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Test Result Ranking Table for Experiment 2


Experimental results of lesson 1

80

60.1

60

49.8

39

40

22.5

17.4

20

0

4.8

6.4

0

Weak

Medium

Rather

Good

Classification


Experimental group Control group

Percentage

Figure 4.1. Graph showing experimental results of exercise 1


* Experimental results of exercise 2

- How to collect results: Test 15 minutes after finishing the lesson

- Test content: The test is designed to have 10 questions, including 2 essay questions and 8 experimental questions. Specifically (Test questions in Appendix)

- The specific experimental results are as follows:

Table 4.7. Test score table for experimental test number 2


School

Class

Number of students

Check Point


S

t d

tα​

4

5

6

7

8

9

10

High School

Do Luong 1

TN

46

0

4

8

14

10

8

2

7.35

1.32

2.19

1.99

Address

44

2

5

14

11

7

4

1

6.73

1.37

High School

Nghi Loc 2

TN

45

0

4

5

12

15

7

2

7.49

1.27

3.59

1.99

Address

45

3

7

12

13

7

3

0

6.51

1.31

High School

Le Viet Thuat

TN

45

0

3

7

15

12

6

2

7.38

1.23

2.17

1.99

Address

43

1

5

14

10

9

3

1

6.79

1.3

High School

Ky Son Private Enterprise

TN

28

0

2

4

10

9

2

1

7.29

1.15

2.69

1.99

Address

30

3

6

7

7

5

2

0

6.37

1.42

High School

Hoang Mai

TN

43

0

2

6

14

13

6

2

7.49

1.18

2.98

1.99

Address

45

2

7

10

14

9

2

1

6.69

1.33

High School

Thanh Chapter 1

TN

46

0

3

6

15

16

5

1

7.37

1.12

2.47

1.99

Address

42

2

7

4

19

7

3

0

6.74

1.27

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Table 4.8. Table of grading ratio of test results of experimental test number 2


School

Class

Number of students


Classification

Weak

TB

Rather

Good


Do Luong 1 High School

TN

46

SL

0

12

24

10

%

0

26.1

52.2

21.7

Address

44

SL

2

19

18

5

%

4.5

43.2

40.9

11.4


Nghi Loc 2 High School

TN

45

SL

0

9

27

9

%

0

20

60

20

Address

45

SL

3

19

20

3

%

6.7

42.2

44.4

6.7


Le Viet Thuat High School

TN

45

SL

0

10

27

8

%

0

22.2

60

17.8

Address

43

SL

1

19

19

4

%

2.3

44.2

44.2

9.3


Ky Son Ethnic Minority High School

TN

28

SL

0

6

19

3

%

0

21.4

67.9

10.7

Address

30

SL

3

13

12

2

%

10

43.3

40

6.7


Hoang Mai High School

TN

43

SL

0

8

27

8

%

0

18.6

62.8

18.6

Address

45

SL

2

17

23

3

%

4.4

37.8

51.1

6.7


Thanh Chuong 1 High School

TN

46

SL

0

9

31

6

%

0

19.6

67.4

13

Address

42

SL

2

11

26

3

%

4.8

26.2

61.9

7.1


Synthetic

TN

253

SL

0

54

155

44

%

0

21.3

61.3

17.4

Address

249

SL

13

98

118

20

%

5.2

39.4

47.4

8

Table 4.9. Parameters for testing the test results of experimental test number 2



Class

N

Parameters


S

V

t d

tα​

TN

253

7.40

1.21

16.35

6.61

1.96

Address

249

6.65

1.32

19.85


Figure 4.2. Graph showing experimental results of exercise 2


4.4.7 General comments on pedagogical experiments

Through conducting experiments along with a number of measures conducted in parallel before and after the experiment such as: discussion, interviewing teachers, observation, class observation, and questionnaire after the end of the experimental period on organizing teaching with historical relics in the locality in Nghe An, we found that:

- Compared to regular classes, organizing teaching with local DTLS with the above mentioned teaching methods helps the lessons avoid boredom, students are able to brainstorm, be active, and be attracted to solving problems... Thereby, their abilities are nurtured and affirmed.

From the above results, we can confirm that organizing teaching with local LS DT in LS lessons in class is more effective than applying conventional teaching methods. This effectiveness is demonstrated not only in terms of sharing, exchanging, observing, and qualitative class observation, but also verified by testing and comparing reality, with the results that students achieve good and excellent scores and limit students with weak and average scores in the experimental class. In addition to the overall indicators, specific indicators also reflect the results, specifically:


- S (standard deviation) and V (coefficient of variation) of the experimental class are always smaller than those of the control class. This value shows that the dispersion of scores around the mean value of the experimental class is less than that of the control class.

