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Reliability of the Scale of Implementation Level and Effectiveness of Content Management of Self-Protection Skills Education for Primary School Students

Table 3.3. Reliability of the scale measuring the level of implementation and effectiveness of the content of self-protection skills education management for primary school students

Scale of implementation of self-protection education management content

Reliability

1. Implement target management content

0.757

2. Implement program and content management

0.917

3. Implement educational method management

0.578

4. Implement educational management

0.851

5. Implement teacher management

0.827

6. Implement management of task assignment

0.729

7. Implement learning and skill training activities management

0.809

8. Implement facilities management

0.547

9. Implement management activities in coordination with other forces

0.627

10. Implement management of inspection and evaluation activities

0.757

Scale of results achieved in self-protection education management content

Reliability

11. Results achieved from target management content

0.734

12. Results achieved in program management, content

0.689

13. Results achieved in educational method management

0.628

14. Results achieved in educational management

0.633

15. Implement teacher management

0.733

16. Results achieved by assignment management Results achieved by task

0.901

17. Results achieved in managing learning activities and skill training

0.636

18. Results achieved in facilities management

0.654

19. Results achieved by managing operations in coordination with other forces

0.853

20. Results achieved from management of inspection and evaluation activities

0.929

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Reliability of the Scale of Implementation Level and Effectiveness of Content Management of Self-Protection Skills Education for Primary School Students

Most of the scales in the questionnaire have relatively high reliability, so the revision is insignificant. After revision, in the official survey, respondents did not encounter difficulties in understanding these questions. Thus, the reliability of each part of the revised questionnaire ensures the conditions for using them in the official survey.

c) Formal investigation phase:

-Purpose: Conduct an official investigation with an established questionnaire and a built in-depth interview form.

-Time of implementation : June 2018

- Method of implementation : To investigate the current situation, we used the questionnaire and in-depth interview outline that were formed in the above stage.

d. Document processing and thesis writing stage

1) Purpose : To form and systematize result tables as a basis for data analysis, writing and completing the thesis.

2) Implementation time : From September 2018 to present.

3.1.2. Research method

3.1.2.1. Questionnaire survey method

- Purpose: Using this method to survey the current status of educational activities; the current status of educational activity management; factors affecting the management of self-protection skills education activities for primary school students in mountainous communes of Hanoi.

- Content: the survey includes questions to find out the assessment of managers and teachers on the suitability and effectiveness of skills education activities.

self-protection for students in mountainous communes of Hanoi and management of this activity as well as factors affecting the management of this educational activity. In addition, we also learn more personal information such as gender, age, education, seniority, number of years participating in life skills education activities.

-Measurement tool: Survey form for managers and teachers. For details, please see Appendix 1.

- Rating scale:

Part I: Current status of self-protection skills education for primary school students in mountainous primary schools in Hanoi. This part includes 9 questions. Specifically: Question 1, assesses the necessity of self-protection skills education for primary school students in mountainous communes in Hanoi with 3 levels: Necessary; Less necessary; Not necessary. The higher the score, the higher the necessity and vice versa; Question 2: Assesses the significance and importance of self-protection skills education for primary school students in mountainous communes in Hanoi. This scale is designed with 5 levels, the higher the score, the higher the role of this skill education for students; Questions 3 and 4: assess the current level and the level of response to self-protection skills for primary school students in mountainous communes in Hanoi. This scale is designed with 5 levels (From weak to good). The higher the score, the better the current level and the level of response; Question 5 to question 8: Evaluate the level of implementation and effectiveness of self-protection skills education activities for primary school students in mountainous communes of Hanoi city (content, program; form; method; facilities and conditions for implementing self-protection skills education activities). This scale is evaluated at 3 levels (Level of implementation from infrequent to frequent; Level of effectiveness (from poor to good). The higher the score, the higher the level of implementation and effectiveness; Question 9: Evaluate the level of participation in self-protection skills education for primary school students in mountainous communes of Hanoi city. This scale is evaluated at 3 levels (Level of implementation from infrequent to frequent. The higher the score, the more frequent the participation.

Part II: Current status of management of self-protection skills education activities for primary school students in mountainous communes of Hanoi city. With questions 10 to 20. This scale is designed to evaluate the level of implementation and effectiveness of management of self-protection skills education activities for primary school students in mountainous communes of Hanoi city.

-The scale to measure the level of implementation of the management of self-protection skills education activities for primary school students in mountainous communes of Hanoi city is built with 3 levels from infrequent to frequent. The higher the score, the more frequent the implementation level.

- The scale to measure the effectiveness of the management content of self-protection skills education activities for primary school students in mountainous communes of Hanoi city is built with 5 levels from weak to good. The higher the score, the higher the level of implementation.

