Table 3.20: Results of assessment of professional competency output standards of students in the experimental group (course 16) and the control group (course 15)
computer-based test content
TT
Number of students | Ranking results | ||||||||||||
XS | % | Good | % | Rather | % | TB | % | Not achieved | % | 2 | p | ||
I | Experimental group | ||||||||||||
1 | 9 | 2 | 22.22 | 3 | 33.33 | 4 | 44.44 | 0 | 0 | 0 | 0 | 3.60 | < 0.05 |
II | Control group | ||||||||||||
2 | 8 | 01 | 12.5 | 2 | 25 | 5 | 62.5 | 0 | 0 | 0 | 0 | 4.44 | < 0.05 |
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Table 3.21: Results of assessment of professional competency output standards of students in the experimental group (course 16) and the control group (course 15)
mock classroom teaching content
TT
Number of students | Ranking results | ||||||||||||
XS | % | Good | % | Rather | % | TB | % | Not achieved | % | 2 | p | ||
I | Experimental group | ||||||||||||
1 | 9 | 3 | 33.33 | 2 | 22.22 | 4 | 44.44 | 0 | 0 | 0 | 0 | 1.60 | > 0.05 |
II | Control group | ||||||||||||
2 | 8 | 0 | 0 | 2 | 25 | 5 | 62.5 | 01 | 12.5 | 0 | 0 | 0.04 | >0.05 |
Table 3.22: Results of assessment of professional competency output standards of students in the experimental group (course 16) and the control group (course 15)
Direct interview content
TT
Number of students | Ranking results | ||||||||||||
XS | % | Good | % | Rather | % | TB | % | Not achieved | % | 2 | p | ||
I | Experimental group | ||||||||||||
1 | 9 | 01 | 11.11 | 01 | 11.11 | 4 | 44.44 | 3 | 33.33 | 0 | 0 | 3.88 | < 0.05 |
II | Control group | ||||||||||||
2 | 8 | 0 | 0 | 01 | 12.5 | 5 | 62.5 | 2 | 25 | 0 | 0 | 1.90 | >0.05 |
87.50%
77.77%
22.22%
12.50%
10%
0%
XS - Good
Fair - Average
XS - Good
Fair - Average
XS - Good
Fair - Average
Multiple choice test Teaching practice test Direct interview
TN DC
106
90% | |||||
80% | 75.00% | ||||
70% | 62.50% | ||||
60% | 55.55% | 55.55% | |||
50% | 44.44% | 44.44% | |||
40% | 37.50 | % | |||
30% | 25.00% | ||||
20% | |||||
Chart 3.2: Comparison of output standard assessment results
Professional competence of experimental and control groups
Statistical analysis of results is presented from tables 3.20; 3.21; 3.22 and charts.
3.2 on the results of evaluating professional output standards of experimental group students shows that:
The students’ ability to absorb theoretical content is quite good, with excellent and good scores accounting for a high percentage (55.55%), the rest are fair scores (44.44%), with no average or unsatisfactory scores. This shows that graduates can respond quite well to the ability to analyze and explain professional issues as well as other social knowledge, serving teaching work and daily life.
The teaching ability of students is also highly appreciated (55.55%) of students are rated as excellent and good; the remaining (44.44%) of students are rated as fair in teaching, with no average or unsatisfactory levels. This can be affirmed that upon graduation, students are fully capable of teaching Civic Education subjects at schools at the general education level.
Regarding communication skills and handling professional situations, only 22.22% of students are weak, with excellent and good grades, while the remaining 77.88% are classified as fair and average. In particular, the percentage of students who are average is quite high (33.33%), which shows that
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Although students have met the requirements for communication skills as well as handling professional situations, they need to be regularly trained to improve the quality of handling situations. This is also something they need to supplement during their second pedagogical internship.
Analysis of the professional CDR assessment results of the control group showed that:
The ability to absorb theoretical content of students is relatively low, the rate of excellent and good students is only 37.5%; although there are no average and unsatisfactory students, the rate of good students is very high (62.5%). This confirms that although the control group students basically meet the requirements of professional theory upon graduation, their skills in explaining and analyzing problems will be limited.
The teaching ability of the control group students (course 15) was not highly evaluated, no student was assessed as having excellent teaching ability, only 25% of students were assessed as having excellent teaching ability, the number of students assessed as having fair teaching ability was high (62.5%), especially 12.5% of students were assessed as having average teaching ability. This shows that basically the control group students have met the teaching requirements but the teaching quality is not high, they need to supplement more pedagogical skills to meet the professional needs when graduating.
