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Statistics of Average Scores of Each Criteria of Nlth in Students Through Assessment Times with Measure 1 (Round 1)


The combined route has helped students have conditions to reflect and prepare better for choosing and implementing project topics, and interact more. Teachers have provided timely and effective assistance to each group, and better monitored and evaluated the students' project implementation process.

Opinion of teacher Nguyen Thi Thuy Lan (Go Cong High School, Tien Giang): “ DHDA has enhanced students’ self-study activities, promoting their independence and creativity. Students were very excited to create project products and discuss their products. The online environment has helped students interact, promptly and quickly resolve problems and difficulties encountered. Students have also made better use of information technology tools to access the internet to look up, collect information and present project products”.

Thus, most teachers have positive feedback on the effectiveness of the two measures of applying the BL model to the development of students' self-learning ability. Through their opinions, it can be seen that in the control classes, teachers do not apply teaching according to the BL model, students' self-learning ability is still limited, many students learn passively, do not know how to learn, do not care about goals, planning and self-assessment, and draw experience after each learning stage. In the experimental class, each teaching process requires students to learn, to determine goals, plan and implement the learning plan, evaluate and adjust after the learning process. Therefore, after a period of application, students have gradually become familiar with the new way of learning, effectively develop their self-learning ability and have certain IT skills. The online environment has helped teaching activities to be carried out more easily and flexibly. Teachers have provided timely and effective support, better supervision and evaluation of students' activities during the project implementation process, and the interaction between students in groups/classes has also been significantly enhanced.

In addition, through observing the attitudes, learning interests,... of students in the experimental and control classes during some teaching hours, we also noticed that in the experimental classes, students were very enthusiastic, enthusiastic, actively participating in learning activities and working in groups very effectively. Through interviews with some students, they all said that they were more proactive in learning, knew how to learn, knew how to use tools to access and search for information on the internet, solved problems in learning and practice, most of them supported and wanted teachers to regularly organize online combined teaching activities like that. This proves that organizing teaching according to the BL model has had positive impacts on students' attitudes and interests in learning.


Here are some pictures during the TNSP process at high school:



test

Figure 3.1. Students of Vo Van Kiet High School, Ho Chi Minh City, conduct the experiment.

Figure 3.2. Students of Van Coc High School, Hanoi participate in a learning game.

Maybe you are interested!



group discussion

Figure 3.3. Students of Hiep Hoa High School No. 2, Bac Giang present results.

Figure 3.4. Students of Yen Dung High School No. 2, Bac Giang present their products.

project product to learn about alkanes



Khac Khoan, Hanoi presents project products on alcohol

Figure 3.5. Students of Phung High School

Figure 3.6. Students of Kon High School

Tum, Kon Tum presents project products on learning about carboxylic acids


3.5.2.2. Quantitative results

a. Results from teacher assessment

The assessment was conducted at pre-impact (TTD) and post-impact (STD) times using the NLTH assessment form according to the teacher's criteria (section 2.3.1), specifically: measure 1 (at 4 times: pre-impact, after KHBD K1, after KHBD K3 and after KHBD K5) and measure 2 (at 4 times: pre-impact, after KHBD K6, after KHBD K7 and after KHBD K8).

For measure 1:

- At the time of the assessment, the teacher observes the activities and analyzes the learning outcomes of the students, especially the achievements of each student, and collects information through the assessment student survey form and the assessment test, thereby evaluating the 10 credits of the assessment.

- At the STĐ times, teachers observe students' learning activities and collect information through individual KWL diagrams (TC1, TC2, TC9, TC10), lesson plans (TC3, TC4), content of students' notebooks, results of answering/performing exercises/practical tasks of the lesson (TC5, TC6, TC8), results of collaboration in class, diary of students' exchanges on Teams to request support or support other classmates (TC7), results of post-impact tests (TC1, TC2, TC5, TC6, TC8). From there, teachers evaluate and give scores corresponding to 10 credits of NLTH.

Same for measure 2:

- At the time of the assessment, the teacher observes the activities and analyzes the learning outcomes of the students, especially the achievements of each student, and collects information through the assessment student survey form and the assessment test, thereby evaluating the 10 credits of the assessment.

- At the STĐ times, teachers observe students' learning activities and collect information through individual KWL diagrams (TC1, TC2, TC9, TC10), individual plans based on the group's general project implementation plan and adjustments (TC3, TC4), results of individual tasks and group project product evaluation results (TC5, TC6, TC8), group exchange logs on Teams, results of group project implementation process evaluation and contributions of group members (TC7), peer assessment results of project products (TC9) and post-impact test results (TC1, TC2, TC3, TC4, TC5, TC6, TC8, TC9, TC10). From there, teachers determine the achieved score corresponding to 10 criteria for assessing students' learning ability.