- td ( the value of the Student t-test) is always greater than tα (the critical value of t at the 95% confidence threshold - look up the Student distribution table value. This proves that the test is meaningful, in other words, organizing history teaching with DTLS locally in Nghe An has brought about effectiveness.

From the results of the first test, we can construct a score distribution table as shown in Table 3.1 and find the average value (X), the standard deviation value (S), we calculate according to the formula to get t d and compare t d with t α , we always see that t d > t α , the difference in average score between the experimental group and the control group in each school or considering all schools is a statistically significant difference.

Thus, the introduction of local historical events into subject teaching has a clear effect. It not only affects the formation of knowledge for students but also has educational and development significance for students. In particular, they help narrow the gap between knowledge and the practical life of localities. Students understand historical events, achievements of local people combined with the common historical events of the nation, so they love their homeland more. That is the basis for developing capacity and forming patriotism and other good civic qualities.


STUDENT DISTRIBUTION TABLE

K: Degrees of freedom; k = n 1 + n 2 - 2

- P(Tk > t) = P: One-way test

- P(Tk > t or Tk < -t) = P: Two-way test (P is the expressed level of certainty)



k

P


0.10

0.05

0.025

0.01

0.005

0.001

1 direction

0.20

0.10

0.05

0.02

0.01

0.002

2 directions

1

3,078

6,314

12,706

31,821

63,821

318,313


2

1,886

2,920

4,303

6,965

9,925

22,327


3

1,638

2,353

3,812

4,541

5,814

10,215


4

1,533

2,132

2,776

3,747

4,604

7,173


5

1,476

2,015

2,571

3,365

4,032

5,893


6

1,440

1,943

2,447

3,143

3,707

5,208


7

1,415

1,895

2,365

2,998

3,499

4,785


8

1,397

1,860

2,306

2,896

3,355

4,501


9

1,383

1,833

2,262

2,821

3,250

4,297


10

1,372

1,812

2,228

2,764

3,169

4,144


11

1,363

1,796

2,201

2,718

3,106

4,025


12

1,356

1,782

2,179

2,681

3,055

3,930


13

1,350

1,771

2,160

2,650

3,012

3,852


14

1,345

1,761

2,145

2,624

2,977

3,787


15

1,341

1,753

2,131

2,602

2,947

3,733


16

1,337

1,746

2,120

2,583

2,921

3,686


17

1,333

1,740

2,110

2,567

2,898

3,646


18

1,330

1,734

2,101

2,552

2,878

3,611


19

1,328

1,729

2,093

2,539

2,861

3,579


20

1,325

1,725

2,086

2,528

2,845

3,552


21

1,323

1,721

2,080

2,518

2,831

3,527


22

1,321

1,717

2,074

2,508

2,819

3,505


23

1,319

1,714

2,069

2,500

2,807

3,485


24

1,318

1,711

2,064

2,492

2,797

3,467


25

1,316

1,708

2,060

2,485

2,787

3,450


26

1,315

1,706

2,056

2,479

2,779

3,435


27

1,314

1,703

2,052

2,473

2,771

3,421


28

1,313

1,701

2,048

2,467

2,763

3,408


29

1,311

1,699

2,045

2,462

2,756

3,396


30

1,310

1,697

2,042

2,457

2,750

3,385


40

1,303

1,684

2,021

2,423

2,704

3,307


60

1,296

1,671

2,000

2,390

2,660

3,232


120

1,289

1,658

1,980

2,358

2,617

3,160


∞

1,282

1,645

1,960

2,326

2,576

3,090



From the above results, we can confirm that organizing teaching of subjects with DTLS in the locality is more effective than applying conventional teaching methods. This effectiveness is demonstrated not only in terms of sharing, exchanging, observing, and qualitative class observation, but is verified by testing and comparing the actual results of students achieving good and excellent scores and limiting students with weak and average scores in the experimental class. In addition to the overall indicators, specific indicators also reflect the results, specifically:

- S (standard deviation) and V (coefficient of variation) of the experimental class are always smaller than those of the control class. This value shows that the dispersion of scores around the mean value of the experimental class is less than that of the control class.

