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Student Survey Results



B. Prepare only analysis of really important points.

weight

51.0

C. Prepare only according to the content in the textbook and documents.

6.1

D. Find ways to analyze all teaching content

26.6

8

In case a student asks a question, the teacher is not prepared and does not know.

How to analyze immediately, according to you, teachers should choose which of the following methods:

A. I'll explain in the next lesson.

6.5

B. Periodically let students visit practice facilities

7.2

C. Step by step construction of a training workshop, similar to reality in

factories

8.5

D. Assigning research assignments requires students to conduct field research.

medical facilities to resolve

0

E. All of the above measures

77.8

9

Does the number of teachers at your school meet the quality requirements?

current training?

* About quantity

A. Satisfy

48.2

B. Insufficient quantity

39.6

C. Excess quantity

12.2

* About quality

A. Satisfy

25

B. Need training in new technology

30.7

C. Need further training in both expertise and pedagogy

44.3

10

Are teachers regularly trained and improved in training methods?

create new?

A. Regularly once a year

9.3

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Student Survey Results



B. Every 2 or 3 years

18.4

C. Rarely compensated

72.3

11

The number of young teachers and lecturers in training institutions accounts for a large proportion.

about?

A. 25%

19.2

B. 50%

65.4

C. 75%

15.4

12

Number of teachers and lecturers in training institutions with adequate qualifications

standard according to regulations

A. 25%

0

B. 50%

19

C. 75%

15.4

D. 90%

14.6

E. 100%

51

13

What percentage of the teaching staff have postgraduate qualifications?

A. 15%

0

B. 30%

3.8

C. 50%

19.2

D. 75%

43.4

E. 100% [50%]

33.6

14

What training method is your training facility applying?

A. Credit unit

9.2

B. Credit system

68.5

C. Credits

22.3

15

Teachers and lecturers have applied the right method

credit-based teaching?




A. True

59.2

B. 50%

33.2

C. No

7.6

16

Do teachers in the training facility understand and skillfully apply the

How does teaching improve students' problem-solving skills?

A. Yes

30.4

B. Understand but not apply much

69.6

C. No

0

17

Do teachers often create real-life situations or

hypothetical situations and require students to rely on their knowledge to handle and solve them?

A. Yes

17.1

B. No

10.2

C. Yes but few

72.7

18

Rate of application of traditional methods in each classroom lecture

occupy about?

A. 15%

0

B. 30%

17.3

C. 50%

57.7

D. 75%

21.2

E. 100%

3.8

19

Do teachers regularly go on practical training trips and access modern production lines and technologies to improve their knowledge and skills?

practice or not?

A. Yes

28.6

B. No

71.4


20

Is the school's training industry structure in the current context suitable for the social industry structure and meets the career needs of the people?

learner

A. Suitable

12.2

B. Not suitable

12.3

C. Meets approximately 50%

75.5

21

After graduation, students can work at establishments and businesses

or not?

A. Yes

10

B. No, retraining is required.

90

22

Are the school's facilities adequate to train skills?

vocational skills for students?

A. Yes

6.7

B. No

14.2

C. Meets approximately 50%

79.1

23

Do teachers often organize tours and study trips for students?

Are there manufacturing businesses related to the industry being trained?

A. Yes

0

B. No

36.2

C. Yes, but the study period is short (2 to 5 days)

63.8


The survey results above show that the use of problem-based teaching methods has been applied by teachers in teaching, however, there is no consensus in terms of viewpoints and methods of application, so the methods are still different. During the teaching process, teachers have not boldly created many situations.


The use of hypothetical situations to guide and require students to handle those situations results in students' ability to solve real-life problems being very weak.

According to the survey, the teaching methods that teachers often use in the teaching process are:

- Visual: 27.1%.

- Practice: 23.2%.

- Presentation: 30.5%.

- Group discussion: 19.2%

One of the modern and very important teaching methods in the training process of engineering students is the problem-posing and solving teaching method, which is only used occasionally (40.7%), and almost never used (48.8%). Many teachers have not been instructed and trained in this teaching method, although they know that this is an interesting teaching method and helps students develop their thinking very well (80.8%).

