Luận án Management of teaching - Learning process in creditbased learning approach of selected colleges in the association of technical and economic colleges (atec), Vietnam

y PHAM CHI CUONG (Strong) April 2014 ii APPROVAL SHEET The Dissertation of PHAM CHI CUONG (Strong) entitled MANAGEMENT OF TEACHING-LEARNING PROCESS IN CREDIT- BASED LEARNING APPROACH OF SELECTED COLLEGES IN THE ASSOCIATION OF TECHNICAL AND ECONOMIC COLLEGES (ATEC), VIETNAM Submitted in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management In the Graduate School Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam has been approved by the Committee ______________________ ______________________ Member Member ______________________ ______________________ Member Member CECILIA N. GASCON, Ph.D. Chairman TERESITA V. DE LA CRUZ, Ed.D SUSANA A. SALVACION, Ph.D. Adviser Dean, Graduate School Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management WALBERTO MACARANAN, Ed. D Vice President, Academic Affairs Date_____________________ iii ACKNOWLEDGEMENT The researcher wishes to convey his gratitude to the following persons who wholeheartedly devoted and helped make this piece of work a reality: DR. TERESITA V. DE LA CRUZ, her adviser for the guidance, supervision, suggestions and precious time in enthusiastically reading and checking the manuscript, providing the researcher useful materials; DR. CECILIA N. GASCON, President of the Southern Luzon State University in the Republic of the Philippines, for her incomparable contribution and support to the development of Master of Art in Teaching English program in Thai Nguyen University; DR. NGUYEN VAN BINH, director of the International Training Center, Thai Nguyen University of Socialist Republic of Vietnam, for his enormous pursuit to provide Vietnamese people an opportunity to grow through education; DR. WALBERTO A. MACARAAN, DR. APOLONIA A. ESPINOSA, DR. BELLA R. MUELLO, members of the oral examination committee, for their constructive criticism to further improve this dissertation. The DIRECTORS, ADMINISTRATORS, TEACHERS and STUDENTS of the selected colleges in Association of Technical and Economic Colleges in Vietnam, for the cooperation and support during the conduct of the survey; The RESPONDENTS, for their active involvement and participation for without their cooperation, the result of this thesis might not be possible; His FAMILY and FRIENDS, for the love and support in one way or another; and to all who have contributed to make this study a success. iv DEDICATION This research is whole-heartedly dedicated to my family and to all my relatives, my colleagues and friends, and to all classmates for giving me the non-stop guidance and sources of everything. PCC v TABLE OF CONTENTS Page TITLE PAGE... i APPROVAL SHEET... ii ACKNOWLEDGMENT...... iii DEDICATION...... iv TABLE OF CONTENTS........ v LIST OF TABLES... vi FIGURE viii ABSTRACT.. ix CHAPTER I. INTRODUCTION..... Background of the Study.... Objectives of the Study... Hypothesis Significance of the Study ...... Scope and Limitation...... Definitions of Terms........ II. REVIEW OF RELATED LITERATURE AND STUDIES.... Conceptual Framework .. Research Paradigm. III. METHODOLOGY Locale of the Study.. Research Design..... Population and Sampling....... Instrumentation. Validation of the Instrument. Data Gathering Procedures....... Statistical Treatment....... IV. RESULTS AND DISCUSSION. V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS..... Summary .......... Findings. Conclusions.. Recommendations... 1 2 3 4 4 5 6 9 26 27 28 28 28 29 31 32 32 32 34 61 62 65 65 65 BIBLIOGRAPHY.. APPENDICES.. A Communication B Instrument ... C The Strategic Plan...... CURRICULUM VITAE.... 66 70 71 79 84 100 vi LIST OF TABLES Table 1.1 1.2 1.3 1.4 1.5 1.6 1.7 2.1 2.2 2.3 2.4 2.5 Weighted Mean Distribution on Three Sectors’ Perceptions towards Objectives in Teaching-Learning Process. Weighted Mean Distribution on Three Sectors’ Perceptions towards Curriculum and Content in Teaching-Learning Process Weighted Mean Distribution on Three Sectors’ Perceptions towards Teaching Methods in Teaching-Learning Process Weighted Mean Distribution on Three Sectors’ Perceptions towards Learning Methods in Teaching-Learning Process. Weighted Mean Distribution on Three Sectors’ Perceptions towards Organization Forms in Teaching-Learning Process.. Weighted Mean Distribution on Three Sectors’ Perceptions towards Test and Assessment Methods Used in Teaching- Learning Process Weighted Mean Distribution on Three Sectors’ Perceptions towards Conditions for Teaching-Learning Process Chi-square Values for Testing the Significant Difference between the Two Groups’ Management of Teaching- Learning Process as to Objectives. Chi-square Values for Testing the Significant Difference between the Two Groups’ Management of Teaching- Learning Process as to Curriculum and Content. Chi-square Values for Testing the Significant Difference between the Two Groups’ Management of Teaching- Learning Process as to Teaching Methods... Chi-square Values for Testing the Significant Difference between the Two Groups’ Management of Teaching- Learning Process as to Learning Methods Chi-square Values for Testing the Significant Difference between the Two Groups’ Management of Teaching- Page 35 36 38 41 43 44 46 48 49 50 51 52 vii 2.6 2.7 3.1 3.2 3.3 3.4 Learning Process as to Organization Forms. Chi-square Values for Testing Significant Difference between the Two Groups’ Management of Teaching-Learning Process as to Test and Assessment Methods Used................................ Chi-square Values for Testing the Significant Difference between Two Groups’ Management of Conditions for Teaching- Learning.. Frequency and Mean Distribution on the Acceptability of Strategic Plan to Improve Credit-based Approach Instruction as to Accuracy.... Frequency and Mean Distribution on the Acceptability of Strategic Plan to Improve Credit-based Approach Instruction as to Significance.............. Frequency and Mean Distribution on the Acceptability of Strategic Plan to Improve Credit-based Approach Instruction as to Responsiveness Frequency and Mean Distribution on the Acceptability of Strategic Plan to Improve Credit-based Approach Instruction as to Authenticity 53 54 56 57 58 59 viii FIGURE Figure Page 1 Research Paradigm .. 27 ix ABSTRACT Title of Research :MANAGEMENT OF TEACHING-LEARNING PROCESS IN CREDIT- BASED LEARNING APPROACH OF SELECTED COLLEGES IN THE ASSOCIATION OF TECHNICAL AND ECONOMIC COLLEGES (ATEC), VIETNAM Researcher :PHAM CHI CUONG (Strong) Degree Conferred :Doctor of Philosophy in Educational Management Name/ Address : Southern Luzon State University of Institution Lucban, Quezon ADVISER :DR. TERESITA V. DE LA CRUZ YEAR WRITTEN :November 2013 This study sought to evaluate the management of the teaching-learning process in terms of objectives, curriculum and content, teaching and learning methods, organizational forms of teaching and learning, test and assessment method, and conditions for teaching and learning process in the credit-based learning approach of the selected colleges in the Association of Technical and Economic Colleges (ATEC) in Vietnam for academic year 2013-2014; reveal any significant difference in the management of teaching-learning process of the two college groups (one implementing credit-based learning approach and the other not implementing the approach); develop a strategic plan for credit- based learning approach implementation; and evaluate its acceptability. The descriptive method of research was employed to the two college groups of ATEC identified as the College Group 1 (credit-based learning schools) and Group 2 (non-credit-based learning schools). A total of 495 participants were surveyed from Group 1 comprising of four colleges while 399 in Group 2 from three colleges of ATEC. The questionnaires validated using inter-consistency x judgment criteria were used as main tools in data gathering while unstructured interviews were also conducted to cross check the participants’ responses in questionnaires. Moreover, the data gathered were analyzed through weighted mean and chi-square. It was then found out that the management of teaching- learning process in credit-based learning approach as to objectives is rated agree by all of the respondents; curriculum and content wherein all of the respondents from different sectors and groups agree with the criterion as indicated by the ratings of Group 1 (2.94) and Group 2 (2.72) administrators, Group 1 (2.92) and Group 2 (2.72) teachers, and Group 1 (2.88) and Group 2 (2.71) students; teaching methods which are perceived by all sectors as moderately carried out; learning methods wherein there is disparity between the responses of two groups where credit-based system administrators (2.53), teachers (2.53) and students (2.55) all perceive learning method moderately carried out while non-credit-based administrators(2.33), teachers (2.37) and students (2.41) rate it all very seldom carried out; organizational forms of teaching and learning wherein almost all respondents perceive organization forms in teaching-learning process moderately carried out as rated by Group 1 administrators (2.64), both Group 1 (2.65) and 2 (2.50) teachers, and Group 1 students (2.66) except for Group 2 administrators (2.49) Group 2 students (2.49); test and assessment method where all the sectors in both groups perceive test and assessment methods as moderately carried out as shown in ratings of group 1 (3.03) and 2 (2.90) administrators, group 1 (3.01) and 2 (2.88) teachers, and group 1 (2.91) and 2 (2.83) students; and conditions for teaching and learning process wherein there is another polarity in ratings of groups of respondents wherein credit-based school administrators (2.62), xi teachers (2.61) and students (2.60) agree while the non-credit-based school administrators (2.45), teachers (2.46), and students (2.44) disagree with the conditions for teaching-learning. There is dominantly significant difference in the management of teaching-learning process of the two college groups, a strategic plan has been developed to improve the implementation of credit- based learning approach; and developed strategic plan is highly acceptable in terms of accuracy with 3.52, significance with 3.44, responsiveness with 3.50, and authenticity with 3.44 AWM. Hence, the strategic plan is commendable to improve the credit-based learning approach implementation. However, it was recommended that the developed strategic plan may be adopted for the initial implementation by both the credit- and non-credit-based learning schools and self-learning and the use of variety of teaching methods may be reinforced by both