Student Opinions on Topics Covered

The results showed that 64% of opinions said that the implementation should be expanded in the direction of the content of the topics, 7% said that the content should be expanded in the direction of integrating the content of many different subjects and 21% said that the implementation should be expanded in the direction of integrating with elective topics. However, through interviews and observations, we found that the implementation of the program is still formal (11/14 teachers, accounting for 79%, commented that the implementation of the content of the topics is still formal). Due to many reasons such as incorrect perception that this is a secondary activity, no assessment of academic performance, limited student level, many activities cannot be organized due to lack of means of implementation, so the implementation has not fully promoted the role of the extracurricular activities.

About scale : Depending on the topic and conditions of each school, the organization is carried out by class, block, or school.

To study this issue, we interviewed 14 teachers who teach the organization of extracurricular activities. 12/14 teachers, accounting for 90% of the interviewed teachers, answered that the organization was implemented in the form of a classroom, and 2/14 opinions, accounting for 10%, said that the organization was implemented in the form of a school.

Thus, there is a difference between the results of the questionnaire survey and the interview. When interviewed, most of them answered that the implementation was organized according to the class 90%, but the results of the questionnaire showed that the implementation according to the class size, block, and school was relatively even according to the topics. The reason for this difference is that when conducting the questionnaire survey, teachers who do not participate in teaching chose to organize according to the school size. When conducting the interview, we only conducted in-depth interviews with teachers who were directly organizing the implementation of the extracurricular activities. These teachers said that the implementation was according to the program duration and mainly took place according to the class size.

Some topics are not selected by teachers to be organized according to class size, grade or school. When we asked why? We were told that the topics: Summer fun, healthy and useful and the optional topics are assigned by teachers for students to learn more at home because these are not compulsory topics.

Through the investigation of managers and teachers, we found that although the implementation of the content of the topics mostly took place in accordance with regulations and had been expanded, the effectiveness of the program implementation was still limited. The reason is that teachers still consider this a secondary subject, so organizational skills, design skills and methodological innovation have not been focused on. In addition, many topics are not organized due to lack of means and equipment for organization.

To further explore the topics covered, we continued to investigate 168 students in two ways: the topics covered and the scale.

+ Survey results for students on topics that have been organized and implemented

Table 2.4. Students' opinions on the topics that have been organized

Topics

Have join		Not yet join		Scale
Have join		Not yet join		Class		Block		School
SL	%	SL	%	SL	%	SL	%	SL	%
1. School traditions	168	100	0	0	96	57	8	5	64	38
2. Be good and study well	168	100	0	0	80	48	14	8	74	44
3. Respect teachers and esteem education	168	100	0	0	119	71	20	12	29	17
4. Drink water remember the source	168	100	0	0	122	73	20	12	26	15
5. Celebrate the Party, celebrate spring	158	94	10	6	114	68	14	8	30	18
6. Beloved Uncle Ho	126	75	42	25	88	52	10	6	28	17
7. Summer fun, healthy and useful	102	61	66	39	62	37	4	2	36	21
8. Traffic safety	104	62	64	38	78	46	8	5	18	11
9. Love mother and teacher	138	82	30	18	28	17	4	2	106	63
10. Peace and friendship	96	57	72	43	30	18	16	10	50	30

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Through analyzing student survey data, we found that topics 1, 2, 3, 4 students fully participated (accounting for 100%), the remaining topics were studied.

incomplete participation

The reason why students do not participate in the above topics is because the school does not organize them because they are not compulsory topics, so the implementation is not necessary.

Currently, these topics are also different among teachers such as: integrating into monthly topics, assigning students to learn more at home, some teachers do not organize. There are topics that teachers do not implement because their skills in designing lesson plans to integrate the content of many subjects are limited, their skills in mobilizing educational forces are lacking, and their skills in organizing activities are not high. In addition, the conditions of the playground and equipment serving the activities do not meet the requirements for organizing activities.

Regarding scale: Most students think that the organization is implemented according to the class size. Of which, the topics of respecting teachers and valuing education account for 71%, remembering the source of water when drinking water accounts for 73%, celebrating the Party and celebrating spring accounts for 68%; school traditions account for 57%. The scale of organization and implementation at the school, block or class level also depends on the content of each topic and the conditions of each school.