According to regulations, every year 100% of teachers of vocational training institutions must study at enterprises to access modern production lines and technologies. Specifically, teachers must work and access modern technologies to maintain and improve their skills and practical skills. This is a very important issue, to help the vocational training team access and keep up with the rapid development of science, technology and technology. However, the regular updating of new knowledge about techniques and technologies related to the trained profession is still very limited (accounting for 7.5%). Most of the teachers are young, their main job is teaching at the governing body, they do not have much experience in professional activities, so they have many difficulties in taking examples from real-life professions to illustrate the theory and practice of students or giving situations that occur in professional activities for students to discuss in groups or classes to solve these situations.


In the vocational training process, to help students get acquainted with the tasks and work of the trained profession after graduation, increasing vocational experience activities and visiting production facilities is very important but has not been invested in and paid attention to, accounting for only 16.3%. In the training plan of all schools, there is time for students to go on field trips, but mainly only to visit companies and production enterprises and the time is relatively short, only about 2-5 days, students have not been able to operate or practice the profession (63.8%).

Regarding the teaching staff, most schools meet the requirements in terms of quantity and quality, but little investment and attention is given to training and coaching in new teaching methods (72.3%).

Regarding facilities, practical equipment at vocational training institutions in recent years has received investment attention but is still not specialized, often "spread out", not synchronous, lacking modern equipment. In addition, investment in facilities and practical equipment also depends on funding and state budget allocated to schools. If calculated according to the current trend, the equipment of schools only meets the average to good level, not meeting the needs of the high-quality skilled labor market, this has significantly affected the work and quality of training.

b. Qualitative survey results:

In addition to answering the questions in the survey, teachers also have the following comments:

- The innovation of teaching methods in general as well as the application of problem-posing teaching methods to develop teachers' ability to detect and solve practical problems in class has not been carried out regularly and according to a set of regulations.


General program. Views on problem-solving methods also differ among teachers.

- The number of teachers has increased but has not kept up with the development of vocational training institutions and the rapid increase in training scale. The average student/teacher ratio is 28 students/1 teacher, even in some schools this ratio is 40 students/1 teacher (This is too high compared to the regulation of 10-15 students/1 teacher for science, technology and engineering training majors; 20-25 students/1 teacher for social sciences and humanities training majors; economics - business administration)

- With the characteristics of the training profession, especially in the specialized stage, all teachers directly involved in teaching are required to have extensive practical knowledge and good scientific research ability to provide students with quality teaching hours. However, in reality, most teachers have not been trained and exposed to the reality of working in businesses, companies, and specific situations. Therefore, they often only provide students with academic lessons that are heavy on theory but have little or no experience in handling real situations and operating procedures.

- Regarding training goals, teachers all set common goals for all students, for all classes, and admission is not divided according to students' abilities. At the same time, because of the school's survival goal, the admission process is often massive, the input quality control is not good, and the quality of the training program has not been able to meet the rapid changes of society. Therefore, it creates an imbalance in the level, ability and output standards of students in a class.

- Currently, most colleges have been training according to the credit system, so the training methods of teachers must change. But for some teachers who are still familiar with the traditional teaching method, they do not want to change.


Changing thinking, not being trained and improved in teaching methods according to the credit system, therefore not being able to adapt in time, causing confusion and passivity.

1.4.2.2. Survey results for students

a. Quantitative survey results:

The results of 358 survey questionnaires were summarized as follows (Table 1.2):

Table 1.2. Student survey results


TT

Questions and options

Ratio

(%)

1

Do you really love your job?

A. Yes

84.5

B. Don't know how to answer

15.5

C. No

1.7

2

Why did you register for the exam or apply for admission to the major you are studying?

A. Because of liking this profession, my passion

close.

79.3

B. According to family wishes.

3.4

C. The results of the university entrance exam were not as expected.

want

15.5

D. Because he failed to get into university, he was randomly selected.

3.4

3

Is the career you choose to study suitable for you?

Are not?

A. Yes

65.7

B. No

34.3

4

During your apprenticeship, do you prefer theory or practice?

A. Practical learning

44.9

B. I like learning theory because I don't have to do anything.

5.2

C. Theory and practice

51.7

5

In specialized subjects, the time spent on practice accounts for

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