We used the Cronbach's Alpha coefficient calculation method on SPSS 20 software to evaluate the reliability of the scale. The results (in Appendix 8.11) show that the scale of 10 criteria for assessing students' learning ability through 2 impact measures has good reliability, all criteria have a corrected item-total correlation coefficient ≥ 0.30, meeting the requirements (Nunnally & Bernstein, 1994) and no criteria reduce the reliability of the results; the scale has a Cronbach's Alpha coefficient ≥ 0.60, so it is statistically acceptable and allows use to assess students' learning ability at each point in time.

Results for measure 1

We conducted descriptive statistics on the average score assessed by each NLTH criterion (from TC1-TC10) and the overall average score assessing all 10 criteria of 210 students in round 1 and 262 students in round 2. The results are presented in the tables and figures below:

Table 3.6. Statistics of average scores assessing each criterion of NLTH in students through assessment times with measure 1 (round 1)


Evaluation criteria

Average score of NLTH over time


TBK5- TTĐ


T-test (sig.) K5-TTD

TTĐ

K1

K3

K5


TB

Deviation

standard


TB

Deviation

standard


TB

Deviation

standard


TB

Deviation

standard

1

1.86

0.63

2.15

0.56

2.54

0.51

2.59

0.49

0.74

0.000

2

1.61

0.54

1.83

0.52

2.18

0.49

2.31

0.47

0.71

0.000

3

1.64

0.54

1.86

0.52

2.30

0.51

2.40

0.49

0.76

0.000

4

1.48

0.52

1.65

0.50

2.01

0.48

2.12

0.38

0.65

0.000

5

1.76

0.53

1.90

0.52

2.30

0.49

2.42

0.49

0.66

0.000

6

1.55

0.51

1.74

0.48

2.09

0.46

2.20

0.42

0.65

0.000

7

1.75

0.56

1.97

0.52

2.31

0.52

2.53

0.50

0.78

0.000

8

1.73

0.50

1.91

0.49

2.12

0.48

2.29

0.46

0.57

0.000

9

1.67

0.49

1.82

0.42

2.09

0.40

2.19

0.39

0.52

0.000

10

1.65

0.48

1.78

0.41

2.04

0.39

2.10

0.31

0.45

0.000

TBC

1.67

0.41

1.86

0.36

2.20

0.32

2.31

0.29

0.64

0.000


Table 3.7. Characteristic parameters for measure 1 (round 1)


Parameters

Round 1 results

TTĐ

K1

K3

K5

TB

1.67

1.86

2.20

2.31

Standard deviation

0.41

0.36

0.32

0.29

Compare

K1 and TTĐ

K3 and K1

K5 and K3

K5 and TTĐ

T-test (Sig.)

0.000

0.000

0.000

0.000

ES (SMD)

0.46

0.94

0.37

1.57

Small

Big

Small

Very large

Figure 3.7. Development of students' NLTH through assessment times with measure 1 (round 1)

Table 3.8. Statistics of average scores assessing each criterion of NLTH in students through assessment times with measure 1 (round 2)


Evaluation criteria

Average score of NLTH over time


TBK5- TTĐ


T-test (sig.) K5-TTD

TTĐ

K1

K3

K5


TB

Deviation

standard


TB

Deviation

standard


TB

Deviation

standard


TB

Deviation

standard

1

1.84

0.61

2.13

0.59

2.44

0.56

2.63

0.50

0.79

0.000

2

1.61

0.57

1.75

0.53

2.20

0.55

2.44

0.51

0.83

0.000

3

1.74

0.60

1.95

0.59

2.29

0.58

2.55

0.50

0.81

0.000

4

1.50

0.51

1.61

0.51

1.93

0.45

2.08

0.44

0.58

0.000

5

1.76

0.63

1.87

0.62

2.25

0.52

2.44

0.51

0.68

0.000


6

1.58

0.61

1.72

0.57

2.06

0.56

2.23

0.47

0.65

0.000

7

1.81

0.55

2.05

0.53

2.36

0.51

2.56

0.50

0.75

0.000

8

1.82

0.54

1.96

0.51

2.19

0.49

2.33

0.47

0.51

0.000

9

1.74

0.46

1.91

0.45

2.10

0.42

2.22

0.42

0.48

0.000

10

1.59

0.49

1.72

0.47

1.99

0.39

2.16

0.39

0.57

0.000

TBC

1.70

0.41

1.87

0.38

2.18

0.34

2.36

0.30

0.66

0.000

Table 3.9. Characteristic parameters for measure 1 (round 2)


Parameters

Round 2 results

TTĐ

K1

K3

K5

Average score

1.70

1.87

2.18

2.36

Standard deviation

0.41

0.38

0.34

0.30

Compare

K1 and TTĐ

K3 and K1

K5 and K3

K5 and TTĐ

T-test (Sig.)