the credit- and non-credit-based learning schools. Chapter I INTRODUCTION With a constant need of universities and colleges to quickly adapt and meet the practical requirements of the society, and to enable the students to develop their full potential and capacity in a proactive and effective learning, in 1872, Harvard University decided to replace the system of the yearly rigid program. This flexible program system is formed by modules that students can choose from a variety of ways. It is considered a great landmark to create the form of credit-based learning approach. Credit-based learning approach is founded on educational philosophy of respecting and creating favorable conditions for learners – being the center of all activities in school. This training method is formed to facilitate flexibility for learners. Curriculum is designed in modules with a lot of elective subjects that enable learners to be more likely to choose the right program. Students can select their own learning process instead of learning according to a fixed program for the entire course in annual system. In Vietnam, the implementation of the credit-based learning approach in higher education institutions stemmed from the tenets of human resources development to meet globalization demands and international integration. It is an inevitable trend in higher education to enhance the labor market quality. The application of the credit-based learning approach is considered as one of the most important educational reforms in Vietnam (2006 -2020) that had been approved by government. The directive of the Ministry of Education and Training in school year 2008–2009 made it possible for universities and colleges in the country to apply credit-based learning approach in 2009-2010. 2 The use of credit system was projected to increase personalization in learning of each student and reduce the time for the training process. However, its implementation has faced many difficulties and restrictions that have directly affected the quality of education of universities and colleges in the country. Background of the Study The Association of Technical Economic Colleges (ATEC) is a social- professional organization representing the memberships of the technical and economic colleges and high schools in Viet Nam. Since its establishment in 1999, the association has more than 50 members including 14 colleges and over 36 high schools. Performing the directives of the Ministry of Education and Training, four of 14 colleges in the ATEC have been applying the credit- based learning approach in training management. After three years of credit-based learning application, a conference of training management in credit-based learning approach was held by ATEC in December 2012 in Thai Nguyen. At the conference, leaders of four colleges in ATEC pointed out various difficulties and inconveniences of the credit-based learning approach, to wit: inappropriateness and in flexibility of curricula of most colleges which do not highly meet the learning objectives, unsuitability of the allocation ratio between the compulsory subjects and electives subjects, i.e. while there are too many compulsory subjects, only few are electives. Added to that, curricula are heavily-laden on theory that it lacks inculcation of professional, practical, and life skills for students. Modules are less organized, arrangement of students in the class, and set-up of study schedules for the courses are not systematic that at some subjects there are too many students in the class which gravely affects the quality of learning of students. 3 On the part of the teachers, they are less interested in innovating the teaching methods. Lecture method (teachers present - students write notes) is still prevalent that teachers only manage teaching knowledge to students without instructing students the methods of self-learning and self-study. In effect, the percentage of students who must relearn modules is high. Some students neglect their studies due to the conditions of colleges which are less conducive for teaching-learning process. Lack of textbooks and reference materials forced teachers to just compile lectures in many subjects, but these are still insufficient for the students’ self-study at home. Aware of the role and importance of the credit-based learning approach in higher education institutions, particularly in colleges of ATEC, the researcher chose to delve with the study concerning management of teaching-learning process in credit-based learning approach of selected colleges in Association of Technical and Economic Colleges (ATEC) in Vietnam. And based from such difficulties, developing strategic management to improve the training quality of the colleges in the association is essential. Objectives of the Study This study generally aimed to evaluate the management of the teaching- learning process in the credit-based learning approach of selected colleges in Association of Technical and Economic Colleges (ATEC) in Vietnam for the academic year 2013-2014. Specifically, it sought attain the following objectives: 1. Determine the management of teaching-learning process in credit-based learning approach in terms of: 4 1.1. Objectives, 1.2. Curriculum and content, 1.3. Teaching methods, 1.4. Learning methods, 1.5. Organizational forms of teaching and learning, 1.6. Test and assessment method, and 1.7. Conditions for teaching and learning process. 2. Reveal any significant difference in the management of teaching-learning process of the two college groups (one implementing credit-based learning approach and the other not implementing the approach). 3. Develop a strategic plan for credit-based learning approach implementation. 4. Evaluate the acceptability level of the developed strategic plan. Null Hypothesis There is no significant difference in two college groups’ management of teaching-learning process in ATEC. Significance of the Study This study which attempted to reveal the management status of the teaching-learning process in the credit-based learning approach would be beneficial to the administrators, teachers, students, and future researchers. Administrators. It is hoped that the study may contribute in giving a new dimension in the administration and improve training quality of selected colleges in ATEC. The results of the study would also help administrators especially the rectors of selected colleges in ATEC determine what to improve 5 in implementing credit-based learning approach after three years by making appropriate solutions in the management of the teaching-learning process in the colleges, In the long-run, it would provide administrators with a clear and new idea on how to implement effectively and successfully the said approach. Teachers. The outcome of this study could be of great help to teachers because they would be made clearly aware of the teaching-learning process in credit-based learning approach. This would eventually affect changes and improvement of training performance in selected colleges in ATEC. The study may provide the teachers necessary knowledge about teaching methods and testing and assessment of students which would ultimately lead to a better quality performance in the teaching force. Students. They would be the most benefited by this study since they are the center of the teaching-learning process in education institutions. Since teaching activities directly relate to the undertakings of students, this study would help learners acquire understanding about the credit-based learning approach that could lead positive effect on the teaching-learning process. Future researchers. This study could provide references for future researchers who wanted to conduct a study similar to the nature of present research. Thus, the basic tenets on the management of the teaching-learning process in credit-based learning approach can serve as resources for future and parallel studies. Scope and Limitations The primary intent of this study was to investigate the status of the management of teaching-learning process in credit-based learning approach 6 as to objectives, curriculum and content, methods of teaching and learning, organizational forms of teaching and learning, test and assessment method use, and conditions for teaching and learning process; find the significant difference of two college groups in teaching-learning process; and develop a strategic plan to improve the quality of education and training in colleges of the Association of Technical Economic Colleges (ATEC) under credit-based learning approach; and evaluate its acceptability. The study was limited to 894 randomly chosen respondents wherein 85 were administrators, 213 were teachers and 596 were students .Means to assess the seven (7) colleges’ management status of teaching and learning in credit-based learning approach were limited to the use of the questionnaires and interviews. The time frame of doing this study covered the period from September 2012 to 2013. Definition of Terms For the clarity and better understanding of the study, the following terminologies are defined both conceptually and operationally. Assessment of learning outcomes means determining the level of grasp of knowledge skills and techniques of students compared to program requirements outlined (Education Dictionary, 2001). Conditions for teaching and learning process in the credit-based learning approach, consists of teaching and learning facilities, management software in training process, learning advisors, teaching equipment, textbooks and reference materials, and some training management activities (Ministry of Education and Training, 2007). 7 Content includes the knowledge, skills, experiences of creative activity, the normative attitudes, emotions, values. Teaching content is a system of knowledge, skills and technique relevant to the certain professions that students must master during the training process in accordance with training objectives in general, goals and teaching mission in particular (Dang Vu Hoat & Ha Thi Duc, 2003). Credit-based learning approach refers to the curriculum under study which is defined as a quantity used to measure the entire compulsory period of a student in a normal cognitive level to study a specific subject. The entire time includes: class time; time in laboratory, practice or other work specified in school schedule; time for reading, research, resolve problems, write or lesson preparation (Dang Xuan Hai, 2012). Curriculum refers to a detailed design of teaching process in training course, which reflects the content, structure, process, method of organization, implementation and test, evaluation of teaching activities for the whole training course. Curriculum is built by the training institutions on the basis of educational programs approved by the competent authority. (Tran Khanh Duc, 2010). Management of the teaching-learning process is a system of intentional, planning and lawful impact of management subjective in order to make the teaching and learning process operate under its rules, implementing the requirements of social education in training people according to the standards of era, focusing on teaching and learning activities and multi-system education, move from the initial state to the goal (Nguyen Duc Tri,2010). 