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Student Survey Results on the Implementation Level and Results of the Implementation of Math Teaching Objectives at High Schools in Long Ho District, Vinh Long Province


TT

Content

Level of importance

Implementation results

1

2

3

4

Average

Class

1

2

3

4

Average

Class


3

Contribute to the formation and development of qualities, scientific working style, knowing how to cooperate in work, having the will and habit of self-study.

frequent.




76.1


23.9


3.24


3




78.3


21.7


3.22


3

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Student Survey Results on the Implementation Level and Results of the Implementation of Math Teaching Objectives at High Schools in Long Ho District, Vinh Long Province

Through Table 2.3, we can see that managers and teachers of Mathematics in these schools have a very high awareness and achieve good results in the goal of providing students with basic and practical general mathematics knowledge, skills and methods (the level of importance has an average score of 3.89; the level of implementation has an average score of 3.87) and the goal of contributing significantly to the development of intellectual capacity, forming the ability to reason characteristic of mathematics necessary for life (average score of 3.78; the level of implementation has an average score of 3.76).

Besides, 76.1% of managers and teachers perceive that the goal of contributing to the formation and development of qualities, scientific working style, knowing how to cooperate in work, having the will and habit of regular self-study is only at an important level (average score 3.24) and 78.3% of managers and teachers rate the implementation results of this goal as only fair (average score 3.22).

Table 2.4. Results of student survey on the level of implementation and results of implementation of the teaching objectives of Mathematics in high schools in Long Ho district, Vinh Long province

STT

CONTENT

Level of implementation

Implementation results

Average

DLC

Average

DLC


1

Provide students with knowledge and skills

basic and practical math skills and methods.


3.34


0.591


3.31


0.534


2

Contribute significantly to the development of intellectual capacity, forming the ability to reason characteristic of mathematics.

necessary for life


3.26


0.563


3.14


0.602


STT

CONTENT

Level of implementation

Implementation results

Average

DLC

Average

DLC


3

Contribute to the formation and development of qualities, scientific working style, knowing how to cooperate in work, having will and

regular self-study habits


3.11


0.474


2.94


0.543

When compared with the results of the student survey, students also said that when teaching, teachers often remind students to achieve these two goals in the lesson (average scores were 3.34 and 3.26 respectively) and students rated the results of achieving these two goals as quite good (average values ​​were 3.26 and 3.11 respectively).

The survey results of students on the goal of contributing to the formation and development of qualities, scientific working style, knowing how to cooperate in work, having the will and habit of regular self-study are also similar to the opinions of teachers that teachers do not often disseminate this goal to students during the teaching process (average score 3.11) and the results of achieving this goal are assessed by students as quite good (average score 2.94).

Through the survey results, we see that in the process of teaching Math, teachers focus a lot on knowledge, skills, and intellectual development but do not pay much attention to forming and developing qualities and self-study habits.

2.3.2. Current status of Mathematics teaching content in high schools in Long Ho district, Vinh Long province

Table 2.5. Survey results of managers and teachers on the current status of Math teaching content in high schools in Long Ho district, Vinh Long province

TT

Content

Level of importance

Implementation results

1

2

3

4

Average

Class

1

2

3

4

Average

Class


1

Review the teaching content in current Math textbooks, streamline teaching content that exceeds the required level of knowledge and skills.

programme.




21.7


78.3


3.78


1




23.9


76.1


3.76


1


TT

Content

Level of importance

Implementation results

1

2

3

4

Average

Class

1

2

3

4

Average

Class


2

Adjust to avoid duplication of content between subjects and activities

education.




28.3


71.7


3.72


3




30.4


69.6


3.70


3


3

Do not teach content, exercises, and questions that exceed the required level of knowledge and skills of the Math program.

current.




23.9


76.1


3.76


2




26.1


73.9


3.74


2


4

Review the content of lessons in current textbooks and arrange them into topics.

teach.