0.000

0.000

0.000

0.000

Image level

enjoy ES

0.41

0.82

0.54

1.62

Small

Big

Medium

Very large


Figure 3.8. Development of students' NLTH through assessment times with measure 1 (round 2)

Comments: Through the data in tables 3.6, 3.7, 3.8, 3.9, it shows that the total average score of all criteria over the assessment times has increased (1.67; 1.86; 2.20; 2.31 in round 1), (1.70; 1.87; 2.18; 2.36 in round 2), the average score assessed with each criterion of NLTH also increased significantly (before the impact, it was all less than 2.0 but after the K5 KHBD, it was all greater than 2.0), proving that the NLTH of students has developed quite evenly. The standard deviation at each assessment time and according to each criterion gradually decreased, proving that the number of


The data collected is less scattered and more reliable. In particular, the criteria with large fluctuations are TC1 (determining learning objectives and content) increased by 0.74 in round 1; 0.79 in round 2, TC2 (determining relevant known things) increased by 0.71 in round 1; 0.83 in round 2, TC3 (determining means and methods of performing learning tasks) increased by 0.76 in round 1; 0.81 in round 2, TC7 (cooperation with teachers and classmates) increased by 0.78 in round 1; 0.75 in round 2 shows that there is a strong development of these criteria through measure 1, the reason is that when studying according to the flipped classroom model, students often read and clearly perceive the lesson objectives, identify the learning tasks, evaluate before and after class about what they have achieved, actively cooperate in class and the online learning process at home.

Figures 3.7 and 3.8 clearly show the progress of students through each period of the TNSP. After the K1 KHBD, students' learning ability has developed but not strongly, the difference in average value is small (0.19 in round 1; 0.17 in round 2), the SMD values ​​are 0.46; 0.41 respectively, also showing the small level of impact, the reason may be that students are not yet familiar with the new learning methods and online learning tools. However, after the K3 KHBD, students' learning ability has developed more strongly, the average value is larger than that of the K1 KHBD (0.34 in round 1; 0.31 in round 2), the SMD values ​​are 0.94; 0.82 also shows a large level of influence, especially after KHBD K5, the average value increased sharply compared to the time of TTD (0.64 in round 1; 0.66 in round 2), SMD also increased by 1.57; 1.62 respectively (reflecting a very large level of influence). In addition, the parameter values ​​p (sig.) in the dependent T-test are always less than 0.05, confirming that this development is not random but due to the impact of measure 1.

Results for measure 2

Similar to measure 1, we conducted descriptive statistics on the assessment scores according to the NLTH criteria of students at the time points before the impact, after the K6 KHBD, after the K7 KHBD and after the K8 KHBD. The results are summarized and presented below:

Table 3.10. Statistics of average scores assessing each criterion of NLTH in students through assessment times with measure 2 (round 1)

Evaluation criteria

Average score of NLTH over time

TBK8- TTĐ

T-test (sig.) K8-TTD

TTĐ

K6

K7

K8

TB

Degree

TB

Degree

TB

Degree

TB

Degree




deviated

standard


deviated

standard


deviated

standard


deviated

standard



1

1.87

0.54

2.17

0.53

2.54

0.51

2.62

0.49

0.75

0.000

2

1.66

0.53

1.86

0.51

2.06

0.47

2.20

0.42

0.54

0.000

3

1.75

0.57

2.00

0.53

2.36

0.52

2.47

0.51

0.72

0.000

4

1.55

0.53

1.81

0.51

2.08

0.47

2.25

0.46

0.70

0.000

5

1.88

0.56

2.28

0.54

2.50

0.51

2.65

0.49

0.77

0.000

6

1.63

0.52

1.84

0.50

2.14

0.49

2.23

0.45

0.60

0.000

7

1.80

0.54

2.04

0.53

2.43

0.51

2.56

0.50

0.76

0.000

8

1.75

0.55

2.00

0.53

2.43

0.51

2.50

0.50

0.75

0.000

9

1.71

0.49

1.89

0.46

2.10

0.45

2.24

0.44

0.53

0.000

10

1.64

0.50

1.85

0.44

2.02

0.41

2.12

0.35

0.48

0.000

TBC

1.72

0.40

1.97

0.38

2.27

0.33

2.38

0.29

0.66

0.000

Table 3.11. Characteristic parameters for measure 2 (round 1)


Parameters

Round 1 results

TTĐ

K6

K7

K8

TB

1.72

1.97

2.27

2.38

Standard deviation

0.40

0.38

0.33

0.29

Compare

K6 and TTĐ

K7 and K6

K8 and K7

K8 and TTĐ

T-test (Sig.)

0.000

0.000

0.000

0.000

ES (SMD)

0.63

0.78

0.36

1.65

Medium

Medium

Small

Very large

Figure 3.9. Development of students' NLTH through assessment times with measure 2 (round 1)

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