Thus, participation in topics also shows that the implementation of the program has not really been cared for and focused on. Students fully participate in topics at the beginning of the school year, but in later topics, students' participation is not complete.

2.3.3. Current status of the organization of extracurricular activities in some primary schools in Ha Long city, Quang Ninh province

- Survey results for teachers and managers on forms of organizing extracurricular activities:

To investigate this issue, we ask: Teacher, please list the forms of organizing HĐGDNGLL that your class, block, and school have carried out. Who is the main person responsible? Who participated? In your opinion, to what extent are these forms effective? Why?

Through the survey we obtained the following results:

The forms of organization that 100% of teachers and managers said they had carried out included: Topic-based research competitions; Singing, dancing, and storytelling competitions. Organization

Games accounted for 92%. Organizational forms included topics: Tours (5%), Forums (6%), Clubs (9%), other forms accounted for 28%.

Thus, the current implementation of the HĐGDNGLL program only focuses on a few forms such as singing, dancing, storytelling and thematic learning which are organized more frequently, while the forms that are rarely organized are tours, forums and clubs.

According to the general assessment of teachers and managers, the effectiveness of the implemented organizational forms is not high, because students are still shy and do not actively participate in activities; teachers have not been properly trained, the design of lesson plans in the direction of integrating the content of subjects is limited, the role of advisors and the ability to mobilize participants are not good, the innovation of methods has not been focused on, and the conditions of playgrounds, classrooms and equipment do not meet the requirements of activities.

- Student assessment results on the topics that have been organized :

Table 2.5. Students' opinions on the topics that have been organized

Topics

Form
Monotonous		Abundant
SL	%	SL	%
1. School traditions	110	65	58	35
2. Be good and study well	102	61	66	39
3. Respect teachers and esteem education	86	51	82	49
4. Drink water remember the source	108	64	60	36
5. Celebrate the Party, celebrate spring	94	56	64	38
6. Beloved Uncle Ho	70	42	56	33
7. Summer fun, healthy and useful	76	45	26	15
8. Traffic safety	74	44	30	18
9. Love mother and teacher	83	49	55	33
10. Peace and friendship	79	47	17	10

The table above shows that the current organizational form is still monotonous, often only repeating one or two forms, specifically as follows: school tradition accounts for 65%, being good and studious accounts for 61%, remembering the source of water when drinking water accounts for 64%, respecting teachers and valuing education accounts for 51%, celebrating the Party and celebrating spring accounts for 56%.

Few students think that the form of organization of the topics is rich. Activities organized outside the school or with a highly practical collective nature are rarely carried out.

Besides, we also study students' attitudes and level of participation in the forms of organizing extracurricular activities.

The results are shown in Table 2.6:

Table 2.6. Students' attitudes and level of participation in forms of organizing extracurricular activities

Forms of organization of HĐGDNGLL have been carried out

Attitude
Prefer		Normal		Dislike
SL	%	SL	%	SL	%
1. Topic-based quiz	48	29	98	58	22	13
2. Singing, dancing, and storytelling contest	12	7	67	40	89	53
3. Organize the game	12	7	120	71	36	21
4. Sightseeing	152	90	16	10	0	0
5. Picnic	132	79	21	13	15	8

Through the table above, we can see that the forms of organization that students really like are organizing tours and picnics. These are forms that are usually not organized on school grounds but are more practical. For the form of tour, which is mainly organized by the classes themselves, it is spontaneous, so it does not ensure the safety of the students.

Through the survey, we learned that the reason most students do not like to participate in field trips, forums, and clubs is because the activities organized by the school are monotonous and do not attract students.

Thus, in reality, the forms of organizing extracurricular activities are still monotonous, only focusing on a few forms without combining a variety of different types when organizing and implementing extracurricular activities for students. Therefore, teachers need to always supplement and create attractiveness to attract students to voluntarily and actively participate.