8 Methods of Teaching and Learning are ways of organizing the activities of teachers and learners to form and develop the learners ’knowledge, professional skills. Band develop professional personality in the training process. As a constituent factor, teaching methods help determine the quality and effectiveness of the training according to the requirements specified in the training objectives (Tran Khanh Duc, 2010). Objectives are a model of future results of teaching activities which foresee what the learners and the teachers will achieve at the end of teaching- learning process (Phan Trong Ngo, 2005). Organizational form of teaching and learning pertains to the activities of the teachers and students in the teaching process at the certain time and place with the specific methods and means of teaching to perform (Nguyen Ngoc Bao, Ha Thi Duc, 2001). Teaching-learning process is the process of coordinating activity between teachers and students, in which the teacher's activity plays a key role and activities of the students play an active role to fulfill the mutual purpose (Bui Thi Mui, 2009). Testing and Assessment of learning outcomes is comparison, collation about knowledge, skills, attitudes achieved in practice of the learners with the expected results identified in the teaching objectives for understanding and diagnosing before and during the teaching- learning process (formative) or after a process of learning (summative knowledge assessment; (Tran Khanh Duc , 2010). 9 Chapter II REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents relevant readings in the form of literature and researches which have significance and similarities with the present study. This also includes the conceptual framework and the research paradigm. Credit-based Learning Approach Credit-based learning approach is not organized by academic year but organized by semester. One academic year can be organized by two or three semesters. As Trexler (2008) stated, each training program of certain field of study is not determined by academic year but by accumulation of knowledge of students, students accumulating enough credits defined for a discipline will get a diploma and graduate from universities. Cobbe (2008) illustrated that in the credit-based learning approach, the students have to register learning schedule and modules at the beginning of each semester. To do this, students must understand the relevant documents such as student handbook, curriculum, modules that students must learn, knowledge of general education, knowledge of professional education to help students register schedule for each semester in accordance with regulations of the universities and ability, cognitive ability and specific conditions of each student. The advantages of credits-based learning approach are: Students do not only have the right to choose compulsory modules/subjects in curriculum, but also can choose some elective modules of training program determined by universities. During the course, students can learn the foreign languages, information technology and have another course for second diploma. 10 According to Dang Xuan Hai (2007) one of the key features in the development of training programs in the credit-based learning approach is high transferability. A university curriculum has always two knowledge parts: 1) general education and 2) professional education. The former comprises of the subjects: chemistry, physics, mathematics, physical education, foreign languages, computer science, and Marxism-Leninism. These are compiled to meet all training disciplines in a certain training field. The development of the program with a high transferability will enable students to be able to take a part in more courses in the same field of study. When the program is built with high transferability, horizontal transferability between disciplines in the same field of study and vertical transferability from colleges to universities can help students learn more disciplines at the same time and students can have two or three university diplomas at the same time. Measurement units of learning quantity of students in the credit-based learning approach are credits. One credit is equivalent to 15 hours of theory in the classroom, 30 hours of practice or experiment. In each semester, students must accumulate equivalent to 15 credits, every training program has the following amount of credits: 1) college (3 years) is equivalent to 90 credits; and 2) university for 4 years to120 credits, for 5 years to 150 credits, and for 6 years to 180 credits (Nguyen Duc Chinh, 2007). In the training program of credit-based learning approach, Nguyen Mai Huong (2010) observed that the learning time of the students in classroom reduces one third compared to the year-based learning approach so students have to increase the time of self-learning and self-study. According to the regulations, every student must have self-learning time of 30 hours for credit. 11 In credit-based learning approach, quality of education does not only change compared to year-based learning approach but also be improved by quality accreditation and assurance activities. To meet this requirement, teachers and students must innovate the methods of teaching and learning towards using active teaching methods and student-centered teaching and learning process. Students must study materials before going to class and teachers must provide assignments to enhance self-learning, self-study to students. In the credit-based earning approach, self-study of students is most important. Students have to take part in self-earning and self-studying process in all trainings (in the class, in the library, in the laboratory, at home). To adapt to the organizational training forms of credit-based learning approach, both teachers and students are required to renew the methods of teaching and learning. Teachers must use the active teaching methods (students-centered teaching) and students must use active learning methods (considering self- learning and self-study as main activities of teaching and learning process). Objectives Article 2 of Vietnamese Education Law (2005) states that the objectives of education are to educate the Vietnamese into comprehensively developed persons who possess ethics, knowledge, physical health, aesthetic sense and profession, loyal to the ideology of national independence and socialism; and to shape and cultivate dignity, civil qualification and competence, satisfying the demands of the construction and defense of the fatherland. This objective can specify criteria such as: he quality of morals, society, health indicators, psychology, biology, level of knowledge, skills, learning capacity, living and adaptation;...s  Analysis and interpretation of the collected data  Development of strategic plan for implementation of credit- based learning approach  Evaluation of the acceptability of strategic plan 28 Chapter III METHODOLOGY This chapter deals with the research locale and design, population and sampling, instrumentation, data gathering procedure, and statistical treatment used in the study. Locale of the Study This study was conducted in two college groups of ATEC identified as College Group 1 which includes those implementing the management of teaching-learning process in credit-based learning approach. On the polarity, college group 2 includes three (3) colleges not implementing the management of teaching-learning process in credit-based learning approach. Both groups are public and most are administered by provincial People's Committees. The respondent colleges in Group 1 are Economic and Technical College of Thai Nguyen University; Phu Lam Economic-Technical College in Ho Chi Minh City, Ha Noi Community College in Hanoi City; and Vinh Phuc Economic-Technical College in Vinh Phuc Province. On the other hand, Group 2 comprises Phu Tho Technical Economic College in Phu Tho province; Thai Nguyen College of Economics and Finance in Thai Nguyen Province; and Vietnam – Germany Industrial College in Thai Nguyen province. Research Design The descriptive method of research was used in this study to analyze the investigated variables. According to Sevilla, et al. (2004), it is designed to 29 help determine the extent to which different variables are related to each other in the population of interest. The critical distinguishing characteristics are the effort to estimate a relationship, as distinguished from simple description. This study was conducted to describe the management of the teaching-learning process in the credit-based learning approach namely: objectives, curriculum and curriculum content, methods of teaching and learning, the organizational forms of teaching and learning process, use of test and assessment method, conditions for teaching and learning process; find any significant difference on management of two college groups in ATEC; develop a strategic plan for improving training quality in chosen colleges; and evaluate its acceptability. Population and Sampling Seven colleges of the Association of Technical and Economic Colleges (ATEC) were selected to be surveyed concerning the status of management of the teaching-learning process in the credit-based learning approach among four colleges implementing the credit-based learning approach and three colleges which are not implementing. In each college, three (3) respondent groups – administrators, teachers and third year students – were surveyed and interviewed. There are no restrictions as to who are qualified to answer the questionnaire such as sex, age, civil status, or educational background. The respondents were randomly selected using fish bowl technique. To identify the sample size of the study, Slovins’ formula was used: N n = 1+ N. e2 Where: n = number of samples (sample size) N = number of elements in the population (population size) 30 e = sampling error (assumed as 0.05 depending on the researcher) To identify sample size for each college, the formula below was used: ni= (Ni/N)*n ni= number of samples per stratum Ni = number of elements in the nth stratum N = total population Table 1 Frequency Distribution of Respondents in Colleges Implementing Credit-based Learning Approach College Population Number of Respondents A T S A T S Total Economic and Technical College of Thai Nguyen University 15 54 418 13 36 86 135 Phu Lam Economic -Technical College 14 46 356 12 31 75 118 Ha Noi Community College 14 45 382 12 30 79 121 Vinh Phuc Economic- Technical College 15 48 369 13 32 76 121 TOTAL 58 193 1525 50 129 316 495 *A- administrators; T-teachers, S-students A total of 495 participants including the 50 (10.1%) administrators, 129 (26.1%) teachers, and 316 (63.8%) students were surveyed from group 1 comprising of four colleges of Association of Economic Technical Colleges. In proportion, 68.2% or 50 out of 58 administrators 66.8% or 129 out of 193 teachers, and 20.7% or 316 out of 1525 students were requested to answer the questionnaires. 