Regarding communication skills and handling professional situations, the control group students were still weak, no students were rated as excellent, only 12.5% of students were rated as good, the number of students rated as fair accounted for 62.5%, and 25% of students were rated as average. This shows that although students have met the requirements for communication skills as well as handling professional situations, they need to be regularly trained to improve the quality of handling situations, this is also something they need to add to the training program.
The overall assessment of the professional competency output standard test results shows that the experimental group's assessment results are much higher than the control group's in all assessment contents. This can confirm that the new training program developed by the thesis meets the output standards better than the old program.
3.3.2.3. Evaluate the quality of new training programs through assessing the level of hard skills achieved according to training program output standards.
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+ Evaluation purpose:
Implement the policies and guidelines of the Ministry of Education and Training based on the output approach to improve training quality.
Evaluating the output standards of the undergraduate training program in the field of Physical Education is the basis for the faculty and department of Physical Education to evaluate the quality of the training program, and at the same time, it is the basis for the faculty to review the training program and plan; review training activities, and evaluate training results for learners.
Affirming the training capacity and conditions in ensuring the educational quality of Hung Vuong University. Fulfilling the commitment of the faculty and the school to society on the quality of training so that managers, lecturers and learners strive to excel in teaching and learning.
Evaluating training program output standards helps innovate in the field of training management, teaching methods, assessment methods and learning methods. At the same time, clearly define the obligations and enhance the responsibilities of the management staff and lecturers in teaching activities, teaching services and management, helping learners to improve in their studies and self-study to achieve output standards.
+ Requirements:
Evaluation of output standards for hard skills in the field of vocational education needs to ensure consistency and fully evaluate criteria in the training process including knowledge - skills - attitudes.
The assessment tool ensures coverage of all knowledge, skills, and attitudes of the training program. It ensures testing of basic knowledge, foundation, professional skills, and attitudes of students as announced in the output standards.
The evaluation results are the basis for evaluating the training program, and at the same time, providing solutions to improve the program, innovate teaching and learning methods, and training management methods.
+ Participants in the assessment of hard skills output standards:
Steering Committee: Including school leaders, heads of functional departments, quality assurance center, foreign language information technology center, national defense and security education center, heads of arts and sports, engineering and technology, and foreign languages faculties.
Professional Council: Including heads of the faculties of arts and sports, engineering and technology, foreign languages; directors of quality assurance centers, foreign language informatics,
109
National Defense and Security Education; heads of IT, English, Chinese, and Civic Education departments; lecturers of IT, foreign languages, national defense, and security with expertise, reputation, and good teaching experience.
+ Evaluation objects: Students finishing their third year of study and preparing for their second teaching internship.
+ Build a tool to assess hard skills output standards
Based on the announced output standards. The professional council builds a multiple choice question bank covering all knowledge, skills, and attitudes according to the output standards of the training program and practices according to specific skills:
For IT output standards: test 2 contents: multiple choice theory and practice on computer.
For foreign language output standards: test 4 skills Listening, speaking, reading, writing
For athlete level output standards: take 01 level 2 exam (sport of strength) and 02 level 3 exams (2 sports of strength) in the form of practice.
For national defense and security certificates: 2 tests: multiple choice test on computer and professional practice
+ Output standard assessment format:
Multiple choice test on computer has pre-installed random mixed test questions. Practical test on computer has pre-installed random test questions.
Written and multiple choice tests on paper based on the topic of the draw and the topic of listening and reading
Okay.
Practical exam on the field for the contents according to registration and lottery
+ Evaluation and scoring method:
Students meet the output standards when the average score of the exam content is 5/10 or higher.
up (the theoretical IT output standard must be met to be able to take the practical exam)
Students who do not meet the output standards will have to continue studying to retake the next exams or they will not be eligible to graduate.
The results of the assessment of hard skills output standards for students of course 15 (2017-2021) and students of course 16 (2018-2022) are presented in table 3.23 and charts 3.3; 3.4.
