Statistical Table of Measurement Results of Activities During Learning

We also conducted a correlation test between school blocks, majors and pre-study activities. The results showed that there was no difference between natural science majors and social science majors, between public schools and private schools in terms of pre-study activities.

Thus, through the survey of students' activities before studying, it shows that students are still quite passive in studying the subject of Basic Principles of Marxism-Leninism . Besides, there is a difference between male and female students in terms of pre-study activities. Male students have a higher level of participation in pre-study activities than female students.

4.3.2. While studying

Table 4.7 Statistical table of measurement results of activities during learning

Work

Quantity SV	Midpoint jar	Deviation standard
Focus on the lecture	237	3.5	0.9
Take notes according to what the teacher reads.	237	3.4	0.9
Selective notes according to your understanding close	237	3.5	0.9
Speech to build the lesson	237	2.6	1.0
Debate with GV	237	2.3	1.2
Summarize the lesson with a mind map	237	2.4	1.1
Ask questions at the beginning of a new lesson	237	2.4	1.1

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Comments : The above results show that there is a relative difference in the activities of students during their studies. Selective note-taking is done by students quite often (mean = 3.5), while debating with teachers has the lowest level, which also means that students rarely debate with teachers (mean = 2.3). In addition, the percentage of students summarizing the lesson using mind maps and

Asking questions at the beginning of a new lesson is also relatively low. A specific survey of how

Student notes at four schools yield the results in the chart below:

Figure 4.6 Graph of results measuring students' note-taking learning methods

The number of students who selectively took notes on the lesson content had the highest rate. In addition, the rate of students who did not take notes was also relatively high. There were also quite clear differences in learning methods between schools. In particular, the two public schools (HCM City University of Natural Sciences and HCMC University of Social Sciences and Humanities) had a higher rate of students selectively taking notes according to their understanding than the two private schools (HCM City University of Natural Sciences and Humanities and Culture).

Chi-square test shows that there is a correlation between SV

Public and private school blocks on the level of debate with teachers. Students of block

Public school students have a higher level of debate with teachers than private school students (Table 66, p.136). There is also a difference in summarizing lessons using mind maps between public and private school students. Public school students have a higher level of doing this than private school students (Table 67, p.137). Students in natural sciences and social sciences have differences in the way they take notes while studying. Students in natural sciences have a higher level of recording everything the teacher reads than students in social sciences (Table 68, p.138).

Testing the correlation between student's personal characteristics and

Activities during learning show:

There are gender differences in the activities of speaking up to build a lesson (Table 69, p.139), debating with the teacher (Table 70, p.139), summarizing the lesson with a mind map (Table 71, p.140), and asking questions at the beginning of a new lesson (Table 72, p.141). Accordingly, male students have a higher level of participation in the above activities than female students.

There are differences in academic performance in the activities of listening to lectures (Table 73, p.141), speaking up to develop lessons (Table 74, p.142), debating with teachers (Table 75, p.143), summarizing lessons with mind maps (Table 76, p.143), and asking questions at the beginning of a new lesson (Table 77, p.144). Accordingly, male students have a higher level of participation in the above activities than female students.

In summary, although there are differences by gender and academic ability as well as by school and major in learning activities, in general, students are still quite passive in learning activities.

4.3.3. After studying

Table 4.8 Statistical table of measurement results of post-learning activities

Statistics

	Student's study time in 1 week	Self-study	Join a study group
Number of students	233	237	237
Average score	2.4	3.1	2.8
Standard deviation	1.5	1.0	1.1

Comments: The survey shows that the time that students spend studying the subject of Basic Principles of Marxism-Leninism at home is quite low (an average of nearly 2.5 hours/week) while students usually study from six to twelve periods in class each week. The level of self-study and group study participation in the subject of Basic Principles of Marxism-Leninism is also very low. Students' homework is mainly done when exams are near. This shows that students' learning methods are still passive and reactive. The chart below will prove that.

