Table 2.1: Teachers' awareness of the role of extracurricular activities in the personality development of boarding students in high schools in the western region of Yen Bai province
TT
Role | Reviews | ||||||
Very important | Mandarin weight | No matter weight | |||||
SL | % | SL | % | SL | % | ||
1 | Forming and developing the qualities of ideology, will, emotions, values, life skills and general abilities needed in a human being. modern. | 30 | 60 | 20 | 40 | 0 | 0 |
2 | Adapt to changes in modern society; able to organize life, work and manage oneself close | 25 | 50 | 25 | 50 | 0 | 0 |
3 | Able to develop career interests and make decisions on choosing a future career; build a training plan to meet career requirements and become a successful person. become a useful citizen | 23 | 46 | 27 | 54 | 0 | 0 |
4 | Fulfill your role and responsibility in organizing family life and see the value family for individual and society. | 24 | 48 | 26 | 52 | 0 | 0 |
5 | All of the above | 24 | 48 | 26 | 52 | 0 | 0 |
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Training on organizing experiential activities for teachers of ethnic minority boarding secondary schools in Nam Po district, Dien Bien province - 14
The survey results in Table 2.1 show that with the 5 surveyed contents: At the 5th content at the very important and important level, (100%) managers and teachers affirmed that creative experience activities have all 4 of the above contents: Forming and developing the qualities of ideology, will, emotions, values, life skills and general abilities needed in a modern person; Adapting to changes in modern society; Being able to organize life, work and self-management; Being able to develop career interests and make decisions to choose a future career; building
develop a training plan to meet career requirements and become a useful citizen; Fulfill one's role and responsibility in organizing family life and see the value of family for individuals and society. These are the most basic roles that experiential activities need to achieve during the implementation process. In each role, the level of assessment of importance and importance is different. However, the difference is not high. All teachers and staff do not choose the level of unimportant. In terms of awareness, this is also a basic advantage.
Interviewing the secretary of the Youth Union of the Western High School, we were told by him that through the activities, the students' awareness has been significantly improved, their attitude towards life has been more positive, they are confident in their behavior and handling of relationships, their cooperation skills with teachers and friends have been improved, their awareness and professional attitude have specific criteria. They have become independent in thinking and acting, expressing their own opinions and making their own decisions on some important issues.
General assessment: Managers and teachers of schools have a correct and positive awareness of the importance and significance of creative experiential activities in high schools and see the role of experiential activities in student training. Having a correct but incomplete awareness, this is an issue that school managers need to pay attention to when implementing experiential activities for boarding students in high schools in the western region of Yen Bai province. This is an advantage in the process of implementing experiential activities because there is a high consensus and agreement on educational goals.
To survey students' awareness of the importance and role of experiential activities in the personality development of boarding students in high schools in the western region of Yen Bai province. We used question number 1, appendix 2 and obtained the results in table 2.2. as follows:
Table 2.2. Boarding students' perceptions of the role of experimental activities in high schools in the western region of Yen Bai province
Role
Rating Level | X | ||||||||
Very important weight | Important | Less important weight | Are not important | ||||||
SL | % | SL | % | SL | % | SL | % | ||
(1) Help yourself mature, have the ability to think independently and master changes. change of self | 115 | 38.3 | 100 | 33.3 | 85 | 28.4 | 0 | 0 | 3.10 |
(2) Help yourself have a sense of responsibility, respect rules and regulations of the law in life. Know how to do planning | 136 | 45.3 | 110 | 36.7 | 54 | 18.00 | 0 | 0 | 3.27 |
(3) Help yourself to evaluate social issues, proactively prevent them, and not fall into social evils. social evils | 135 | 44.5 | 115 | 38.5 | 50 | 17 | 0 | 0 | 3.28 |
(4) Know how to build and implement humanitarian volunteer projects and manage projects effectively. Evaluate the significance of social activities | 75 | 25 | 75 | 25 | 150 | 50 | 0 | 0 | 2.75 |
Role
Rating Level | X | ||||||||