31 Table 2 Distribution of Respondents in Colleges Not Implementing Credit-based Learning Approach College Population Number of Respondents A T S A T S Total Phu Tho Technical Economic College 12 39 328 11 31 97 139 Thai Nguyen College of Economics and Finance 14 36 312 12 28 92 132 Vietnam – Germany Industrial College 13 32 309 12 25 91 128 TOTAL 39 107 949 35 84 280 399 *A- administrators; T-teachers, S-students 399 participants in College Group 2 including 35 (8.8%) administrators, 84 (21.1%) teachers and 280 (70.1%) students were surveyed from three colleges of Association of Economic Technical Colleges. On the whole, 89.7% or 35 out of 39 administrators, 78.5% or 84 out of 107 teachers, and 29.5% or 280 of 949 students were subjected in the study. Instrumentation The questionnaires were used as main tools in data gathering. It deals with the elements of teaching-learning process in the credit-based learning approach such as: objectives; curriculum and content; methods of teaching and learning; organizational forms of teaching-learning; test and assessment method, and conditions for teaching and learning process. Unstructured interviews were also conducted to cross check the participants’ responses in the questionnaires. Based on the results of survey, a strategic management plan was proposed for improved implementation of the credit-based learning approach of selected colleges in the ATEC. 32 Validation of the Instrument Validation of the questionnaires was done using the inter-consistency judgment criteria. The researcher sought the assistance of some experts to validate the content of questionnaires as to correctness of language, appropriateness of the statements and relevance of the items to the problem using the codes: 3 for “acceptable”, 2 for “needs revisions”, and 1 for “not acceptable.” After which, it was tried out to a school not included in population to determine the suitability of the language. Then, it was submitted to the research adviser for final approval. Data Gathering Procedure The actual data gathering procedure was done primarily by selecting criterion and necessary indicators to make questionnaires. It was followed by selecting the samples to survey the status of research problem. The sampling process was based on the number of colleges in each group surveyed, and number of administrators, teachers and students of each college. Organizing pilot survey and modifying the questionnaires were done prior to the conduct of a survey on the larger scale. Collecting questionnaires and entering and processing the collected data were done, for the analysis and evaluation of the obtained results. Statistical Treatment To answer the problems posed in this study, the following statistical tools were applied on the data collected. 33 Weighted mean was used to describe the perception of administrators, teachers, students-respondents on the management of the teaching-learning process. The formula is: WM = ∑ Where: WM = weighted mean ∑fw = sum of the product of the frequency and weight n = total number The following scales were used for the interpretation of data: Point Range Descriptive Rating 4 3.25 - 4.00 Strongly agree (S)/ Always carried out (ACO)/ Strongly acceptable (SA) 3 2.50 - 3.24 Agree (A)/ Moderately carried out (MCO)/ Acceptable (A) 2 1.75 - 2.49 Disagree (D)/ Very seldom carried out (VSCO)/ Fairly Acceptable (FA) 1 1.00 - 1.74 Strongly disagree (SD)/ Never carried out (NCO)/ Not Acceptable (FA) Chi-square test was used for determining any significant difference in the management of teaching-learning process between two college groups in the ATEC. The formula is: X2 = ∑ () Where: X2 = chi-square value 0 = observed frequencies E = Expected frequencies 34 Chapter IV RESULTS AND DISCUSSION This chapter presents the data on tables with corresponding analysis and interpretation. The presentation follows the sequence of specific problem relating to management of the teaching-learning process in the credit-based approach of selected colleges in the Association of Technical and Economic Colleges (ATEC) in Vietnam. Management of Teaching-Learning Process in Credit-Based Learning Approach Table 1.1 on the next page presents the weighted mean distribution on three sectors’ perceptions towards objectives in teaching-learning process. All of the respondents agree with the objectives in teaching-learning process as indicated by the administrators of both Group 1 (2.87) and Group 2 (2.62), teachers of both Group 1 (2.85) and Group 2 (2.66), and students of both Group 1 (2.84) and Group 2 (2.72) respectively. All of the statements are agreed upon by all groups except on the case of Group 2 administrators that disagree with the provision on advanced objective: Practice creative thinking abilities and scientific criticism to learners (2.49) and objectives associated with society: Practice life skills and develop individuals associated with society (2.46). This means that the objectives of non-credit-based schools need to be more geared towards critical and analytical thinking and helpful competencies to respond to the societal demands. This imperative is supported by Nguyen Huu Chau (2005), the objective of training in the academic credit is consistent with the philosophy of education which is flexible and likewise with increasing adaptability towards initiative and creativity to meet social requirements. 35 Table 1.1 Weighted Mean Distribution on Three Sectors’ Perceptions towards Objectives in Teaching-Learning Process Objectives The following objectives are achieved: Administrators Teachers Students Group 1 Group 2 Group 1 Group 2 Group 1 Group 2 WM DR WM DR WM DR WM DR WM DR WM DR 1. Objectives of each lesson 2.94 A 2.71 A 2.98 A 2.70 A 2.90 A 2.83 A 2. Objectives of the subject 3.02 A 2.71 A 2.93 A 2.76 A 2.91 A 2.84 A 3. Objectives of the course 3.00 A 2.71 A 2.94 A 2.74 A 2.94 A 2.81 A 4. Basic objectives: practice the basic cognitive skills and master the subject content. 3.04 A 2.80 A 3.00 A 2.79 A 2.95 A 2.85 A 5. Advanced objective: Practice creative thinking abilities and scientific criticism to learners. 2.68 A 2.49 D 2.69 A 2.50 A 2.70 A 2.53 A 6. Creative career objectives: Prepare new career possibilities for oneself and create jobs for others 2.72 A 2.51 A 2.71 A 2.56 A 2.74 A 2.59 A 7. Objectives associated with society: Practice life skills and develop individuals associated with society. 2.66 A 2.46 D 2.68 A 2.55 A 2.72 A 2.57 A Average Weighted Mean 2.87 A 2.62 A 2.85 A 2.66 A 2.84 A 2.72 A In addition, Dang Xuan Hai (2012) stated that the objective of credit-based system is to train learners political quality, ethics, knowledge and capability corresponding with the level of training and have the ability to solve common problems in major ships where students are trained. To achieve this goal, teaching learners with intellectual capacity, active and adaptable ability, capable of action (life skills) to be able to get and create jobs for everyone, having self-learning ability for lifelong learning, and international capacity (foreign languages and global culture) for international integration are constantly envisioned. 36 Table 1.2 Weighted Mean Distribution on Three Sectors’ Perceptions towards Curriculum and Content in Teaching-Learning Process Curriculum and Content The following could be satisfied by the students: Administrators Teachers Students Group 1 Group 2 Group 1 Group 2 Group 1 Group 2 WM DR WM DR WM DR WM DR WM DR WM DR 1. Number of credits for a course 3.12 A 2.83 A 3.07 A 2.82 A 3.04 A 2.76 A 2. Number of compulsory modules/ subjects in the curriculum 3.26 SA 2.86 A 3.21 A 2.93 A 3.13 A 2.80 A 3. Number of elective modules/subjects in the curriculum 2.68 A 2.69 A 2.78 A 2.74 A 2.69 A 2.71 A 4. Number of credits for each module/subject in curriculum 3.04 A 2.89 A 3.01 A 2.87 A 2.99 A 2.73 A 5. Core content (compulsory to know) 3.16 A 2.77 A 3.07 A 2.76 A 3.05 A 2.71 A 6. Closely related content (should know) 2.98 A 2.74 A 2.95 A 2.60 A 2.92 A 2.75 A 7. Further related content (may know) 2.66 A 2.63 A 2.69 A 2.56 A 2.70 A 2.63 A 8. Content that students learn in the classroom 3.14 A 2.89 A 3.02 A 2.92 A 3.00 A 2.90 A 9. Content that students master through group study, practice, and apprenticeships 2.70 A 2.43 D 2.76 A 2.51 A 2.66 A 2.58 A 10. Content for self-learning 2.62 A 2.46 D 2.64 A 2.44 D 2.65 A 2.49 D Average Weighted Mean 2.94 A 2.72 A 2.92 A 2.72 A 2.88 A 2.71 A Table 1.2 shows the weighted mean distribution on three sectors’ perceptions towards curriculum and content in teaching- learning process. As evident in the table, all of the respondents from different sectors and groups agree with the criterion as indicated by the ratings of Group 1 (2.94) and Group 2 (2.72) administrators, Group 1 (2.92) and Group 2 (2.72) teachers, and Group 1 (2.88) and Group 2 (2.71) students. 37 However, Group 2 administrators (2.46), teachers (2.44), and students (2.49) disagree on content for self-learning. In addition, group 2 administrators also disagree with content that students master through group study, practice, and apprenticeships (2.43). The data connotes that non-credit-based schools needs to improve the provisions of curriculum regarding independent learning and variety of real-life tasks. Thus the said schools may realize what credit- based curriculum imposes which as Dang Vu Hoat and Ha Thi Duc (2003) underscored: “teaching and learning content does not only provide essential knowledge on certain career for students but also provide students’ learning method and more importantly creating confident passion for long-life learning.” Meanwhile, the group 1 administrators strongly agree on the number of compulsory modules/ subjects in the curriculum (3.26). This strengthens the premise of credit-based learning approach which is designed in modules with range of elective subjects. Likewise, it conforms with what Dang Xuan Hai (2012) mentioned about the curriculum in the credit-based learning approach that the number of subjects in the program structure of each academic major is larger than the number of subjects that the students must choose for the degree of the major. Besides the compulsory subjects, the curriculum must have many elective subjects for students (compulsory elective and optional elective with a specified rate). In each subject of the curriculum, the number of hours for class in the credit-based learning approach is much less than in the yearly system combined with the modules. Table 1.3 on the next page discloses the weighted mean distribution on three sectors’ perceptions towards teaching methods in the teaching-learning process of credit and non-credit-based schools. 