- td ( the value of the Student t-test) is always greater than tα (the critical value of t), which proves that the test is meaningful. In other words, organizing history teaching with DTLS locally in Nghe An has brought about effectiveness.


* *

*

Thus, in chapter 4 of the thesis, based on specific requirements, with specific SP measures that we have proposed, it shows that: if we increase the use of local DTLS resources in teaching ethnic history lessons in class, it will contribute to improving the quality of teaching the subject, meeting the subject objectives in high schools.

The above SP measures are suggestions for teachers to refer to when teaching the above LS course in grade 12 at high schools in Nghe An province.

We have conducted a full SP experiment in 06 high schools in Nghe An province to verify the feasibility of the above pedagogical measures. The experimental results show that the SP measures proposed in our chapter 4 are feasible. That shows that these measures can be deployed and applied to high schools in Nghe An province to contribute to improving the quality and effectiveness of History teaching.


CONCLUDE


1. Located in the Central strip of the country, with harsh climatic conditions, Nghe An is a special land - a place that bears the deep imprint of many different historical periods. From primitive times to the later ups and downs of the country's development, Nghe An has many different roles in the historical process of the nation. It is a place with traces of primitive people, a borderland, a fierce fighting area in feudal times. Especially later, in the two great resistance wars of the nation (against the French and the Americans), this is the land that contributed greatly in terms of human resources and resources to the overall victory of the nation. With that historical characteristic, Nghe An is the birthplace of many famous people, outstanding revolutionaries, and the place where many important historical events took place.

Therefore , Nghe An has a dense system of historical relics, interwoven with periods, containing many values. The historical relics here belong to many types and periods. They are a rich and valuable source of materials for teaching history in high schools - especially the period of Vietnamese history from 1919 - 2000 in the History program for grade 12 high schools. Organizing teaching with local historical relics in Nghe An has great significance and effect. They help to perfect the knowledge of ethnic history and local history for students. They also effectively support the training of many necessary learning skills. And from there, they create qualities and values ​​for students - the future generation of the country.

2. The problem of organizing history teaching with local DTLS in teaching the subject in high schools today, although there are still many difficulties, if teachers apply different forms of teaching organization to teach History with these DTLS, it will contribute to creating interest and improving the quality of teaching History. The forms of internal and external teaching are very diverse, can be organized right in the classroom or right at historical relics with lessons on ethnic history or lessons on local history. From those forms, depending on the conditions of each specific school, teachers need to think and flexibly apply different pedagogical measures so that the organization of teaching the subject with local DTLS can bring out the highest effect.

3. Based on determining the content of ethnic history knowledge, the local ethnic history system can exploit as well as specific forms of organization and teaching methods.

LA conducted TNSP to verify the feasibility of the topic. Results of the activity


The experimental work has initially confirmed the effectiveness of the pedagogical measures that we have proposed. The above research results of LA will contribute to improving the quality of teaching Vietnamese history at high schools in Nghe An province. The above results are also a source of reference for subject teachers as well as students of History Education at Vinh University.

5. From that we have some recommendations as follows:

- The Ministry of Education and Training needs to request localities to increase the inclusion of heritages, including local historical relics, into historical teaching activities in high schools. The Ministry of Education and Training and the Department of Education and Training need to coordinate with agencies such as the Department of Culture, Sports and Tourism, local levels, departments and branches to research, publish guidance documents, establish electronic information channels... about local historical relics for teachers and students to use as a source of documents. The Ministry of Education and Training, together with the Department of Education and Training of Nghe An, need to open professional training courses to help teachers organize well teaching activities with local historical relics.

- Board of Directors at high schools in the province need to clearly understand the role and significance of organizing History teaching with local historical relics and pay attention to investing funds to organize activities such as: sightseeing, organizing gala, research contests... Schools need to use times such as flag salute, holidays... to remind students about the closest historical relics related to the school and the locality. Thereby, helping students form a sense of respect and arouse their awareness of learning about local historical relics.

- The effectiveness of organizing teaching of subjects with local DTLS depends largely on teachers. They must overcome difficulties, pioneer and spread the excitement of studying local DTLS to their students. Teachers must be passionate about their profession, have capacity, solid expertise, apply appropriate forms and pedagogical measures to organize teaching of subjects with local DTLS. Teachers need to create maximum conditions for students to actively participate in the process of exploring, researching as well as protecting local DTLS. From there, help students develop skills and form and perfect moral qualities for them - the future generation of the country.

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