Very important weight | Important | Less important weight | Are not important | ||||||
SL | % | SL | % | SL | % | SL | % | ||
(5) Help you evaluate the suitability of the career with your abilities and interests. Create your own interests and strengths that are suitable for the industry and career. select. | 100 | 33.3 | 123 | 41 | 77 | 25.7 | 0 | 0 | 3.08 |
(6) Help you improve your communication and behavioral skills with friends, teachers, and others through experiential activities. creative | 150 | 30 | 103 | 34.3 | 47 | 13.7 | 0 | 0 | 3.34 |
Group average score | 3.14 | ||||||||
Survey results table 2.2 with 6 contents obtained the following results:
The group average score is (3.14). The highest average score is in content 6 (X = 3.34), the order of the remaining contents is as follows: content 3 (X = 3.28); content
2 (X = 3.27); content 1 (X = 3.10); content 5 (X = 3.08); content 4 (X = 2.75). Contents 5 and 6 have not reached the average level. Combined with percentage analysis to evaluate the achieved results and the remaining causes as follows:
Content (1) has (X = 3.10), showing that the level of assessment is very important and important with 215 students choosing (71.7%) affirming that experiential activities help themselves.
mature, have the ability to think independently and master their own changes; the least important level is 85 students (28.3%), this proves that through creative experience activities, their need for independence and mastery is met. However, nearly 1/3 do not fully realize the importance or creative experience activities are not really effective in training students in the ability to think independently and master themselves.
Content (2) has 2 (X = 3.27). Helps oneself have a sense of responsibility, respects rules and regulations of the law in life. Knows how to work with a plan. At the very important and important level, 236 students account for (78.7%), at the less important level, 64 students account for (31.3%). At the unimportant level, it accounts for (0%). With this ability trained through creative experiential activities that are highly appreciated by students, students have been more proactive and self-aware in life and study. This is really necessary for boarding students. They have had to take legal responsibility in some basic issues, typically activities when participating in traffic.
Content (3) has (X = 3.28). Helps you know how to evaluate social issues, proactively prevent, and not fall into social evils. At the level of all important and important, there were 250 students (83%) proving that the experiential activities have brought them a lot of knowledge and skills on this issue. This is especially important because at their age, children are easily lured and led astray. When they are self-aware, they will proactively prevent best. The remaining 50 students (17%) rated it as less important; The level of unimportant accounted for (0%).
Content (4) has (X = 2.75). Know how to build and implement volunteer humanitarian projects and manage projects effectively. Evaluate the significance of social activities. At the very important and important level, only 150 students chose (50%), at the normal level, 150 students (50%), and at the unimportant level, (0%). When interviewing some students, they said: This creative experience activity is rarely organized. In particular, project management capacity for students still faces many difficulties. The concept of a project for some students is still very vague.
Content (5) has (X = 3.08). Helps you evaluate the suitability of the career with your abilities and interests. Creates interest and personal strengths that are suitable
suitable for the chosen industry and profession. At the very important and important level, there are 223 students, accounting for a fairly high proportion (74.3%); At the less important level, there are 77 students, accounting for (25.7%). At the unimportant level, there are (0%). Career guidance activities for students are very important and are of interest to them. Especially for senior students. With the policy of streaming students right after finishing secondary school, schools and students are forced to research the issue and make decisions on choosing a career. With the above assessment level of students, it is completely objective.
Content (6) has (X = 3.34): Helps you improve your communication and behavioral skills with friends, teachers, and others through creative experiential activities. At the very important and important level, a high number of students chose it, 253 (84.3%); At the less important level, 47 students (13.7%); At the unimportant level, (0%). Evaluation of this content shows us that communication and behavioral skills at this age are highly valued by students, they are proactive in communication, and have a very high need for communication.