38 Table 1.3 Weighted Mean Distribution on Three Sectors’ Perceptions towards Teaching Methods in Teaching-Learning Process Teaching Methods Teachers Administrators Teachers Students Group 1 Group 2 Group 1 Group 2 Group 1 Group 2 WM DR WM DR WM DR WM DR WM DR WM DR 1. Introduce core contents, structure of the lessons, system of concepts and necessary information relating to the subjects. 3.32 ACO 3.00 MCO 3.22 MCO 3.06 MCO 3.27 ACO 2.99 MCO 2. Provide students full information about the subjects through syllabi. 3.16 MCO 2.34 VSCO 3.09 MCO 2.42 VSCO 3.13 MCO 2.41 VSCO 3. Introduce reference books, and self- learning methods in detail for each content and subject. 2.72 MCO 2.54 MCO 2.81 MCO 2.60 MCO 2.71 MCO 2.58 MCO 4. Guide students in planning and implementing the plan of self-study 2.48 VSCO 2.34 VSCO 2.60 MCO 2.48 VSCO 2.54 MCO 2.51 MCO 5. Guide students to find and select information relating to the subject matters. 2.80 MCO 2.51 MCO 2.83 MCO 2.56 MCO 2.81 MCO 2.56 MCO 6. Guide students to solve practical problems by using learning theory. 2.74 MCO 2.46 VSCO 2.71 MCO 2.54 MCO 2.76 MCO 2.58 MCO 7. Give students self-study assignments (daily individual and group exercises, weekly homework, monthly and semestral assignments, essays). 2.86 MCO 2.60 MCO 2.83 MCO 2.67 MCO 2.84 MCO 2.68 MCO 8. Test and evaluate results of students’ self- study 2.84 MCO 2.71 MCO 2.81 MCO 2.70 MCO 2.85 MCO 2.75 MCO 9. Help students form thinking, analytical, and synthetic skills 2.62 MCO 2.46 VSCO 2.51 MCO 2.44 VSCO 2.54 MCO 2.49 VSCO Average Weighted Mean 2.83 MCO 2.56 MCO 2.81 MCO 2.60 MCO 2.83 MCO 2.62 MCO 39 All of the sectors of perceive that the teaching methods are moderately carried out as shown by the ratings given by the Group 1 (2.83)and Group 2 (2.56)administrators, Group 1 (2.81) and Group 2 (2.60) teachers, and Group 1 (2.83) and Group 2 (2.62)students. But more specifically, guiding students in planning and implementing the plan of self-study is rated by Group 1 (2.48) and Group 2 (2.34) administrators, and Group 2 teachers (2.48) as very seldom carried out. The same descriptive rating is given to providing the students full information about the subjects through syllabi with 2.34, 2.42, and 2.41 by non- credit-based administrators, teachers and students respectively; guiding the students to solve the practical problems by using learning theory (Group 2 administrators, 2.46); and helping students form the thinking, analytical, and synthetic skills by all the sectors in non-credit-based system (2.46, 2.44 and 2.49, respectively). The results are suggestive that it is a necessity for the non- credit-based schools to foster self-regulated learning, transparency and student accountability of their own learning by letting them know the course contents and how it goes on during the teaching-learning process, problem-solving and higher order thinking skills instruction. This is congruent with the presumption of Le Duc Ngoc (2004) that to be able to implement teaching content according to requirement of the credit-based learning approach, teachers and students have to actively innovate teaching and learning methods from using the transferred one way method to getting and processing information according to the lesson and the subject goal called "teaching students how to learn". Additionally, Thai Duy Tien (2007) emphasized that teaching methods must concentrate on promoting the competence of students’ self-learning and mobilize effectively the role of media, teaching facility and the modern technologies. 40 On the other hand, Group 1 administrators (3.32) and Group 1 students (3.27) perceive that introducing core contents, structure of the lessons, system of concepts and necessary information relating to the subjects as part of the in the teaching methods is always carried out. The result is supported by Le Duc Ngoc (2004) stating that the way to accomplish training objectives in general and teaching goal of subjects in particular in the credit system should be flexible and require the diversity of methods. On the succeeding page, table 1.4 shows the weighted mean distribution on three sectors’ perceptions towards learning methods in the teaching-learning process of credit and non-credit-based schools. There is disparity between the responses of the two groups wherein credit-based system administrators (2.53), teachers (2.53) and students (2.55) all perceive learning methods moderately carried out while non-credit-based system administrators (2.33), teachers (2.37) and students (2.41) rate it all very seldom carried out. The same is true for preparing and participating in presentations assigned and evaluated by teachers as rated by the credit- based schools administrators (2.62), teachers (2.65) and students (2.64) all with moderately carried out while with non-credit-based school administrators (2.37), teachers (2.38) and students (2.36) all with very seldom carried out; and reading books and reference materials according to the guidance of the teachers all with moderately carried out for credit-based school administrators (2.62), teachers (2.59), and students (2.61) and all with very seldom carried out for non-credit-based school administrators (2.40), teachers (2.44), and students (2.46). This means that the latter group needs to reinforce engaging in per formatives and providing sufficient library resources and materials. 41 Table 1.4 Weighted Mean Distribution on Three Sectors’ Perceptions towards Learning Methods in Teaching-Learning Process Learning Methods Students Administrators Teachers Students Group 1 Group 2 Group 1 Group 2 Group 1 Group 2 WM DR WM DR WM DR WM DR WM DR WM DR 1. Prepare and participate in presentations assigned and evaluated by teachers. 2.62 MCO 2.37 VSCO 2.65 MCO 2.38 VSCO 2.64 MCO 2.36 VSCO 2. Plan and implement self-learning 2.42 VSCO 2.34 VSCO 2.38 VSCO 2.35 VSCO 2.48 VSCO 2.41 VSCO 3. Perform fully the learning task that teachers asked (group work, reports, presentation) 2.70 MCO 2.71 MCO 2.72 MCO 2.69 MCO 2.73 MCO 2.71 MCO 4. Read books and reference materials according to the guidance of the teachers. 2.62 MCO 2.40 VSCO 2.59 MCO 2.44 VSCO 2.61 MCO 2.46 VSCO 5. Search for information and necessary knowledge on the internet under the guidance of teachers. 2.46 VSCO 2.29 VSCO 2.45 VSCO 2.33 VSCO 2.48 VSCO 2.39 VSCO 6. Discuss learning problems with advisors 2.42 VSCO 1.86 VSCO 2.40 VSCO 1.99 VSCO 2.39 VSCO 2.14 VSCO 7. Systematize and summarize the learned knowledge and contents. 2.46 VSCO 2.37 VSCO 2.61 MCO 2.39 VSCO 2.52 MCO 2.41 VSCO Average Weighted Mean 2.53 MCO 2.33 VSCO 2.53 MCO 2.37 VSCO 2.55 MCO 2.41 VSCO However, planning and implementing self-learning, searching for information and necessary knowledge on the internet under the guidance of teachers, and discussing learning problems with advisors for Group 1 (2.42; 2.46; 2.42) and Group 2 (2.34; 2.29; 1.86) administrators, Group 1 (2.38; 2.45; 2.40) and Group 2 (2.35; 2.33; 1.99) teachers, and Group 1 (2.48; 2.48; 2.39) and Group 2 (2.41; 42 2.39; 2.14) students respectively are all rated very seldom carried out. It implies that both groups of respondent schools are encouraged to develop a policy for self-learning, activities incorporating digital literacy and tracking the learning difficulties of the learners. Reiterating Le Duc Ngoc (2004), to be able to implement teaching content according to requirement of the credit-based learning approach, teachers and students have to actively innovate teaching and learning methods from using the transferred one way method to getting and processing information according to the lesson and the subject goal called "teaching students how to learn". Table 1.5 on the next page reveals the weighted mean distribution on three sectors’ perceptions towards organization forms in the teaching-learning process of credit and non-credit-based schools. Almost all of the respondents perceive organization forms in teaching- learning process moderately carried out as rated by Group 1 administrators (2.64), both Group 1 (2.65) and Group 2 (2.50) teachers, and Group 1 students (2.66) except for Group 2 administrators (2.49) Group 2 students (2.49). Evidently, polarity of responses is shown in the provisions of discussions and seminars, working group hours, and self-study or self-research hours wherein moderately carried out is rated by credit-based schools while very seldom carried out for non-credit-based schools. This means that again, variety of techniques should be employed in the latter schools which are apparent in the former system as Dang Xuan Hai (2007) claiming that the organizational forms of teaching are often very diverse in credit-based learning approach. These are selected from the opinions of teachers to implement the role of oriented personnel, facilitators, coaches, inspectors, and evaluators. 43 Table 1.5 Weighted Mean Distribution on Three Sectors’ Perceptions towards Organization Forms in Teaching-Learning Process Organization Forms The following are implemented in the teaching process: Administrators Teachers Students Group 1 Group 2 Group 1 Group 2 Group 1 Group 2 WM DR WM DR WM DR WM DR WM DR WM DR 1. Theoretical periods 3.00 MCO 3.26 ACO 3.02 MCO 3.25 ACO 3.03 MCO 3.23 MCO 2. Practice or apprentice hours 2.68 MCO 2.51 MCO 2.69 MCO 2.50 MCO 2.68 MCO 2.48 VSCO 3. Discussions and seminars 2.50 MCO 2.23 VSCO 2.52 MCO 2.31 VSCO 2.53 MCO 2.38 VSCO 4. Working group hours 2.60 MCO 2.40 VSCO 2.63 MCO 2.42 VSCO 2.62 MCO 2.39 VSCO 5. Self-study or self-research hours 2.62 MCO 2.37 VSCO 2.60 MCO 2.39 VSCO 2.61 MCO 2.38 VSCO 6. Hours of asking experts’ opinions 2.46 VSCO 2.14 VSCO 2.46 VSCO 2.13 VSCO 2.48 VSCO 2.10 VSCO Average Weighted Mean 2.64 MCO 2.49 VSCO 2.65 MCO 2.50 MCO 2.66 MCO 2.49 VSCO Meanwhile, hours of asking experts’ opinions is rated very seldom carried out by the Group 1 (2.46) and Group 2 (2.14) administrators, Group 1 (2.46) and Group 2 (2.13) teachers, and Group 1 (2.48) and Group 2 (2.10) students. It can therefore be inferred that schools from both groups may devote forming a schedule allotted for consultation with teachers and other experts of the field. As Dang Xuan Hai (2012) suggested, there are some organizational forms of teaching that need to be promoted in credit- based learning approach such as periods in class for theory, seminar hours, academic adviser hours, practice hours, team working hours, self-learning hours. On the other hand, the theoretical periods are perceived always carried out by the non-credit-based administrators (3.26) and teachers (3.25). This shows lack of applications or the dominance of teaching theoretical underpinnings over practice which is in contrast with credit-based “oriented theoretical periods which are usually implemented in the first week of the course or at the beginning of a charter or a learning content” (Dang Xuan Hai, 2012). 