Home / Ethnic Boarding Schools

Reality of Time Spent for Self-Study Activities

Table 2.4. Current status of time spent on self-study activities



TT


Time for self-study activities

Implementation level (%)

Frequent

Not often

through

Never

1

Study according to school regulations

76.0

14.0

10.0

2

Study before regular school hours

26.0

44.4

29.6

3

Study late at night after the scheduled time

school self-study

7.6

20.8

71.6

4

Study in the evening after the specified time

afternoon school

9.2

18.8

72.0

5

Study anytime when you have time

24.8

50.8

24.4


6

Study at home on weekends, study when

on the fields, when looking after younger siblings or when herding buffaloes to help the family...


39.2


55.6


5.2

Maybe you are interested!

Reality of Time Spent for Self-Study Activities

The results of Table 2.4 show that the amount of time students spend on self-study activities is very different. The majority of students regularly self-study according to the time prescribed by the school (76%), only 10% of students never follow the prescribed self-study time. 39.2% of students regularly study at home on weekends, study while on the fields, while looking after younger siblings or while herding buffaloes for their families, only 7.6% study late at night after the school's prescribed self-study time and 9.2% study in the evening after the school's prescribed afternoon study time, which shows that the majority of students only focus on self-study during the mandatory time of the school and have not proactively arranged additional self-study time for themselves. Partly because they are still at the age of eating and playing, do not know how to arrange self-study time, and have not yet determined the role of self-study. Requires managers and teachers to create time for students to study on a regular and continuous basis.

2.3.3.4. Current status of students' self-study content

The self-study content of students includes subjects according to the regulations of the Ministry of Education and Training, elective subjects with basic and advanced levels. In addition, boarding school students spend most of their time during the week in a collective environment, so the self-study content of students is also expressed through collective activities such as: reading newspapers, watching TV, through cultural activities, sports, etc. In addition, the self-study content of students also includes life skills education activities, career education, extracurricular education, sex education, etc.

Through a survey of the current status of students' self-study content, the following results were obtained:

89.2% of students study old lessons of subjects with tests the next day; only 22.4% of students review new lessons learned the same day; 27.2% study new lessons in advance to study the next day; 15.6% read more books, reference materials, and do more exercises to consolidate and expand their knowledge.

The above results show that most students only focus on coping learning content, only care about the immediate test results, and do not know how to study all content. This situation partly reflects the awareness of the majority of students. Very few students have the habit of immediately re-studying new subjects that they have learned during the day; studying new lessons in advance or finding more books, reference materials, doing more exercises to consolidate, expand knowledge, and improve their level.

The form of self-study of students is very important, directly affecting their learning results. Through a survey of the current status of self-study of students, the results obtained are: 91.6% of students memorize the main content of the old lesson; only 4.0% of students look for more books, reference materials, do more exercises to consolidate and expand their knowledge; 3.6% of students look for documents, research documents related to the lesson on the Internet. 0.8% of students actively discuss lessons with friends or ask teachers for guidance. This shows that the majority of students do not focus on finding and researching documents to expand their knowledge, do not actively discuss with friends or ask teachers for guidance. This shows that students

Ethnic minority students are still shy, hesitant, not bold, and limited in communicating in the common language. This is a major obstacle to students' self-study activities, requiring teachers to be close to and care for them regularly, helping them overcome ethnic and language barriers. In addition, one of the current difficulties for students in the self-study process is that they do not have access to modern learning equipment and tools, the Internet, and learning support software...

2.3.3.5. Current status of students' self-study methods

In studying, each person has their own way of studying, their own method suitable to their conditions and abilities.

Survey on the current status of students' use of self-study methods, the results are shown in table 2.5.

Table 2.5. Current status of students' use of self-study methods



STT


Method

Level (%)

Very often

through

Often

through

Not used

use

1

Build a self-study plan for each

subject

4.8

11.6

83.6

2

Self-study textbooks and related documents

related to the lesson

20.8

38.4

40.8

3

Discuss, exchange with friends and ask

Teacher's opinion on the problem not understood.

26.0

35.6

38.4

4

Choose good problems,

my favorite subject to self-study

21.2

34.8

44.0

5

Learn by heart the lessons taught by the teacher,

I can take notes in class

40.8

48.4

10.8

6

Learn the basic ideas of the lesson

39.6

43.6

16.8

7

Learn and study through media

information technology (network, ….)

6.8

8.8

84.4

Through a survey of the current status of students' use of self-study methods, it shows that:

+ At a very frequent level, and often, the methods: memorizing the lessons that teachers teach, taking notes in class are used the most by students with 40.8%; followed by the method of learning the main ideas of the lesson 39.6%. The methods of self-studying textbooks, documents related to the lesson; discussing, exchanging with friends and asking teachers for opinions on issues that are not understood; Choosing interesting issues, issues that they like to self-study are chosen by students at an average level from 20% to over 30%.

+ The rate of students who have not developed a self-study plan for each subject is still high at 83.6%, and have not used research methods or self-study through information technology (internet, etc.) at 84.4%.

This reflects the current situation of self-study of students at the Nam Po District Secondary School for Ethnic Minorities, which focuses on memorizing the lessons taught by teachers, taking notes in class, and learning the main ideas of the lesson to cope with the teachers' tests. They are not actively researching and self-studying through information technology, books, newspapers, etc. This is partly due to the difficult and deprived economic conditions of many students.

Thus, self-study method has a very important meaning. To improve the quality and efficiency of activities, students not only need to grasp the goals and motivations of learning but also need to have appropriate self-study methods. Know how to combine many different self-study methods. Therefore, schools need to pay attention and foster self-study methods for students.

The survey shows that the basic methods students apply in the self-study process initially help students make progress with over 80% agreeing, however, 10% of students still think that their self-study methods do not give the desired results.