-Part III: Factors affecting the management of self-protection skills education activities for primary school students in mountainous communes of Hanoi city. This scale includes 7 questions.

Evaluate the level of influence of factors on the management of self-protection skills education activities for primary school students in mountainous communes of Hanoi city. With 5 levels of evaluation. The higher the score, the higher the level of influence.

3.1.2.2. Expert method

- Purpose : To collect materials (comments from educational management experts and educational experts) to develop theoretical issues and research tools for the thesis.

- Content : Seeking opinions from experts on methodological viewpoints, theoretical viewpoints, research tools (questionnaires), criteria for assessing the current status of educational activities; the current status of educational management; factors affecting the management of self-protection skills education activities for primary school students in mountainous communes of Hanoi.

- Research tools : Preliminary interview outline.

3.1.2.3. Personal in-depth interview method

-Purpose : Collect, supplement and clarify information obtained from a large-scale survey to better understand educational activities; the current status of educational management; factors affecting the management of self-protection skills education activities for primary school students in mountainous communes of Hanoi.

- Content : The interview content includes: Information about yourself, educational activities; current status of educational management; factors affecting the management of self-protection skills education activities for primary school students in mountainous communes of Hanoi. Explain the causes leading to the current situation and specific recommendations on measures to manage self-protection skills education activities for primary school students in mountainous communes of Hanoi.

- Research tools : Personal in-depth interview outline (Appendix 2).

- Evaluation method : The information collected will be processed using qualitative methods.

3.1.2.4. Data processing method using mathematical statistics

- Purpose : To form and systematize result tables as a basis for data analysis.

- Qualitative analysis method:

+ Processing in-depth interview results: The results of in-depth interviews with teachers, educational managers, and students are processed according to 4 specific contents: Information about themselves, educational activities; current status of educational management; factors affecting the management of self-protection skills education activities for primary school students in mountainous communes of Hanoi.

- Quantitative analysis methods :

The data collected after the official investigation were processed using SPSS statistical program used in Windows environment, version 20.0. The parameters and statistical operations used in this study include:

-Descriptive statistical analysis: Descriptive statistical analysis indicators include:

+ Absolute frequencies (counts) and relative frequencies (percentages), for numeric and string variants with unordered groups. Relative frequencies

cumulative (cumulative percentage) for quantitative variables (or serial variables with ordered groups). Absolute and relative frequencies allow the description of data from any distribution. By examining the values ​​for each variable, errors in measurement, coding, or recoding can be identified, even if the values ​​are correct but differ greatly from other values ​​in the same sample.

+ The mean score is used to calculate the score achieved for each group of clauses.

+ The median is the value of the middle case when the data of the research variable is arranged in increasing order from smallest to largest. It is used to describe the middle point in a sample.

+ Standard deviation is used to describe the dispersion or concentration of sample responses.

-Analysis using inferential statistics: The statistics used in inferential statistical analysis include:

+Comparative analysis:

In this study, the Pearson chi-square test was used to test the independence between two column variables and row variables of the two-way cross-tabulation and to test the equality of proportions across rows (or columns). The compare mean test was also used in this study. For comparisons of mean values ​​with 3 or more groups, the one-way analysis of variance (ANOVA) will indicate that the mean values ​​are considered to be statistically significantly different when the F-test of the analysis of variance has a value exceeding the statistical threshold with a probability of p < 0.05.

For comparisons of means between two groups, the independent samples t-test tells whether the mean of one group of subjects is different from the mean of other groups of subjects for a single group. Means are considered statistically significant when the t-test of the analysis of variance has a value exceeding the statistical threshold with a probability of p < 0.05.

3.2. Current status of self-protection skills education for students in mountainous communes of Hanoi

3.2.1. Awareness of the important role of self-protection skills education for primary school students in mountainous communes of Hanoi

Table 3.4: Assessment of the necessity of educating self-protection skills for primary school students

Necessary level

N

%

1. Necessary

349

92.1

2. Less necessary

30

7.9

3. Not necessary

0

0

Total

379

100.0

The majority of respondents believed that educating self-protection skills for primary school students in mountainous communes was necessary (92.1%). No respondents believed that educating self-protection skills for students was unnecessary. Only a very small percentage of respondents believed that this activity was less necessary (7.9%). Thus, basically, education managers and primary school teachers in mountainous communes in Hanoi affirmed that educating self-protection skills for primary school students in mountainous communes in Hanoi was necessary. This is an important basis for this activity to achieve the set goals.

The results of the study on the assessment of teachers and administrators of primary schools in mountainous communes in Hanoi on the role and importance of self-protection skills education for students further confirm the level of awareness of officials and teachers on this issue. The results of the study are summarized in the following data table.