44 Table 1.6 Weighted Mean Distribution on Three Sectors’ Perceptions towards Test and Assessment Methods Used in Teaching- Learning Process Test and Assessment Methods Used The following are provided to the students: Administrators Teachers Students Group 1 Group 2 Group 1 Group 2 Group 1 Group 2 WM DR WM DR WM DR WM DR WM DR WM DR 1.Individual exercises 3.12 MCO 2.86 MCO 3.14 MCO 2.82 MCO 2.95 MCO 2.81 MCO 2.Group exercises 2.98 MCO 2.49 VSCO 2.92 MCO 2.45 VSCO 2.90 MCO 2.60 MCO 3.Semestral assignments 3.02 MCO 3.00 MCO 3.01 MCO 3.04 MCO 3.03 MCO 2.99 MCO 4.Midterm examination 3.00 MCO 3.00 MCO 2.97 MCO 3.01 MCO 2.97 MCO 2.84 MCO 5.Final or an essay exam at the end of subject taken 3.06 MCO 3.09 MCO 3.04 MCO 3.02 MCO 3.02 MCO 3.03 MCO 6.Enough actual time to complete the test and other forms of assessment 3.02 MCO 2.91 MCO 2.99 MCO 2.89 MCO 2.70 MCO 2.75 MCO 7.Accuracy of results of capacity evaluation based from assignments and exams 3.04 MCO 2.89 MCO 3.05 MCO 2.88 MCO 2.89 MCO 2.85 MCO 8.Test/ assessment contents based from the lessons’ goals and objectives 3.02 MCO 2.97 MCO 2.99 MCO 2.93 MCO 2.87 MCO 2.86 MCO Average Weighted Mean 3.03 MCO 2.90 MCO 3.01 MCO 2.88 MCO 2.91 MCO 2.83 MCO Table 1.6 displays the weighted mean distribution on three sectors’ perceptions towards test and assessment methods used in the teaching-learning process of credit and non-credit-based schools. All of the sectors in both groups perceive test and assessment methods as moderately carried out as shown in the ratings of Group 1 (3.03) and 2 (2.90) administrators, Group 1 (3.01) and 2 (2.88) teachers, and Group 1 (2.91) and 2 (2.83) students. 45 The same rating is true for provisions of the semestral assignments, midterm examination, final or essay exam at the end of subject taken, enough actual time to complete the test and other forms of assessment, accuracy of results of the capacity evaluation based from assignments and exams, test/ assessment contents based from lessons’ goals and objectives and individual exercises. The data connotes that both groups implement diverse forms of assessment. As McMillan (2001) cited, there are two basic forms of evaluation in teaching process: the formative and the summative assessment of learning. The formative assessment includes the diligent evaluation, conscious learning assessment, and periodic examination. In the credit-based learning approach, tests should be conducted regularly to assess students' active learning in the teaching process. The average score of every assessment is considered the formative score and have a significant weight in evaluation of subject. The evaluation forms in formative assessment are very diverse including written tests in class, presenting assignments prepared at home, and take part in group discussions, major essay, or thesis. However, group exercises are seen by non-credit-based administrators (2.49) and teachers (2.45) as very seldom carried out. This gives way for the imperative to implement cooperative and collaborati...e administration of the questionnaires will not affect the smooth flow of their activities and the information that will be gathered shall be treated with utmost confidentiality. I hope for your favorable consideration and approval. Respectfully yours, PHAM CHI CUONG Graduate Student Approved: Mr. NGUYEN DUC SINH Vice Principal of Vietnam – Germany Industrial College 79 Appendix B INSTRUMENT Questionnaire on Teaching and Learning Process in Academic Credit Directions: To get full information on the real situation of the teaching and learning process management by academic credit system, could you please give your opinion on a number of issues below by answering questions or mark (V) in the corresponding column. Could you please tell us the level of objectives achievement of teaching and learning process after the end of the course or subject. 4 – Strongly agree (SA) 2 – Disagree (D) 3 – Agree (A) 1 – Strongly disagree (SD) Objectives 4 3 2 1 1. Achieve the objectives of each lesson 2. Achieve the objectives of the subject 3. Achieve the objectives of the course 4. Achieve basic objectives: practice the basic cognitive skills and master the subject content. 5. Achieve advanced objective: Practice creative thinking abilities and scientific criticism to learners. 6. Achieve creative career objectives: Prepare new career possibilities for myself and create jobs for others. 7. Achieve objectives associated with society: Practice life skills and develop individuals associated with society. Curriculum and Content 4 3 2 1 1. There are number of credits for a course satisfied of the students. 2. There are number of compulsory modules/ subjects in the curriculum satisfied of the students 3. There are number of elective modules/subjects in the curriculum satisfied of the students 4. There are number of credits for each module/subject in the curriculum satisfied of the students. 5. The core content and knowledge (compulsory to know) are satisfied of the students. 6. The closely related content and knowledge (should know) are satisfied of the students. 7. The further related content and knowledge ( may know) are satisfied of the students. 8. The content and knowledge that students learn in the classroom are satisfied of the students. 9. The content and knowledge that students master through group study, practice, apprenticeships are satisfied of the students. 10. The content, knowledge for self-learning are satisfied 80 of the students. 4 – Always carried out (ACO) 2 – Very seldom carried out (VSCO) 3 – Moderately carried out (MCO)1 – Never carried out (NCO) Teaching Methods 4 3 2 1 1. Teachers introduce the core contents, structure of the lessons, system of concepts and necessary information relating to the subjects. 2. Teachers provide students fully information about subjects through syllabi. 3. Teachers introduce reference books, self-learning methods in detail for each content and subject. 4. Teachers guide students in planning and implementing the plan of self-study, self-study 5. Teachers guide students to find and select information relating to the subject matters. 6. Teachers guide students to solve practical problems by using learning theory. 7. Teachers give students self-study assignments (daily individual exercises, group exercises, weekly homework, month assignments, semester assignments, essays). 8. Teachers test and evaluate the results of students’ self- study 9. Teachers help students form thinking skills, analytical skills, synthetic skills. Learning Methods 4 3 2 1 1. Students prepare and participate presentations of the self- study content assigned and evaluated by teachers. 2. Students plan and implement the plan of self-learning, self- study. 3. Students perform fully the learning task that teachers asked (group work, reports, preparing presentation,.. etc.) 4. Students read books and reference materials according to the guidance of teachers. 5. Students search for information and necessary knowledge on the internet under the guidance of teachers. 6. Students discuss the learning problems with learning advisors 7. Students systematize and summarize the learned knowledge and contents. Organizational forms of teaching and learning 4 3 2 1 1. Theoretical periods are implemented in teaching process. 2. Practice, apprentice hours are implemented in teaching process. 3. Discussions, seminars are implemented in teaching process. 4. Working group hours are implemented in teaching process. 5. Self-study or self- research hours are implemented in teaching process. 6. Hours of asking experts’ opinions are implemented in 81 teaching process. Test and Assessment Methods 4 3 2 1 1. The individual exercises are provided for students 2. The group exercises are provided for students 3. The semester assignments are provided for students 4. The mid-term exam is always conducted for students 5. There is a final exam or an essay exam at the end of subject taken. 6. The students are given actual time to complete the test and other form of assessment in the subject. 7. The accuracy of the results of the capacity evaluation of students are based through assignments and exams. 8. The test/ assessment contents are based from the lessons’ goals and objectives. 4 – Strongly agree (SA) 2 – Disagree (D) 3 – Agree (A) 1 – Strongly disagree (SD) Conditions 4 3 2 1 1. Students are informed fully with the necessary information relating to the subjects, courses. 2. Students are provided fully of books and references materials for learning and self- study. 3. The infrastructure, facilities for teaching and learning (classroom, conditions for practice, computers, internet) are provided. 4. Teachers’ consulting activities and academic advisors with students’ learning activities are provided. 5. Provide enough spaces and other condition for students’ self- study activities like study room, library, etc. 6. Effectiveness of organizing activities for students to enroll in the modules, subjects, courses. 7. Software supports for training management are provided for students. 8. Provide documents on teaching and learning process in the credit for students. 9. Different extra-curricular activities for students (Activities of Youth union, students' union) are provided. 10. Students are provided with syllabi in guiding them for self- learning and study. 82 Acceptability Questionnaire on the Strategic Plan to Improve Credit-based Approach Instruction Name (optional): ________________________________________________________ Directions: The following statements represent your opinions regarding acceptability of the Strategic Plan on improving the Credit-based Approach in teaching and learning. Kindly check your responses to indicated statements below. Base your answer on the following descriptive interpretation: 4 – Highly acceptable 2 – Slightly acceptable 3 – Acceptable 1 – Not acceptable Statements 4 3 2 1 A. Accuracy 1. Indicates well-stated program/ project objectives. 