2.4. Current status of management of self-study activities of students at secondary schools for ethnic minorities in Nam Po district, Dien Bien province

To assess the current status of student self-study management, we designed form number 2, soliciting opinions from 24 management staff (Principal Board) and 76 teachers who are directly involved in teaching and homeroom teaching.

2.4.1. Current status of management of self-study activity planning in secondary schools for ethnic minorities

Guiding students to develop self-study plans is important and necessary. The survey shows that the current guidance for students to develop new self-study plans of ethnic minority boarding secondary schools in Nam Po district is only focused on at the beginning of the school year; testing and evaluation work is not carried out regularly. Some homeroom teachers are not really interested in guiding students to develop self-study plans. Therefore, many students do not know or are still confused about developing plans and self-study time.

The Board of Directors manages the planning of self-study according to each stage and process: Self-study plan by day, by week linked to the timetable; self-study plan by month, by topic, learning movement; learning plan by semester, school year.

Manage the construction of the plan: plan name, implementation time, content, method, form, document conditions, location...

Survey on guiding students to build self-study plans, results are shown in table 2.6.

Table 2.6 shows that the content of guiding students to build self-study plans for the semester and self-study plans for the whole school year is agreed upon by the Board of Directors and teachers at the highest level of regularity; on the contrary, the monthly self-study plans and weekly self-study plans are not given much attention. Especially for the weekly self-study plan, up to 50% of teachers do not regularly implement it and 15% of teachers do not implement it.

Table 2.6. Content of instructions for students to develop a self-study plan



TT


Content of instructions for students to build a plan

self-study

Level (%)

Frequent

Not often

through

Not implemented

Board of Directors

GV

Board of Directors

GV

Board of Directors

GV

1

Self-study plan for each session

0

4.0

4.2

8.7

95.8

87.3

2

KH self-study with friends or

under the guidance of the teacher

0

31.7

0

28.6

100

39.7

3

Weekly self-study plan

62.5

39.7

37.5

31.7

0

28.6

4

Monthly self-study plan

83.3

43.6

16.7

32.5

0

23.9

5

Self-study plan for each semester

95.8

52.4

4.2

27.8

0

19.8

6

Self-study plan for the whole school year

100

87.3

0

8.7

0

4.0

Only 33.3% of administrators and 40% of teachers regularly provide guidance on how to supplement and adjust their self-study plans for students. However, 66.7% of administrators, 50% of teachers do not regularly provide guidance, and 10% of teachers do not do it.

The above results show that the guidance of students in building self-study plans by administrators and teachers has not received due attention, especially for monthly self-study plans and weekly self-study plans. This has a great impact on the effectiveness of students' self-study activities. In reality, most students only have the habit of studying according to the school's timetable, studying when teachers assign homework or studying to prepare for tests.

2.4.2. Current status of management and guidance for students to carry out self-study content

Managing and guiding students to carry out self-study content has a great impact on learning outcomes. Realizing that, in recent years, the school has always paid attention to managing and guiding students to carry out self-study content.

Survey on management of guiding students to carry out self-study content, obtained results in table 2.7:

Table 2.7. Evaluation of management of guidance for students to carry out self-study content



TT


Self-study content

Implementation level (%)

Frequent

Not often

Not implemented

Board of Directors

GV

Board of Directors

GV

Board of Directors

GV


1

The system of knowledge, skills, techniques, emotions, and attitudes that students need to grasp through the program content provided by the Ministry of Education and Training.

Education and Training regulations


56.8


62.7


43.2


37.3


0


0


2

Includes knowledge, skills, techniques, etc. that students acquire through reference books, advanced books,

internet,…


63.3


70.2


36.7


29.8


0


0


Through the data in Table 2.7, it can be seen that managers and teachers have not properly assessed the self-study content according to the program prescribed by the Ministry of Education and Training with the assessment rate of managers being 56.8% and teachers being 62.7% at the regular level. In this self-study content, 43.2% of managers and 37.3% of teachers still do not regularly implement it. Regarding the self-study content through reference books, advanced books, the internet, etc., 63.3% of managers and 70.2% of teachers assessed it at the regular level. However, in this self-study content, 36.7% of managers and 29.8% of teachers also do not regularly implement it. This shows that the management and guidance work of students in implementing self-study content by managers and teachers at secondary schools for ethnic minorities in the district

Nam Po is not implemented regularly and effectively.

2.4.3. Current status of managing students' self-study methods

The successful teaching process of teachers is dialectically related to the self-study process of students. On the other hand, the results of students' self-study depend mainly on the students' self-study methods. Realizing the importance of self-study methods, the school always pays attention to managing and directing the training of self-study methods for students. The Board of Directors directs professional groups to develop topics on innovative teaching methods, develop plans to guide innovative self-study methods for students. Organize the implementation to teachers so that teachers can guide students in self-study methods of each subject to improve the quality and effectiveness of self-study activities.

Surveying the content of management to guide students in self-study methods, the results are shown in table 2.8.

Table 2.8. Current status of management of self-study training for students



STT


Content

Implementation level ( %)

Good

Rather

Medium

Weak


1

Apply teaching methods

actively foster self-study methods for students


28


34


25


13

2

Teachers guide students

self-study method

12

25

35

28

The results of Table 2.8 show that: The application of active teaching methods to foster self-study methods for students is assessed by managers and teachers at good and fair levels, respectively, at 28% and 34%. This is a fairly high rate. However, 13% of managers and teachers still rate it at a poor level. This reflects the current reality, because the application of active teaching methods to foster self-study methods for students depends on many factors such as: Textbook program content, innovation in teaching methods, etc.

Comment


Agree Privacy Policy *