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Post-Experimental Event Organization Skills Measurement Results of Experimental and Control Groups


The impact method shows that although the skill of the control group students increased in score, it was not significant (still at average level - level 3) and there was no change in the skill level after the experiment of the experimental group. The T-test gave the result p = 0.042 <0.05, showing a significant difference between the experimental group and the control group after the experiment. This proves the effectiveness of the impact measures on the skills of the students of the Tourism major.

* Changes in event organization skill levels of students in the experimental group and the control group after the impact experiment:

Comparing the post-experimental results of the experimental group on event organization skills, we obtained the data shown in table 3.27:

Table 3.27: Results of event organization skills measurement after the experiment of the experimental group and the control group



TT


Event planning skills

Experimental group

Control group

Before reality

test

After practice

test

Before reality

test

After practice

test

Average

Level

Phone

B

Level

Average

Level

degree

Average

Level


1

Special research skills

KDL's psychology, needs and ideas


2.96


Level 3


4.10


Level 4


3.00


Level 3


3.41


Level 3


2

Idea generation skills

Organize events according to the needs of the tourist area


2.83


Level 2


3.93


Level 3


2.89


Level 3


3.25


Level 3

3

Planning skills according to your wishes

event organizer idea

3.17

Level 3

4.29

Level 4

2.95

Level 3

3.72

Level 3

4

Operations management skills

during the event

2.79

Level 3

3.77

Level 3

3.01

Level 3

3.34

Level 3

5

Summary and evaluation skills

event organization process

3.28

Level 3

4.32

Level 4

3.04

Level 3

3.64

Level 3

Shared:

3.01

Level 3

4.08

Level 4

2.98

Level 3

3.47

Level 3

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Post-Experimental Event Organization Skills Measurement Results of Experimental and Control Groups


The results of Table 3.27 show that the event organization skills of the experimental group after the experiment were much higher than before the experiment in terms of both average score and level. After the experiment, the event organization skills of the experimental group increased from level 3 (Average = 3.01) to level 4 (Average = 4.08), including some skills that achieved high scores in level 4 such as planning skills according to event organization ideas (Average = 4.29) or the group of skills summarizing and evaluating the event organization process (Average = 4.32). The change in both scores and levels due to the impact of the impact measure through T-test gave the result p = 0.043 <0.05, showing a significant difference in the level of event organization skills of the experimental group before and after the experiment. The levels and scores of the control group had an increase in event organization skill scores but still only reached level 3: Few errors, relatively proficient, relatively flexible (before the experiment, the average score = 2.98; after the experiment, the average score = 3.47). The test results confirmed the difference in the skill levels of the experimental group before and after the experiment and were consistent with the results of the impact experiment. The skill levels of the experimental group were higher than the control group in both scores and levels. While the skills of the experimental group increased to level 4 (Almost no errors, quite proficient, quite flexible), all skills in the control group remained at level 3 (Few errors, relatively proficient, relatively flexible). After the experiment, there was an increase in the control group's scores in the levels of the skill groups but there was absolutely no increase in the levels of those skill groups (before and after the experiment, they were still at level 3). This result is consistent with the results of the current situation research and the results of the impact experiment. Through the analysis of the results and testing, it is shown that the impact measures for the experimental group produced higher results than the control group in both scores and levels. Thereby, it can be seen that the learning and training results of students' event organization skills have been improved. From there, it can be affirmed that the effectiveness of the impact measures used has practical significance for the process of forming and developing event organization skills for students in the Tourism industry.


3.3.3. Evaluation of experimental impact results

Through the analysis of the experimental results, we found the following problems:

During a period of one school year, with the level of the skill group Researching psychological characteristics, needs and ideas for organizing events of KDL being relatively similar, in the same learning environment, but in the control group, the level of the skill groups of students increased in terms of average scores and not much, the point of interest is that there was no growth to higher levels (still reaching level 3: Few errors, relatively proficient, relatively flexible). Meanwhile, there was an increase in both the average score and the level of the component skill groups of the event organization skills of the experimental group (level 4). This helps us conclude that the improvement in skills of the experimental group was due to the influence of the impact measures.

Thus, the impact measures have brought about stable results, the impact experiment and the verification experiment were conducted the same both times, but the result was that the skill level of the experimental group of students increased. This result confirmed the experimental hypothesis: training event organization skills on the basis of enhancing knowledge about KDL psychology and ways to understand the needs and ideas of KDL event organization, systematizing event organization knowledge, training students' confidence and self-affirmation in the teaching process will contribute to improving students' event organization skills. Thus, the experimental measures are consistent with the research purpose and scientific hypothesis of the Thesis.


CHAPTER 3 SUMMARY


Event organization skills include 5 groups of component skills formed during the process of learning about event organization of students. The event organization skills of students achieved at level 3/5 of skill assessment level (few errors, relatively proficient, relatively flexible) and at level 2/5 of skill assessment level (many errors, less proficient, less flexible). In the hierarchy of 5 components of event organization skills, the skills are ranked from high to low including the skills: Organizing and managing activities during the event; Developing event organization ideas according to the needs of the tourist area; Summarizing and evaluating the event organization process; Planning according to event organization ideas and Researching the psychological characteristics, needs and ideas of the tourist area. In which, there is no difference in the level of event organization skills in terms of scores between men and women, between students with different academic results, but there is a difference between groups of students in the 2nd, 3rd and 4th year. The groups of event organization skills have a very close positive relationship. The group of skills studying the psychological characteristics, needs and ideas of KDL plays an important role, affecting the formation and development of other skills but has only achieved lower results than the majority of the remaining component skills.