2. Contains words/phrases/statements that are free from grammatical and communicative error. 3. Presents consistent and briefly stated goals and purposes. 4. Is reflecting the necessary standards and activities of the curriculum. 5. Contains properly constructed sentences and phrases. 6. Contains array of activities that are suited to the program/s. 7. Activities are aligned to curricular goals and objectives. B. Significance 1. Provides support for teaching-learning process of teachers and students. 2. Is sufficient to enhance students’ knowledge, competencies, attitudes and values under the curriculum 3. Guides students as to the flow of curricular undertakings. 4. Is student-centered. 5. Caters students’ individual differences. 6. Addresses students’ academic needs and life-related skills 7. Indicates activities that are parallel to the competencies that must be achieved by the target users. C. Responsiveness 1. Promotes students’ personalized learning opportunities 83 2. Contains program activities and resources for students’, teachers’ and administrators’ guidance. 3. Enables the users to relate and follow to the flow of programs 4. Are well-organized as to the division of activities. 5. Helps students and teachers understand curricular requirements and criteria 6. Acquaints students and teachers on the nature of credit-based approach in teaching and learning 7. Responds to the needs of the teachers and the students under the curriculum. D. Authenticity 1. Reflect real-life program activities 2. Is founded on personal experiences and needs of students, teachers and students 3. Contains programs that are readily helpful to the students and other key members of the academe 4. Makes students and teachers’ monitor and assess to what extent they can perform the program activities 5. Lets students and teachers see the salient features and importance of the curriculum. 6. Requires curricular set-ups that are familiar to both students and teachers 7. Elicits demonstrations of competencies among administrators, teachers and students in ways that resemble “real-life” 84 Appendix C The Strategic Plan for the Implementation of Credit-Based Learning Approach STRATEGIC PLAN ON MANAGEMENT OF TEACHING-LEARNING PROCESS IN THE CREDIT-BASED APPROACH Key Result Area Objective Program/ Activity Resources Lead Person/ Unit Processes Equipment/ Tool Budget Target Clientele Time Frame 1. Teaching method used in teaching and learning process -To train teachers in guiding the students in planning and implementing the plan of self-study A seminar workshop on “Teaching Redesign towards Effective Credit- based Instruction” Headmasters Inviting resource experts to facilitate seminar-workshop on transforming curriculum that focuses more on personalized learning, strong teacher- student relationships, flexible supports, and development of 21st century skills Seminar venue Seminar kits Training materials Teachers and other support staff Three (3) days (a week prior to class opening) 2. Learning method used in teaching and learning process - To teach students to plan and implement self-learning Orientation of students for individualized learning Committee Head on Academics Acquainting students on the know-how of individualized learning Orientation venue Audio-visual supports Informational leaflets/ handouts Students Whole- day during the opening of month of classes opening 85 - To hone among students skills of searching for information and necessary knowledge on the internet under the guidance of teachers. Offering an elective class on electronic references and internet/ World Wide Web use Headmasters and committee head on ICT Establishing classes on weekend basis to learn the basic of internet searching and online data processing and retrieval Classroom for ICT Class Computer units Demonstration board Audio-visual supports Students Whole year round - To inculcate among students the practice of discussing the learning problems with learning advisors Implementing daily consultation hours Headmasters and head of academics Allotting a fixed schedule for the students’ consultation hours Including consultation hours in the teacher’s workload Venue for consultation Students Whole year round - To develop among students systematization and summarizing the learned knowledge and contents Upgrading their knowledge through forum on 21st Century Skills Head of the Academics and Resource Experts Conducting a forum for developing the students’ 21st Century Skills Incorporating in the curriculum the teaching of 21st Century Skills Forum venue Audio-visual supports Informational leaflets/ handouts Students Month of opening classes (One day) Whole year round 3. Organization form use in teaching and learning - To allot hours of conference for experts’ opinions Creating school blog sites and electronic discussion groups Head of the Academics and ICT staff experts Establishing a free blog spots and discussion sites to accommodate students’ queries Developed blogs sites Students Whole year round 86 A PROPOSED SEMINAR WORKSHOP ON “TEACHING REDESIGN TOWARDS EFFECTIVE CREDIT-BASED INSTRUCTION” Schedule of Activities Time Day 1 Activities/ Session Time Day 2 Activities/ Session Time Day 3 Activities/ Session 7:30-8:00 Arrival/ Setting up Registration 8:00-8:15 Management of Learning 8:00-8:15 Management of Learning 8:00-8:30 Opening Program 8:15-9:00 Workshop – Cell Group: Sharing Personal Experience of Administrative Efforts-Supports 8:15-9:00 Workshop – Review of Strategic Planning and Task Delegation 8:30-9:00 Program Orientation 9:00-9:15 M O R N I N G B R E A K 9:15-10:15 Making it Happen! (On Students’ Personalized Learning 1) 9:15-11:00 When the Going Gets Tough! (On 21st Century Skills) Workshop – SWOT Matrix: Assessing the School SWOT in Relation to 21st Century Skills 1) 9:15-11:30 Open Forum 10:15-11:00 Workshop – Strategic Planning for Transforming Class from Teacher- to Student -Centeredness 11:00-12:00 Revitalizing our Best Values (On Students’ Personalized Learning 2) 11:00-12:00 Exemplary Me! (On Modeling 21st Century Skills ) 11:30-12:00 12:00-1:00 L U N C H B R E A K 1:00-1:30 Workshop – Reevaluating our Curriculum: Basis for School Agendum 1:00-2:30 Our Clear Vision, Our Strong Actions (On 21st Century Skills 2) 1:00-1:30 Closing Program 1:30-3:00 Education: An Endless Pursuit (On Student-Teacher Rapport) 1:30-2:00 Clearing House 3:00-3:45 Workshop – Project Proposal in Promoting Student-Teacher Partnership 2:30-3:45 Workshop – Cell Group: Reflective Paper and Testimonial on 21st Century Skills 2:00-6:00 HOME SWEET HOME 3:45-4:00 A F T E R N O O N B R E A K 4:00-5:00 Directing our Authority (On Flexible Administrative Support) 4:00-5:00 “I as an Effective Mobilizer” (On Enable Others on 21st Century Skills) 5:00-8:30 D I N N E R A N D S O C I A L S 87 Orientation Program of Students for Individualized Learning Rationale Transitioning away from seat time, in favor of a structure that creates flexibility, allows students to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning. Credit-based strategies provide flexibility in the way that credit can be earned or awarded, and provide students with personalized learning opportunities. These strategies include online and blended learning, dual enrollment and early college high schools, project-based and community- based learning, and credit recovery. This type of learning leads to better student engagement because the content is relevant to each student and tailored to their unique needs. It also leads to better student outcomes because the pace of learning is customized to each student. By enabling students to master skills at their own pace, the competency-based learning systems help to save both time and money. Depending on the strategy pursued, competency-based systems also create multiple pathways to graduation, make better use of technology, support new staffing patterns that utilize teacher skills and interests, take advantage of learning opportunities outside of school hours and walls, and help identify opportunities to target interventions to meet the specific learning needs of students. Each of these presents opportunity to achieve greater efficiency and increase productivity. The orientation program and objectives are presented hereof for clarity of its purpose and activities. 88 Objectives The orientation program on students’ individualized learning aims to attain the following objectives: 1. Acquaint students on the nature of credit-based approach in learning. 2. Persuade students to pursue their personal interests and aptitude. 3. Highlight the advantages of credit-based approach in learning. ________________________________________________________________ AM 9:00 am– 10:00 am Registration (Reception and Registration Committee) 10:00 am– 11:00 am Welcome and Introductions (Headmasters, Administrators, Keynote Speakers and Stakeholders) 11:00 am – 12:30 pm General Rules and Regulations and Public Safety Orientation (Academic Heads, Faculty and Support Staff) ________________________________________________________________ Lunch Break ________________________________________________________________ PM 89 1:30 pm – 3:00 pm Orientation Proper for Students’ Individualized Learning (Headmasters, Academic Heads, and Faculty Experts on Credit-based Approach) 3:00 pm – 3:30 pm Afternoon Break 3:30 pm – 4:30 pm Orientation Proper on Interest Groups (Athletic Coordinator, Journalism Coordinator, Performing Arts Coordinator, Academic Organization Advisers) 4:30 pm – 6:00 pm Wrap Up and Open Forum Proposed Elective Course in Basic Computer and Internet Skills Welcome and Introductions Reasons for training - implementation of Time and Labor What do you want to learn today? Objectives At the end of this course, students will be able to: 1. Describe the parts of a computer. 2. Identify and use window components. 3. Use the mouse correctly. 4. Navigate a webpage. 90 5. Perform basic file management tasks. Content Basic computer terminology What is a computer? What is an operating system? What are the major physical components of the computer?  keyboard  mouse  CPU  monitor What is the desktop?  Quick Launch Toolbar  Taskbar  Start menu  My Computer  Task Manager  Right-click on Desktop>Properties What are the major components of a window?  Windows and its components 91  Minimize/Maximize/Close buttons  Title bar Navigating a webpage  ISP  URL  Web site  Home page  Bookmark  Search engine  Web browsing (IE, Netscape, Mozilla) o navigation o toolbars o menu options o scrolling o minimize, maximize and close o favorites o highlight o print File Management  Create a new folder.  