Table 3.5: Importance of self-protection skills education activities for primary school students


The important role of self-protection skills in primary school students


Average


DLC

Ratio %

Very unimportant

Not important


Normal


Important

Very important

1. Teaching self-protection skills to primary school students promotes their development.

individual and society


4.08


0.920


0


7.7


15.3


37.7


39.3

2. Teaching self-protection skills to primary school students is considered an important criterion in assessing the quality of education.

elementary schools


4.01


0.928


0


7.9


18.5


37.7


35.9

3. Teaching self-protection skills to primary school students contributes to the implementation of comprehensive education goals of the country.

elementary school


4.17


0.915


0


7.9


10.8


36.9


44.3

The data summarized in the table above shows that the majority of the research subjects affirmed that the activity of educating self-protection skills for primary school students in mountainous communes of Hanoi is very important (average from 4.01 to 4.17). The research subjects believe that "Educating self-protection skills for primary school students contributes to the implementation of the comprehensive education goals of primary schools" plays the most important role (average 4.17; SD = 0.915). Next is "Educating self-protection skills for primary school students promotes the development of individuals and society" (average = 4.08; SD = 0.920) and finally "Educating self-protection skills for primary school students is considered an important criterion in assessing the quality of education of primary schools" (average = 4.01; SD = 0.928). Thus, educating self-protection skills for primary school students in mountainous communes first of all plays an important role in realizing the goal of comprehensive education for school students. On the other hand, this educational activity also contributes to the development of

develop students' personalities and promote social development. This activity is also an important criterion to evaluate the quality of education of the school. Thus, the activity of educating self-protection skills for students in mountainous communes of Hanoi plays a very important role, so primary schools need to pay much attention to organizing and implementing this educational activity so that it effectively achieves the set goals.

3.2.2. Current status of self-protection skills of students in mountainous communes of Hanoi

Table 3.6: Existing levels of self-protection skills in primary school students



Skills

Shared

Manage

Teacher



Average

DLC

Average

DLC

Average

DLC

t

p

1. Safety skills when playing by yourself

1.83

0.606

1.75

0.618

1.89

0.594

-2,129

0.034

2. Skills to prevent some emergency situations and

call for help


1.81


0.581


1.77


0.564


1.83


0.592


-0.961


0.337

3. Skills to avoid being abused

body, sexual harassment

1.97

0.614

1.92

0.601

2.01

0.621

-1,427

0.154

4. Escape route finding skills

2.07

0.518

2.02

0.512

2.11

0.520

-1,641

0.102

5. Skills to behave when lost

1.96

0.614

1.92

0.601

1.99

0.621

-1,152

0.250

6. Traffic participation skills

2.16

0.584

2.15

0.608

2.16

0.569

-,112

0.911

7. Adaptive skills in

social environment

2.07

0.791

2.00

0.831

2.12

0.761

-1,418

0.157

Average

1.98

0.503

1.93

0.495

2.02

0.507

-1,555

0.121

The research results are summarized in the table above, showing that: school administrators and teachers of primary schools in mountainous communes of Hanoi city assess the current level of self-protection skills of current students at a fairly weak level with an average score of 1.98, SD = 0.503. Thus, primary school students in mountainous communes of Hanoi city do not have self-protection skills. Among the 7 skills studied, "Traffic participation skills" has the highest average score (average score = 2.16; SD = 0.58). Although this skill in students has the highest average score among the 7 skills studied, it is still at a fairly weak level and is close to the average level.

The results of this study are also very consistent with the practical life and environment of students in mountainous communes of Hanoi. The reason why, compared to the 7 skills studied, primary school students have this skill the best is because the terrain and traffic in these communes are not too complicated, the traffic density is not too high, the school is not too far from residential areas so the students can go to school by themselves without their families having to pick them up. On the other hand, due to the conditions and circumstances of the students here, many families have parents and grandparents who cannot pick them up, so they have to teach them traffic skills, guide them to participate in traffic safely to go to school by themselves, so the students have initially acquired this skill. For the remaining 6 skills, the average score is from 1.81 to 2.07, which is quite weak. The results of this study show that students in mountainous communes of Hanoi do not have skills such as: Safety skills when playing by themselves; Skills to avoid some emergency situations and call for help; Skills to avoid physical abuse and sexual harassment; Skills to find escape routes; Skills to behave when lost. The results of this research are very interesting, because

Perhaps, for primary school students in mountainous communes, these are very important skills for them, these skills will help them protect themselves in the best way, avoid natural disasters, fires, avoid sexual abuse, avoid getting lost and traffic accidents. Thus, primary schools in mountainous communes need to closely direct the education of self-protection skills for their students from the content, program, form and teaching methods to achieve the best results.