Table 3.23: Results of assessment of hard skills output standards of the control group and experimental group
TT
Hard skills | Experimental group (n=9) | Control group (n=8) | |||||||
Obtain | Not achieved | Obtain | Not achieved | ||||||
SL | % | SL | % | SL | % | SL | % | ||
1 | Information technology | 7 | 77% | 02 | 23% | 4 | 50% | 4 | 50% |
2 | Foreign language | 6 | 66% | 03 | 34% | 2 | 25% | 6 | 75% |
3 | Athlete level | 9 | 100% | 0 | 0% | 6 | 75% | 2 | 25% |
4 | Certificate of National Defense and Security Education | 9 | 100% | 0 | 0% | 9 | 100% | 0 | 0% |
120
100
80
60
TN
Address
40
20
0
Information technology
Foreign language
Level
QP, AN
Chart 3.3: Comparison of the rate of achieving hard skills output standards of the experimental group and the control group
80
70
60
50
40
30
TN
Address
20
10
0
Information technology
Foreign language
Level
QP, AN
Chart 3.4: Comparison of the rate of failure to meet hard skills output standards of the experimental group and the control group
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The analysis of the results presented in Table 3.23 and Charts 3.3; 3.4 shows that 100% of the students of the two groups who finished the third year met the output standards for National Defense and Security Education; other hard skills such as IT, foreign languages, and athlete level of the experimental group who finished the third year all had higher achievement rates than the control group. This shows that the new training program built by the thesis is more effective in terms of meeting the output standards for hard skills for students compared to the old training program.
3.3.2.4. Evaluate the quality of innovative training programs by consulting with stakeholders on the level of response of the training program.
After completing the output standard assessment, the thesis consulted 7 experts, representatives of 6 recruitment units, 9 students directly studying and 12 lecturers directly teaching the new program developed by the thesis through indirect interviews through questionnaires developed by the school's quality assurance center. The results are presented in tables 3.24 and 3.25.
Table 3.24: Opinions of experts and employers on the responsiveness of the innovative training program
TT
Number of hits price | Review content | Evaluation results | ||||||||||
Good | % | rather | % | TB | % | Weak | % | Least | % | |||
I | Expert Reviews | |||||||||||
1 | 7 | About basic knowledge | 3 | 42.85 | 4 | 57.15 | 0 | 0 | 0 | 0 | 0 | 0 |
2 | About specialized knowledge branch | 4 | 57.15 | 2 | 28.57 | 01 | 14.28 | 0 | 0 | 0 | 0 | |
3 | About applied skills reality | 2 | 28.57 | 4 | 57.15 | 01 | 14.28 | 0 | 0 | 0 | 0 | |
4 | About the ability to do specialized work | 2 | 28.57 | 3 | 42.85 | 2 | 28.57 | 0 | 0 | 0 | 0 | |
5 | On the ability to respond to the following program university | 5 | 71.43 | 2 | 28.57 | 0 | 0 | 0 | 0 | 0 | 0 | |
II | Employer Reviews | |||||||||||
6 | 6 | Understanding the field specialized | 2 | 33.33 | 4 | 66.67 | 0 | 0 | 0 | 0 | 0 | 0 |
7 | Understanding of knowledge society | 2 | 33.33 | 3 | 50 | 01 | 16.67 | 0 | 0 | 0 | 0 | |
8
Communication skills, presentation, style, attitude | 3 | 50 | 2 | 33.33 | 01 | 16.67 | 0 | 0 | 0 | 0 | |
9 | Responsiveness work at the unit after graduation | 3 | 50 | 3 | 50 | 0 | 0 | 0 | 0 | 0 | 0 |
10 | Ability to handle situations at work job | 2 | 33.33 | 2 | 33.33 | 2 | 33.33 | 0 | 0 | 0 | 0 |
Table 3.25: Opinions of lecturers and students on the responsiveness of the innovative training program
TT
Number of reviews | Review content | Evaluation results | ||||||
Very Agree | % | Agree | % | Are not Agree | % | |||
I | Student Reviews | |||||||
1 | 9 | Training programs have clear objectives and output standards that are suitable for needs. society | 7 | 77.77 | 2 | 22.23 | 0 | 0 |
2 | The structure of the training program is suitable. with industry, training profession | 8 | 88.88 | 01 | 11,12 | 0 | 0 | |
3 | The training content is complete and updated to meet the objectives and CDR | 7 | 77.77 | 2 | 22.23 | 0 | 0 | |
4 | Number of credits and number of courses in suitable training program | 6 | 66.65 | 2 | 22.23 | 01 | 11,12 | |
5 | CTĐT ensures adequate capacity transfer to postgraduate program | 8 | 88.88 | 1 | 11,12 | 0 | 0 | |
II | Instructor Reviews | |||||||
6 | 12 | Training programs have clear objectives and output standards that are suitable for needs. society | 9 | 75 | 3 | 25 | 0 | 0 |
7 | The structure of the training program is suitable. with industry, training profession | 8 | 66.66 | 4 | 33.34 | 0 | 0 | |