2.3.4. Current status of using methods to organize and implement the HĐGDNGLL program in some primary schools in Ha Long city

To investigate this issue, we conducted a survey of teachers using a questionnaire combined with interviews and observations.

The results are shown in the table below:

Table 2.7. Teachers' self-assessment of the level and effectiveness of the methods used in implementing the HĐGDNGLL program

Methods

Level						Effective
Often through		Please occasionally		Are not ever		High		Central jar		Short
SL	%	SL	%	SL	%	SL	%	SL	%	SL	%
1. Presentation	43	63	25	37	0	0	11	17	46	67	11	17
2. Discussion	30	44	38	56	0	0	23	34	36	53	9	13
3. Role play	0	0	11	17	57	83	8	12	3	5	0	0
4. Problem Solving	32	47	36	53	0	0	31	46	37	54	0	0
5 Assign tasks	5	7	48	71	15	22	16	24	32	48	0	0
6. Forum	0	0	16	24	52	76	6	9	10	15	0	0
7.Games	24	35	39	57	5	8	16	24	47	69	0	0

Regarding the level of use of methods : Table 2.7 shows that teachers use many different methods in the process of organizing extracurricular activities, but the level of use of the methods is not the same. In which, the method

The most frequently used method was the lecture method (63%); methods that teachers occasionally used included: discussion (56%), problem solving (53%) and games (57%). However, some methods were hardly used by teachers: role-play (83%) and forum (76%).

Evaluation of the effectiveness of the methods used : In general, most teachers think that the effectiveness of the methods used is at an average level. In which, the presentation method accounts for 67%, the game accounts for 69%. The methods that are evaluated as highly effective: discussion accounts for only 34%, problem solving accounts for only 46%, there are methods that are evaluated at a high level but account for a low percentage such as: role playing accounts for 12%, forum accounts for 9%, presentation accounts for 17%.

Thus, according to the general opinion of teachers, the effectiveness of the methods used is not high because teachers have not focused on innovating methods, so the role of students as subjects has not been promoted.

Through interviews and observations, we learned that teachers mainly lecture and rarely use methods to promote students' activeness. Teachers are not interested in innovating methods because they think it takes a lot of time and effort to prepare for activities while teachers' organizational capacity is limited, and the conditions of the playground and equipment do not meet the requirements. This leads to a mentality of being afraid to do and afraid to change.

Thus, the implementation of the HĐGDNGLL program is still only a formality, not paying attention to innovation in methods, not fully exploiting the potential of students, the role of students as subjects is blurred in the lessons. The content of the topics is rarely changed, the form of activities lacks diversity, causing boredom and lethargy in activities, leading to low educational efficiency.

2.4. Current status of management and training of skills in organizing extracurricular activities for teachers of primary schools in Ha Long city, Quang Ninh

2.4.1. Current status of planning to foster extracurricular educational skills for primary school teachers

To determine the current status of planning to foster skills in organizing extracurricular educational activities, we use questions (in the appendix).

2) Does the school management board have a training plan for teachers? To get the results, we consulted 26 teachers and the results are as follows:

Table 2.8. Current status of planning and organizing activities to foster skills in organizing extracurricular educational activities for primary school teachers in Quang Ninh Province

School	KH school year		Semester		Month
School	Number quantity	Proportion (%)	Number quantity	Proportion (%)	Number quantity	Proportion (%)
1	- Le Hong Phong Primary School	24	92	17	65	9	35
2	- Minh Ha Primary School	20	77	15	58	5	19
3	- Cao Thang Primary School	20	77	12	46	6	23
4	- Tran Hung Dao Primary School	24	92	13	50	5	9
5	- Vo Thi Sau Primary School	20	77	15	58	5	9

From the above table, it can be seen that the surveyed primary schools regularly plan to improve their organizational skills annually, while monthly plans to improve the teaching staff have not been implemented regularly, such as at Minh Ha Primary School, only 19.3% have monthly plans. Also according to the table, the difference between schools is not much, Le Hong Phong and Tran Hung Dao primary schools implement more training plans for teachers. From here, we can see that primary schools in Ha Long City need to further promote the planning of training to improve the capacity of organizing extracurricular activities for teachers.

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