The awareness of boarding students about the role of creative experiential activities in high schools in the western region of Yen Bai province has achieved basic goals in the process of implementing experiential activities. In the 4 contents (1), (2), (3), (4), students all have high awareness. They all see the basic role that creative experiential activities bring. In terms of awareness, this is the basis and premise for creative experiential activities in schools to attract students to participate and meet the needs of forming capacity and personality qualities for maturity. In the contents (5) and (6), it has only reached an average level. Through the survey, we found that mainly 10th grade students do not appreciate this content, proving that they are not much interested in choosing a career. This is an issue that school administrators and teachers need to pay attention to when planning and implementing creative experiential activities to change students' thinking and perception.
2.3.2. Current status of the content of extracurricular activities of boarding students in high schools in the western region of Yen Bai province
To survey the level of implementation of the content of the HĐTN of managers and teachers for the personality development of boarding students in high schools in the western region of Yen Bai province. We used question number 2, appendix 1 and obtained the results in table 2.3a as follows:
Table 2.3a: Evaluation table of teachers and staff on the level of implementation of the content of the activity with boarding students in high schools in the western region of Yen Bai province
TNST activities content
Level of implementation | X | ||||||||
Very often | Frequent | Not often | Not yet implemented | ||||||
SL | Proportion % | SL | Proportion % | SL | Proportion % | SL | Proportion % | ||
(1) Content of activities to explore and discover oneself, develop independent thinking ability, necessary personal qualities, and behavioral force, communication | 10 | 20 | 32 | 64 | 8 | 16 | 0 | 0 | 3.04 |
(2) Content of labor, social, community service and activities volunteer | 15 | 30 | 20 | 40 | 15 | 30 | 0 | 0 | 3.00 |
(3) Content of cultural education activities, learning about relics and famous landscapes, friendship and cooperation | 25 | 41 | 10 | 20 | 15 | 30 | 3 | 6 | 3.20 |
(4) Content of activities to assess and train professional qualities and competencies, learn about the system vocational schools | 10 | 20 | 18 | 36 | 22 | 44 | 0 | 0 | 2.76 |
Group average score | 2.98 | ||||||||
The survey results in Table 2.3a show that: There were 4 contents surveyed and the following results were obtained:
The group average score is (2.98). The highest average score is in content 3 (X = 3.34), the order of the remaining contents is as follows: content 1 (X = 3.28); content
2 (X = 3.00); content 4 (X = 2.67); content 4 has not reached the average level. Combined with percentage analysis to supplement the assessment with the achieved results and the remaining causes as follows:
Content (1) has (X = 3.28) activities of self-discovery, development of independent thinking ability, necessary personal qualities, behavioral and communication skills that have been highly appreciated at a very frequent level (20%) and frequently assessed by teachers and staff at a level of (64%). The level of infrequent is (16%). At high school age, students have a very high need for this issue. Especially boarding students, with a great need for social communication and having to live far from their families, they must proactively solve their own needs, proactively connect with social relationships and prepare to find jobs in the future. Aware of this, schools always take students as the center, creating an open educational environment for them to be themselves.
The level of implementation of content (2) has (X = 3.00) labor, social activities, community service, volunteer activities are mainly assessed at the level of very often (30%), often (40%). The level of not often accounts for (30%). Boarding students, in addition to study time, have a lot of time for other activities. The school has organized for them to increase production such as growing vegetables, taking care of flower beds, ornamental plants on the school campus. Students have few opportunities to participate in community service activities and volunteer activities.
Content (3) has (X = 3.34), cultural education activities, learning about relics, famous landscapes, friendship and cooperation are assessed by teachers and staff at a very frequent level of (41%), a frequent level of (20%). The level of not frequent is (30%). The assessment level of teachers and staff as above is completely appropriate. Because the western region of Yen Bai province has many ethnic groups living, has many famous landscapes, rich in cultural identity of ethnic minorities. However, there are still (6%) teachers and staff who assess that they have not implemented. This rate is mainly in Tram Tau Ethnic Boarding High School. This is a district that still faces many difficulties in terms of economy, society, and transportation, so the above contents are difficult to implement.