It is necessary to pay more attention to the teaching methods of lecturers and experts, to enhance the provision of event organization knowledge during the training process to help students grasp the basic knowledge, the premise for event organization activities, especially the need to train the ability of autonomy, the confidence of each student in practical learning. Students' awareness of the impact of subjective and objective factors on the formation and development of event organization skills is not correct. This is one of the reasons affecting the level of achievement of event organization skills of students. Students do not really grasp the purpose, meaning as well as see the importance and passion for event organization activities, only consider this as a subject. Most of the learning activities of students need the guidance and support of lecturers to achieve


desired results. There has been proficiency in individual operations and there has been an initial reasonable combination of operations under stable conditions. The factor of students' event organization knowledge is assessed to have the greatest influence on students' event organization skills. Among the measures affecting the formation of students' event organization skills, the measure of training students' self-control and self-confidence is assessed to have the greatest influence.

The experimental results confirmed: The level of event organization skills increased strongly in both index and level under the influence of the impact measures. Thus, in addition to creating conditions for students to learn effectively with equipment and practice, applying the assessment process in learning, it is necessary to pay more attention to teaching measures to enhance students' awareness of the meaning and knowledge and communication in learning event organization.


CONCLUSION AND RECOMMENDATIONS

1. Conclusion

From the results of theoretical and practical research on event organization skills of tourism students, we can draw the following conclusions:

1.1. Event organization skills of tourism students are complex skills consisting of 5 component skill groups: Researching ideas, needs and conditions of tourist areas; Developing event organization ideas according to the needs of tourist areas; Planning according to event organization ideas; Organizing and managing activities during the event; Summarizing and evaluating. This skill of students is influenced by many subjective and objective factors and is affected by a number of measures during the training process. Simply guiding tours will bring boredom and negatively affect the tourism industry while reducing job opportunities for students after graduation.

1.2. Through research on the current situation, it is shown that the event organization skills of tourism students are at an average level. When participating in event organization activities, most students have performed the basic operations relatively completely, but not correctly and the effectiveness is still limited, not paying due attention to some necessary skills. The groups of event organization skills have a very close positive relationship. The group of skills Researching psychological characteristics, needs, and ideas of tourism plays an important role, affecting the formation and development of other skills but only achieves the lowest skill level compared to the remaining component skill groups. There is no difference in event organization skills of male and female students, but there are differences in issues such as: learning outcomes, between the 2nd, 3rd and 4th years and event organization experience.

1.3. There are many factors that affect the event organization skills of tourism students, in which the event organization knowledge of students has the most important influence. In addition, it is necessary to use measures to influence the formation of students' event organization skills such as training and raising awareness of learning activities.


Organizing events such as enhancing knowledge of tourism psychology, as well as knowledge of how to organize events, enhancing communication skills, and interactive activities for students.

1.4. Event organization skills of tourism students have certain changes according to the learning process, but it is only an increase in scores due to the impact of the teaching process, but there is no clear increase in the level of skills. The experimental results are consistent with the experimental hypothesis: impacting the teaching process to help students have a way to learn about the personality traits of the tourism industry, determining the needs and ideas of organizing tourism events, organizing students to plan events in relation to the ideas of organizing events, organizing teaching so that students have a full and systematic awareness of event organization can contribute to improving students' event organization skills. The above research results are consistent with the hypothesis and the tasks of the topic have been solved.

2. Recommendations

2.1. For the School: Event organization skills of students majoring in Tourism are still limited. Therefore, to contribute to improving event organization skills for students, we recommend that the school should apply the following measures: Pay attention to training and fostering the teaching staff in terms of professional qualifications and teaching methods, creating conditions for them to access modern teaching methods, applying types of testing and evaluation in event organization training. Develop a training program on event organization skills for students in vivid, attractive, appropriate forms, with practical content and need to create conditions for students to practice event organization skills inside and outside the school. Create necessary physical conditions such as classrooms, teaching equipment, and actual study time.

2.2. For the faculty of specialized training in event organization: Event organization skills play a very important role in the Tour Guide activities of Tourism students. Therefore, there is a need for more in-depth and extensive research on organization skills.


student events to propose measures to further improve student event organization skills.

2.3. For lecturers teaching event organization: Lecturers need to be proactive and self-conscious in improving their professional qualifications and skills; actively innovate teaching methods; need to pay attention to organizing all stages of event organization well; create attractive and practical situations to stimulate students' creative thinking; need to state clear goals and requirements to guide students' activities; provide specific instructions; pay attention, check, closely monitor, urge, remind, support, and create conditions for students to work seriously and effectively; evaluate closely, accurately, fairly, and objectively.

Help students understand the meaning of event organization so that they can actively, voluntarily, proactively and creatively participate in event organization activities. Members interact with lecturers and friends to maximize their abilities in the process of learning about event organization.

2.4. For students majoring in Tourism: Students need to be aware of the importance of learning event organization for their future careers. Always learn and update knowledge from many different sources of documents based on the learning instructions of lecturers. Participate in real-life event organization activities at different levels and forms to practice and improve their event organization skills. Organize group event organization practice to support, learn from each other and best develop their event organization skills.

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