6.5


78.3


15.2


3.09


4



6.5


80.4


13.1


3.07


4


5

Develop a math teaching plan that focuses on developing students' abilities and qualities in accordance with practical conditions.

of the school



15.2


67.4


17.4


3.02


5



15.2


69.6


15.2


3.00


5

Through Table 2.5, we can see that: The majority of managers and teachers have a very high awareness and good implementation results in reviewing the teaching content in the current Math textbooks, streamlining teaching content that exceeds the required level of knowledge and skills of the program (importance level reaches GPA 3.78; implementation results reach GPA 3.76); adjusting to avoid duplication of content between subjects and educational activities (importance level reaches GPA 3.72; implementation results reach GPA 3.70); not teaching content, exercises, and questions that exceed the required level of knowledge and skills of the current Math program (importance level reaches GPA 3.76; implementation results reach GPA 3.74).


Besides, 15.2% of teachers think that building a math teaching plan in the direction of developing students' abilities and qualities suitable to the actual conditions of the school is less important (average score 3.02) and 15.2% of teachers evaluate the implementation results as only average (average score 3.00).

Table 2.6. Results of student survey on the current status of Math teaching content in high schools in Long Ho district, Vinh Long province

STT

CONTENT

Level of implementation

Implementation results

Average

DLC

Average

DLC

1

Teaching content is simple, not heavy

masonry


3.46


0.702


3.26


0.661

2

Non-duplicate content.

3.31

0.584

3.46

0.611

3

Teachers add content, exercises, questions

too difficult, beyond the level of the textbook


1.43


0.562


3.27


0.623

4

Teachers arrange the content of the lessons in

Textbook of teaching topics.


2.43


0.563


2.16


0.491

Compared with the statistical results of students' opinions, there is also a consensus in evaluating these three contents at a fairly good level: teaching content is simplified, not heavy (average implementation level 3.46; average implementation result 3.26), content is not duplicated (average implementation level 3.31; average implementation result 3.46), teachers add content, exercises, and questions that are too difficult, exceeding the level of the textbook (average implementation level 1.43 (teachers almost do not add difficult exercises that exceed the knowledge and skills standards), average implementation result 3.27).

According to statistics, a number of Math teachers in high schools in Long Ho district, Vinh Long province have not paid much attention to reviewing the content of lessons in current textbooks, arranging them into teaching topics and developing Math teaching plans according to the orientation of capacity development.

Through the interview, the head of professional group 3 said that the contents in the current textbooks are suitable for teaching, difficult to arrange into teaching topics for better implementation and the teaching plan does not require naming the competencies that need to be developed during the teaching process.


2.3.3. Current status of teaching Mathematics in high schools in Long Ho district, Vinh Long province

Table 2.7. Survey results of managers and teachers on teaching methods of Mathematics at high schools in Long Ho district, Vinh Long province

TT

Content

Level of importance

Implementation results

1

2

3

4

Average

Class

1

2

3

4

Average

Class

1

Teaching fish

core.




21.7


78.3


3.78


1




23.9


76.1


3.76


1

2

Teaching by

group.




32.6


67.4


3.67


4




34.8


65.2


3,.65


4

3

Teaching on

class.




28.3


71.7


3.72


2




30.4


69.6


3.70


2

4

Teaching foreign languages

lock.




30.4


69.6


3.70


3




32.6


67.4


3.67


3


5

Spend a lot of time in class for students to practice, perform, present, discuss, and defend their math learning results; teachers summarize, comment, evaluate, and conclude for students to receive and apply.

manipulate.



10.9


73.9


15.2


3.04


5



15.2


84.8



2.85


5

Through Table 2.7, we see that managers and teachers have a very high awareness and good results in individual teaching (average importance 3.78; average achievement 3.76), group teaching (average importance 3.67; average achievement 3.65), classroom teaching (average importance 3.72; average achievement 3.76).


current GPA 3.70) and extracurricular teaching (importance GPA 3.70; implementation results GPA 3.67).

However, regarding the need to spend more time in class for students to practice, perform, present, discuss, and defend their math learning results; teachers to summarize, comment, evaluate, and conclude for students to receive and apply, 10.9% of managers and teachers think that this is not important (the level of importance has an average score of 3.04). Regarding the implementation results, 15.2% of managers and teachers rate it at an average level, the rest rate it at a fair level (the implementation results have an average score of 2.85).