Copy/Move files from one folder to another.  Drag and Drop files.  Create different file types with varying extensions.  Create a shortcut to an often-used file or application.  Utilize the hard drive and other drives for file management.  Rename/Delete a folder or file.  Use the Recycle Bin appropriately. 92 FORUM ON DEVELOPING 21ST CENTURY SKILLS Rationale To become model credit-based school system, a forum on developing and incorporating the 21st Century Skills will be conducted for the students and the system as a whole. The goals are set and are accompanied by more specific objectives. These goals and objectives are consistent with the latest research on global education and teacher quality. Goal 1 For Students: Students will experience schools as an intellectual adventure, coming to understand core knowledge and skills as they develop 21st century habits of mind, e.g.: • Critical and creative thinking •Collaborative problem-solving • Powerful means of communication • Empathy, cultural awareness, and global understanding Objective 1: To learn the power of inquiry, critical and creative thinking, collaborative problem solving, and connections across disciplines. Objective 2: To use these 21st century intellectual strategies to acquire the core knowledge and skills defined by clear and strong curriculum standards. Objective 3: To benefit from best educational practices including differentiated instruction, authentic assessments, and technological innovations. Objective 4: To experience and appreciate their own and other cultures while developing a strong sense of social responsibility for both local and global communities. Objective 5: To discover and pursue interests, passions, and avenues of self-expression through a variety of program offerings. 93 Goal 2 For the Schools Schools will attract and engage the best and the brightest educators in inspiring and educating students through strong program of professional growth. Objective 1: To hire top-quality, diverse educators. Objective 2: To engage all educators in ongoing professional growth. Objective 3: To establish a culture of collaboration. Objective 4: To expect and support excellent performance. Objective 5: To ensure retention of high-performing educators. Goal 3 For the Schools The schools will expand beyond the traditional school boundaries, using technology, innovative structures/schedules, and links with the larger community. Objective 1: To create virtual learning opportunities. Objective 2: To explore expanded learning time. Objective 3: To establish internships/externships. Objective 4: To develop partnerships with other academic institutions. 94 Goal 4 For the Schools The schools will continuously review and adapt its programs in order to operate within its means. Objective 1: To evaluate programs for effectiveness and affordability. Objective 2: To review operations to identify efficiencies. Objective 3: To engage in multi-year financial planning. Objective 4: To pursue public/private partnerships and other revenue sources. METHODS/ Mode of Delivery Experts on 21st Century skills will be invited to sit on a panel to discuss/ talk about the subject matter. There will be a moderator to facilitate turn-taking and addressing the audience queries. An initial talk of 10-20 minutes will be allotted to the panelists. Question-and-answer scheme will be encouraged in the forum venue provided that an audience to ask will introduce him/herself and deal with the inquiries politely. 95 PROPOSED DAILY CONSULTATION HOURS IN CREDIT-BASED APPROACH SCHOOL Rationale Credit-based Approach aims to make students more competent through the acquisition of competencies and further development of the newly acquired or already held competencies. CBA is learner-centered and the learning process is central. The individual worker is central and, based on his ‘competence status’ (already acquired competencies), the competencies are defined that still have to be acquired and developed. Other aspects of a learner-centered approach in CBA are using individualized materials, flexible learning time and a continuous feedback to the learner (Field & Drysdale, 2001). However, though part of the premise of CBA is individualized learning, still students need professional help and support which could be extended by the faculty force in CBA schools. It is important to recognize that the teaching and learning in whatever curriculum require common goals, shared responsibility and accountability between the teachers and the learners, and supportive or enabling environments to maximize success in learning. “Effective learning is learning which is lasting and capable of being put to use in new and differing situations.” Partnership between learners and teachers as adults in a credit-based program is based on mutual trust and respect along with shared commitment to providing high quality, evidenced-based instruction. But then apparently, many teachers find it hard to look for possible time to meet students with other needs at spare schedule due to voluminous tasks the schools demand them to perform every day. It is in this observation that a schedule for daily consultation hours is proposed. 96 Objectives The aims of the project are the following: 1. Plot 2-3 schedule for daily consultation between teachers and students. 2. File a request for the inclusion of consultation hours to faculty workload. 3. Promote collaboration and shared decision-making in the teaching-learning process. Methodology The following procedures will be followed in implementing this project to ensure its success in the process: 1. Hiring of additional teaching workforce 2. Reduction and distribution of faculty workload 3. Plotting of faculty workload using the legend and matrix as follows: Teaching Research Preparation Consultation 97 TIME Mon Tues Wed Thurs Fri 4. Allotting two-three consultation hours a day for every faculty. 5. Inclusion of consultation hours as faculty workload. Expected Outcome The following results are expected to be achieved upon implementation of the project: 1. Observable rapport between the teachers and the students. 2. Better learning among the students by precise achievement of the content and performance standards in pedagogy. 98 PROPOSED SCHOOL-BASED BLOG SITES AND DISCUSSION GROUP Rationale Time for discussion in class is limited and some students may not feel comfortable participating. The social aspects of face- to-face classroom are sometimes very intimidating for many students, especially for new students, and those who are simply shy or quiet. Extending this process to a blog and online discussion groups allows everyone to participate, often with more thought and a richness that is not possible in real time. Also, in discussion groups, the bias often exhibited towards the non-whites and the women in face-to-face classes is reduced, resulting in a more instructionally agreeable environment. Online discussion groups offer these individuals a tool through which they can actively participate in the class without feeling the overwhelming anxiety they may feel with many sets of eyes on them. Likewise, a school-based blog is one where the majority of the entries are created by the teacher. A classroom blog facilitates assessment and enrichment by allowing teachers to post writing prompts, links, and other resources for students. Because there is a greater propensity for students to interact with one another on a discussion board than there is in a face-to-face setting, class community is often shown to be enhanced. This active engagement with course content gives students enhanced sense of empowerment (Kassop, 2003; Kubala, 1998), ultimately leading to more interested, motivated, and participatory student. Extending that idea, blogs and discussion groups can be wonderful tools for personal professional development and a way to connect with other teachers. 99 GOAL: Expert Advising and Conferencing through Blogs and Discussion Groups OBJECTIVE: Empower individual faculty and staff members as facilitators in blogs and discussion groups and enable students to function as self-directed learners, complex thinkers, effective communicators, and collaborative workers. Major Activities Staff Resources Time Frame Success Indicators 1. Extension of classroom conferencing through discussion groups and blogs All instructional and support staff; administrators Budgetary funding Grant opportunities Technology and curriculum funding Whole year round Students and teachers build better rapport and correspondence via online academic communication 2. Periodical formative assessment through online modality All instructional and support staff; administrators Students are acquainted with online test-taking and developed computer literacy 3. Project completion and submission through multimedia and ICT Department supervisors, technology coordinator; technology facilitator Students become familiar with ICT productivity and presentation tools 4. Increasing time with technology through instructional practices Department supervisors, technology coordinator; technology facilitator Integration of technology into lesson plans, classroom observation 5. Encourage the practice of content and computer teachers in a co-teaching or collaborative relationship for instructional purposes All instructional and support staff; administrators technology facilitator 100 CURRICULUM VITAE A. PERSONAL DATA Name Nickname( English name) Address Place of birth Nationality Religion Civil Status Pham Chi Cuong Strong No 16 Thinh Dan St. Thai Nguyen City, Vietnam Thai Nguyen city, Vietnam Vietnamese No Married B. EDUCATIONAL ATTAINMENT Degree School Year Graduated Graduate Studies Southern Luzon State University MA Ha Noi University of Education 2005 Tertiary Agricultural University III Engineer of Agriculture 1986 Secondary Dong Hy High School, Thai Nguyen, Vietnam LNQ. Secondary School, Thai Nguyen, Vietnam 1981 1978 Elementary Luong Ngoc Quyen Elementary School, Thai Nguyen, Vietnam 1975 C. ELIGIBILITIES Licensure for Teachers D. WORK EXPERIENCES 101 1987- 1989 Thai Nguyen Agricultural College Son Cam Commune, Phu Luong District, Thai Nguyen Province. 1989- 2014 Thai Nguyen College of Economics and Finance. Group 16, Thinh Dan Ward, Thai Nguyen city, Thai Nguyen Province. E. POSITIONS HELD Head of Affair Department Head of Personnel Department Thai Nguyen College of Economics and Finance. Thai Nguyen College of Economics and Finance. 2002-2005 2005-2011 Vice rector Thai Nguyen College of Economics and Finance. 2011- 2014