization skills based on defined criteria and assessment scales. With the nature of the thesis, we mainly study the criteria for assessing skills in terms of proficiency, correctness and flexibility of action. Proficiency shows the suitability in applying operations with different purposes and conditions of the activity, shown in the reasonable sequence of operations and sufficient quantity of operations, showing quickness and accuracy in action. Correctness of action is the understanding of methods and measures of action, that is, the individual must apply his knowledge with a way of acting corresponding to the purpose. Flexibility is shown in timely adjustment to adapt to changes in circumstances caused by objective impacts, shown in the correct way of solving problems and not being under psychological pressure. Thus, skills always include cognitive factors and the basis for forming skills is existing knowledge and experience. Students often have difficulty applying knowledge to solve specific exercises because knowledge is uncertain, incomplete, and inaccurate, and therefore cannot be turned into the basis of skills.

There are 2 questionnaires compiled for two types of subjects: Questionnaire for Tourism students and questionnaire for managers with similar content of questions. The content structure of both questionnaires includes 51 criteria on skills in event organization skills of Tourism students. In addition, there are 32 criteria to determine the influence of factors on event organization skills of Tourism students.

2.4.3.4. Contents of the questionnaires:

The topic includes 6 survey contents, of which forms 1, 2, 4 are for students, forms 3,5 are for lecturers (Appendix 1,2,3).

+ Survey form (form 1) : Investigate the level of event organization skills of students through students' self-assessment, the questions focus on exploiting the following issues:

Skills to research the psychological characteristics, needs and ideas of KDL.

Skills in developing ideas according to the needs of the tourist area. Skills in planning and organizing events.

Skills in organizing and managing event activities. Skills in summarizing and evaluating event organization activities.

Investigate the current status of factors affecting students' event organization skills. The questions focus on exploiting students' views on factors affecting the event organization skills of students majoring in Tourism.

Investigating students' perceptions of measures to improve event organization skills for tourism students.

+ Situational question answer sheet (form 2) : Includes situations to find out the correctness of students' event organization in a specific situation.

+ Lecturer opinion survey ( form 3 ) : Lecturers evaluate each student's event organization skills.

+ Survey form ( form 4 ): Student interview form about issues that need to be resolved in the event organization steps.

+ Survey form ( form 5 ): Interview form for lecturers about the reasons for different levels of students' event organization skills.

2.4.4. Interview method

2.4.4.1. Purpose: To supplement the questionnaire survey method, to further exploit the manifestations and levels of students' event organization skills.

2.4.4.2. Interview subjects

- Students with the lowest and highest skill levels in the studied groups.

- Students in the experimental group.

- Lecturer teaches directly.

2.4.4.3. Interview content

- For students with the lowest and highest skill levels, we will ask about the factors that influence the formation of their event planning skills.

- For students in the experimental group, we will ask them about the effectiveness of measures to form and develop students' event organization skills; teachers' teaching methods to help form, strengthen, and develop students' event organization skills;

- For lecturers, we will ask their opinions on the level of students' event organization skills, weak skills, basic factors affecting event organization skills, measures to form, strengthen and develop event organization skills, and their assessments of the effectiveness of experimental measures.

2.4.4.4. How to proceed

- Anticipate a system of questions to clarify the information obtained.

- Ask questions, listen, take notes and process necessary information.

2.4.4.5. Tools: Question system, recording tools,...

2.4.5. Experimental method

2.4.5.1. Purpose

Identify the effectiveness of measures to impact awareness and skills, to improve the skills of building ideas based on the needs of tourist attractions, thereby improving the event organization skills of tourism students in the context of pedagogical activities.