Through the interview, the head of professional group 1 said that with students at an average level, organizing discussions and presentations for students would take a lot of time and the teacher would not be able to complete the content that needed to be conveyed.

Table 2.8. Survey results on students' teaching methods of Mathematics at high schools in Long Ho district, Vinh Long province

STT

CONTENT

Level of implementation

Implementation results

Average

DLC

Average

DLC

1

Personal tutoring.

3.75

0.417

3.75

0.431

2

Group teaching.

3.66

0.474

3.66

0.482

3

Teaching in class.

3.78

0.455

3.78

0.465

4

Extracurricular teaching.

2.13

0.465

2.13

0.474


5

Spend a lot of time in class for students to practice, perform, present, discuss, and defend their math learning results; teachers synthesize, comment, evaluate, and conclude so that students can receive and apply the knowledge.

use


2.35


0.563


2.35


0.563

The survey results for students show that teachers "very often" use individual teaching, group teaching and classroom teaching (average score from 3.66 to 3.78) and the results of implementing these contents are assessed as "good".


Regarding extracurricular teaching content and spending a lot of time in class for students to practice, perform, present, discuss, and defend their math learning results; teachers synthesize, comment, evaluate, and conclude for students to receive and apply, students said that teachers do this "rarely" (average scores are 2.13 and 2.35, respectively) and the implementation results are at an "average" level (average scores are 2.13 and 2.35, respectively).

2.3.4. Current status of methods for organizing math teaching activities in high schools in Long Ho district, Vinh Long province

Table 2.9. Survey results of managers and teachers on methods of organizing math teaching activities at high schools in Long Ho district, Vinh Long province

TT

Content

Level of importance

Implementation results

1

2

3

4

Average

Class

1

2

3

4

Average

Class


1

Teaching methods

traditional.




26.1


73.9


3.74


1




28.3


71.7


3.72


1

2

Teaching method

active learning




37.0


63.0


3.63


2




39.1


60.9


3.61


2


3

Train students in self-study methods, self-researching textbooks to receive and apply new knowledge through solving assigned learning tasks.

in the lesson




71.7


28.3


3.28


3



10.9


89.1



2.89


3

Through Table 2.9, we can see that teachers and staff are highly aware of the importance of using traditional teaching methods with active teaching methods along with training students in self-study and self-research methods. Specifically: traditional teaching methods (average level of importance 3.74), active teaching methods (average level of importance 3.63), training students in


Self-study method, self-study of textbooks to receive and apply new knowledge through solving learning tasks set out in the lesson (importance level GPA 3.28).

Regarding implementation results, managers and teachers assessed that they performed well in traditional teaching methods (average score 3.72) and active teaching methods (average score 3.61).

However, managers and teachers said that training students in self-study methods, self-researching textbooks to receive and apply new knowledge through solving learning tasks set in lessons only reached a fair level (average score 2.89), in which 10.9% of managers and teachers assessed this content as only average.

Through interviews, the head of professional group 1 and the head of professional group 3 said that training students to self-study and self-research can only be done with a few students who have a sense of learning, and is difficult to do with all students being taught. This will take a lot of time and be ineffective.

Table 2. 10. Results of student survey on methods of organizing math teaching activities at high schools in Long Ho district, Vinh Long province

STT

CONTENT

Level of implementation

Implementation results

Average

DLC

Average

DLC

1

Traditional teaching methods

system


3.75


0.444


3.75


0.455

2

Active teaching methods.

3.66

0.488

3.66

0.493


3

Train students in self-study methods, studying textbooks to receive and apply new knowledge through problem solving.

learning tasks set out in the lesson.


2.35


0.431


2.35


0.315

The results of the survey on the two contents of teachers using traditional teaching methods and active teaching methods from students are similar to the results from managers and teachers. Students rated teachers as implementing "very often" and "well" implementing traditional teaching methods and some active teaching methods.

Students think that teachers pay more attention to teaching and imparting knowledge through traditional teaching methods combined with active teaching methods, but pay less attention to training students in self-learning methods.

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