Figure 4.7 Graph of results measuring students' old learning methods

Testing the correlation between post-study activities by major and school shows that: There is no difference by school but there is a difference between students in the natural sciences and students in the social sciences in the level of participation in group study (Table 78, p.145). Accordingly, students in the social sciences have a higher level of participation in group study than students in the natural sciences.

Testing the correlation between post-study activities by gender and academic performance shows that: There is a difference by gender in group study participation. Accordingly, male students have a higher level of group study participation than female students (Table 79, p.146); There is a difference by academic performance in self-study activities. Accordingly, students with lower academic performance have a higher level of self-study than students with higher academic performance (Table 80, p.147).

In summary, although there are differences by gender, academic ability and major, in general, students' post-study activities are still quite passive, and the number of students who only study during exam preparation time is still quite high. This shows the reactive and passive nature of students' current learning methods.

Thus, through the analysis in the three parts above on the activities before, during and after studying, it shows that: The learning method of the subject Basic principles of Marxism-Leninism of students is still passive with the level of participation in the above activities from average to below. Through the correlation tests between variables in learning methods by gender and academic ability, it also shows that: There are differences by gender and academic ability of students in learning methods. This is the basis for us to accept hypothesis 4 (there is a difference in learning methods according to the academic level of students) and hypothesis 5 (there is a difference in learning methods according to the gender of students) of the study.

Summary

From the analysis of learning outcome assessment and learning methods presented in the above sections, it can be seen that: Learning outcome assessment in the subject Basic principles of Marxism-Leninism is still quite monotonous, not diverse in form, method and content; Students' learning methods are still passive, reactive. This is the basis for us to accept hypothesis 3 (If lecturers use diverse content, forms and learning outcome assessment methods, students will learn with active and proactive learning methods and vice versa) of the research. Thus, learning outcome assessment is still limited and not diverse, leading to passive learning methods of students.

CONCLUSION

1. Conclusion

Through the research results on the influence of KT-G KQHT on students' learning methods in the subject Basic principles of Marxism-Leninism at some universities in Ho Chi Minh City, the topic draws the following conclusions:

Firstly, in general, the assessment activities of the learning outcomes of the subject Basic principles of Marxism-Leninism are mainly carried out using objective essay methods, the forms of assessment are not diverse, and the assessment content is mainly limited to topics or questions.

Second , although there are differences between male and female students as well as differences in the academic level of students in learning activities, in general, students' learning methods are still quite passive, mainly studying to serve exams and tests. The level of participation in learning activities such as: Self-study, participating in group study, ... is only at an average level.

Third, the forms of assessment of learning outcomes all have a positive influence on the learning methods of students at a relative level. Thus, the use of a variety of assessment forms of learning outcomes with corresponding score columns will make students study more actively. In particular, the use of individual exercises will have a strong influence on students' activeness in learning compared to other forms.

Fourth, the methods of assessment of learning outcomes have an impact on learning methods in two different directions at a relative level. The objective essay method has an opposite impact on learning methods while the objective multiple choice and questioning methods have an impact in the same direction on students' learning methods. Thus, the higher the level of use of objective multiple choice and questioning methods, the more active students will be in participating in learning activities. At the same time, the lower the level of use of objective essay methods will also make students more active in learning.

Fifth, the content of the assessment of learning outcomes has a positive impact on students' learning methods. Thus, the richer and more diverse the content, the more active students are in their learning.

Sixth, assessment of learning outcomes affects students' learning methods to varying degrees.

Seventh, teachers use forms, methods and content of assessment and evaluation of learning outcomes that are not diverse and have many limitations, leading to students learning passively, in response to exams.

In summary, KT-G KQHT has a positive impact on students' learning methods. Students' activeness in learning depends a lot on KT-G KQHT. Determining what KT-G KQHT is, how, in what form, and for what purpose will affect how students learn. This is the basis for us to change students' learning methods from passive to active through changing KT-G KQHT. Activeness (diversity of