Comparing the assessment of the target group of teachers and the target group of managers on the current level of self-protection skills of students in mountainous communes of Hanoi, it was found that, in general, there was no statistically significant difference between teachers and managers in assessing the current level of general self-protection skills (p>0.05). Among the 7 specific self-protection skills, the only statistically significant difference was in the skill of playing safety (p=0.034; t=-2.129), however, the difference was not clear, in which teachers were the ones who assessed the current level of this skill higher than managers.

3.2.3. Current status of self-protection skills in primary school students in mountainous communes of Hanoi

Table 3.7: Level of response of self-protection skills



Skills

Shared

Manage

Teacher



Average

DLC

Average

DLC

Average

DLC

t

p

1. Safety skills when playing by yourself

2.14

0.421

2.14

0.352

2.14

0.462

-0.053

0.958

2. Skills to prevent a

emergency number and call for help.


2.00


0.752


1.88


0.742


2.07


0.750


-2,522


0.012

3. Skills to avoid being abused

body, sexual harassment

2.06

0.342

2.07

0.259

2.06

0.388

0.166

0.868

4. Safe eating skills

1.99

0.748

1.88

0.742

2.07

0.744

-2,419

0.016

5. Skills to behave when lost

1.91

0.517

1.88

0.494

1.93

0.533

-0.825

0.410

6. Traffic participation skills

2.16

0.832

2.07

0.870

2.22

0.802

-1,643

0.101

7. Adaptive skills in

social environment

2.33

0.524

2.35

0.479

2.31

0.554

0.625

0.532

Average

2.08

0.466

2.04

0.441

2.11

0.480

-1,571

0.117

The research results are summarized in the data table showing that the management staff and teachers of primary schools in mountainous communes of Hanoi city assess the current level of self-protection skills of students at a fairly weak level with an average score of

= 2.08, DLC = 0.466. Thus, primary school students in mountainous communes of Hanoi city have not met the requirements for self-protection skills.

The research results also show that there is a difference in the level of response between the self-protection skills studied on primary school students in mountainous communes of Hanoi. Specifically, among the 7 skills studied, "Adaptation skills in the social environment" has the highest average score (average score = 2.33; SD = 0.524). Although this skill in students has the highest average score among the 7 skills studied, it is still at a fairly weak level and is close to the average level and does not meet the requirements of

life. For the remaining 6 skills, the average score is from 1.91 to 2.14, quite weak. The results of this study show that students in mountainous communes of Hanoi do not have the following skills: Safety skills when playing alone; Skills to avoid some emergency situations and call for help; Skills to avoid physical abuse and sexual harassment; Skills to find escape routes; Skills to behave when lost; Skills to participate in traffic. Thus, the results of this study affirm the need to conduct self-protection skills education activities for primary school students to be studied so that they can have these skills better, adapt to problems in social life, and help them to protect themselves when participating in social life.

Comparing the assessment of the target group of teachers and the target group of managers on the level of self-protection skills of students in mountainous communes of Hanoi, it was found that, in general, there was no statistically significant difference between teachers and managers in assessing the level of self-protection skills (p>0.05). Among the self-protection skills, only 2 skills showed a statistically significant difference between teachers and managers: the skill of avoiding some emergency situations and calling for help (p=0.012; t=-2.522) and the skill of finding an escape route (p=0.016; t=-2.419). In which, teachers assessed the level of these two skills better than managers.

3.2.4. Current status of implementation level and effectiveness of self-protection skills education in primary school students in mountainous communes of Hanoi

3.2.4.1. Current status of self-protection skills education implementation in primary school students in mountainous communes of Hanoi

Table 3.8: Level of implementation of self-protection skills education for primary school students


Skills

Shared

Manage

Teacher



Average

DLC

Average

DLC

Average

DLC

t

p

1. Safety skills when playing by yourself

2.36

0.633

2.35

0.702

2.37

0.584

-0.272

0.785

2. Skills to prevent some emergency situations and

call for help


2.44


0.502


2.43


0.496


2.45


0.507


-0.379


0.705

3. Skills to avoid physical abuse and sexual harassment

2.41

0.629

2.32

0.684

2.47

0.582

-2,267

0.024

4. Safe eating skills

2.42

0.521

2.44

0.498

2.41

0.536

0.603

0.547

5. Skills to behave when lost

2.49

0.583

2.55

0.560

2.45

0.596

1,637

0.102

6. Traffic participation skills

2.54

0.498

2.56

0.496

2.52

0.500

0.805

0.421

7. Adaptive skills in

social environment

2.59

0.570

2.60

0.554

2.59

0.582

0.066

0.947

Average

2.46

0.249

2.46

0.249

2.46

0.249

-0.072

0.943

The data in the table above shows that most of the skills studied are implemented by schools but not on a regular basis. According to the management staff,

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