2.4.5.2. Basis for proposing experimental impact

Event organization has been included in the training program for students majoring in Tourism. The requirements for event organization have been included in the training content but have not brought about the desired results. Experimental pedagogical impact aims to provide directions for impact to raise awareness and ways of organizing events for students majoring in Tourism. Examining the correlation between component skills and students' event organization skills, it can be seen that the skill group Research on psychological characteristics

The psychology, needs and ideas of KDL have a significant influence, closely linked to each group of event organization skills in particular and all event organization skills in general. The survey shows that: The level of implementation of these skills in the learning process of students in the Tourism industry is still low, the main reason is that students in the Tourism industry do not have systematic and complete knowledge about event organization, do not grasp the psychology of KDL as well as how to learn about psychological characteristics, needs, ideas of event organization, do not have a certain confidence to organize events effectively. In the classroom teaching conditions, lecturers can influence the above issues to improve students' skills.

2.4.5.3. Experimental hypothesis

If we implement the above measures, we think we can change and improve the skills of Researching the psychological characteristics, needs and ideas of tourist destinations , thereby improving the skills of organizing events in tourism tours for students of Tourism. Based on the above foundations, the goal of our impact measures for each measure is:

- Measure 1- Students grasp the psychological characteristics and needs of the tourist area as well as how to learn about those characteristics.

- Measure 2 – Students grasp event organization issues more easily and systematically.

- Measure 3 – Increase students' confidence and initiative

2.4.5.4. Determination of variables in the experiment:

- The influencing measures are independent variables (A), including: (1) Personal personality traits (being a shy and quiet person, proactive in all situations, grasping problems quickly...);

(2) Knowledge of event organization (understanding tourist psychology, event organization process...); (3) Creative ideas in solving situations; (4) Student training program on event organization; (5) Teaching methods of lecturers and managers/specialists in tourism establishments/companies. (6) Facilities and equipment for event organization training activities;

- Skill level Researching the psychological characteristics, needs and ideas of KDL (B) is the dependent variable, thereby improving students' skills.

The experiment was built according to the Project model combining pretest and posttest (pretest and posttest).

Create changes in the independent variable (A) by organizing teaching activities, training skills through event organization situations (these activities have not been done before), then evaluate the changes in the dependent variable (B).

2.4.5.5. Sample determination

We surveyed the current status of event organization skills of students in two classes of Tour Guide 1 and 2, Hanoi University of Industry. Selected subjects who were students with low skill levels to conduct the impact, including 62 second-year students, classes of Tour Guide 1 and 2, course 10,

Divide the subjects into two groups: Experimental group (31 students) and control group (31 students).

The control group did not attend the training class and did not receive close supervision or assistance from the instructor during the learning process.

The experimental group participated in training sessions, studied and was influenced by different measures to acquire the system of knowledge about tourism and event organization. They were cared for, supported, guided and facilitated by the lecturers in their studies.

2.4.5.6. Content of experimental measures

Event organization skills of tourism students are made up of 5 component skills. Each component skill has its own role, so we use some measures to impact the skills of Researching psychological characteristics, needs and ideas of KDL . Specifically, we used the following measures: (Appendix 5)

- Measure 1- Equip students with knowledge of tourism psychology and ways to learn tourism psychology: Teach tourism psychology and ways to learn tourism psychology.

Ask students to give an overview of the psychological characteristics and needs of the tourist area related to their event ideas and purposes.

- Measure 2 – Systematize event organization knowledge for students:

Organize teaching, review and require students to fully perform the steps according to the event organization process and operational activities when organizing events.

- Measure 3 – Increase students' self-confidence:

Through training in communication skills, behavior, and the ability to persuade customers, students increase their confidence in the process of organizing events.

2.4.5.7. Experimental procedure

* Experimental conditions:

Experimental implementation from the beginning of the 2017-2018 school year

There are lecturers who participate in teaching according to impact measures.

Students study under normal learning conditions at Hanoi University of Industry.

* Organize and implement experimental measures

In the process of using impact measures, we have carried out the following steps:

Step 1: Measure before experiment:

Survey and process the results of the current status of event organization skills of 2 experimental and control student groups at the end of semester II, school year 2016 - 2017.

Step 2: Take action

+ Start conducting the experiment from the beginning of semester II of the 2017 - 2018 school year.

+ Assign the task of Developing event organization ideas through event organization content requirements to students of both experimental and control groups.

+ Observation combined with interviews and assessment of the level of implementation of event organization idea development skills of both groups.

Comment