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ThaiNguyen University VietNam southern Luzon state Univesity Philippines LINKING THE SCHOOL, FAMILY AND SOCIETY IN ENHANCING MORAL EDUCATION PROGRAM FOR HIGH SCHOOL STUDENTS IN HANOI A Dissertation Presented to The Faculty of GraduateSchool Southern LuzonStateUniversity Lucban, Quezon In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Education Management by HOANG HONG TRANG ( Moonlight ) April 2013 ThaiNguyen University VietNam Southern Luzon State University Philippines LINKING THE SCHOOL, FAMILY AND SOCIETY IN ENHANCING MORAL EDUCATION PROGRAM FOR HIGH SCHOOL STUDENTS IN HANOI A Dissertation Presented to The Faculty of GraduateSchool Southern LuzonStateUniversity Lucban, Quezon In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Education Management by HOANG HONG TRANG ( Moonlight ) April, 2014 1 ACKNOWLEDGMENT With sincerity, I would like to express my thanks to all of Professors of Southern Luzon State University (SLSU) and Thai Nguyen University (TNU) for their insightful lectures in different subjects provided me with the knowledge and techniques to develop a informative research. The first and most important, I want to thank Prof.Dr Teresita V. Dela Cruz, my supervisor, for her invaluable thoughts, suggestions and insightful useful guidance during the thesis work. More over, I also appreciated my committee members for their valuable comments and constructive suggestions, which are of significant value to this research. I would like to express deep gratitude to Prof.Dr. Phan Van Que, who was dedicated to guide me throughout the research process and complete my thesis to get good results today. Sincere thanks to 10 high schools in Hanoi, teachers, students, parents of students, family, friends, colleagues dedicated to provide documents, suggestions, encouragement for me to complete this thesis. Although I've tried hard, due to time limited and capacity, my thesis has certainly inevitable shortcomings, I hope to receive comments from scientists, the teachers, colleagues and those interested in ethics education for students in the current period. Hoang Hong Trang 2 CONTENT ABSTRACT 6 LIST OF FIGURES 8 INTRODUCTION 10 1.1 Background of the Study 10 1.2 OBJECTIVES OF THE STUDY 13 1.3 RESEARCH HYPOTHESIS 15 1.4 THE SIGNIFICANCE OF THE STUDY 15 1.4.1. For each student. 15 1.4.2. For the family 15 1.4.3. For the school 16 1.4.4. The Society. 16 1.5 SCOPE AND LIMITATIONS 16 1.6 DEFINITION OF TERMS 17 CHAPTER II 18 REVIEW OF LITERATURE AND STUDIES 18 2.1 THE DEFINITION OF MORALS 18 2.2 THE MORAL EDUCATION 20 2.2.1. Education 20 2.2.2. Moral education 20 2.3 THE CONCEPT OF MANAGEMENT 22 2.4 THE CONCEPT OF ENHANCING 23 2.5 THE CONCEPT OF THE LINKAGE 23 3 2.6 THE LINKAGE OF THE SCHOOL, FAMILY AND SOCIETY IN THE IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI 23 2.7 OBJECTIVES OF HIGH SCHOOL EDUCATION 24 2.8 THE OBJECTIVES OF MORAL EDUCATION FOR STUDENTS 24 2.9 THE BASIC CONTENT OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS 25 2.10 THE TASK OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS 29 2.11 THE MEANING OF THE LINKAGE OF THE SCHOOL WITH THE FAMILY AND SOCIETY FOR ENHANCING THE IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI. 33 2.11.1 The linkage between the school with the family in the moral education for high school students 34 2.11.2 The linkage between the school with social forces in the moral education for high school students 35 2.12 THE FACTORS INFLUENCING THE EFFECTIVENESS OF THE LIKAGE OF THE SCHOOL, FAMILY AND SOCIETY IN THE IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI. 36 2.13 RESEARCH PARADIGM 40 CHAPTER III 41 METHODOLOGY 41 3.1 LOCATION OF THE STUDY 41 3.2 RESEARCH METHODS 42 3.2.2. Practical research methods 42 3.3 POPULATION AND SAMPLING 43 3.4 INSTRUMENTATION 44 4 3.5 DATA GATHERING PROCEDURE 44 3.6 STATISTICAL TREATMENT 51 CHAPTER IV 52 RESULTS AND DISCUSSIONS 52 4.1 EVALUATING THE STATUS OF MORAL EDUCATION AT HIGH SCHOOLS IN HANOI 52 4.1.1 Evaluating the effectiveness of moral education in schools 52 4.1.2 Evaluating the status of moral education at high schools in Hanoi 54 4.1.2 The analysis of survey results 63 4.1.3 Some conclusions and findings 66 4.2 SUGGESTING A MORAL EDUCATION PROGRAM TO LINK THE SCHOOL, FAMILIES AND SOCIETY FOR MORAL EDUCATION FOR STUDENT AT HIGH SCHOOLS IN HANOI 68 4.2.1 Objectives and benchmarks for designing a moral education program for students at high schools in Hanoi 68 4.2.2 Requirements for designing training program to link schools, families and society for moral education of students at high schools in Hanoi 71 4.2.3 Suggesting extracurricular activities with moral educational content for school students in Hanoi 73 4.2.4 Some recommendation for organizing extra-curriculum activities 89 4.2.5 The implementing measures 91 4.3 RESPONSE, EVALUATION FROM EXPERTS AND SOME CONCLUSION 99 CHAPTER V 105 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 105 5.1 SUMMARY AND CONCLUSION 105 5.1.1 Summary 105 5 5.1.2 Conclusions 108 5.2 RECOMMENDATIONS 109 BIBLIOGRAPHY 111 APPENDICES 115 APPENDIX A 115 APPENDIX B 116 APPENDIX C 122 APPENDIX D 124 CURRICULUM VITAE 126 6 ABSTRACT Today, the moral education programs are implemented for students from young to elder ages. In pre-primary level, it is the education of ethical behavior; in the elementary level, it is the subject of morals; in high school, it is the civic education. Teaching ethics in schools is still considered one of the important directions against the moral degradation in the part of students. But textbook programs are too heavily depending on theory, not associated with the reality, lack of soft skills, failed to remarkly form the personality of students. The education program is too heavy, hence difficult for students to remember and concentrate. The program in high school civic education textbooks has not changed drasticly. It seems to be philosophical, academic, stuffing, dry, lack of the formation of the right moral habits, which has not made a mark in students’ hearts, making them vulnerable of social context. High school students in adolescents (16-18 years old), they are in their physical, psychological, physiological development stage, which is a period of transition from children to young adults. This is the period when children join actively in social life, thereby forming qualities of the citizens. Instead of teaching students further moral lessons, it is time for the school to educate children about kindness, tolerance, generosity, and education on ethics in social relations. It is a need to find effective forms of living, creating a healthy playground for students. Building a good educational environment, in large in the society and school, particularly in family and classes, in order that students can study to become virtuous and talented. In order to collect information for the study, we have delivered questionnaires to people of different background- They are parents, teachers, students…we have got back the answers from 455 people as shown below: The questionnaires on moral education were designed in terms of: 1. Assess the status of Moral in high school in Hanoi; 2. Find out how important the linkage between the school with the family and society; 7 3. Suggest a moral education program with extra- curriculum activities to link the school family and society together. With the assessment of the status of moral education in high school, with the findings from data analysis, with the reality of national education in VietNam, we can see: - Besides the lessons of moral education in school, some other activities should be organized for students to participate and to widen their look of life. But what kind of activities? And How are these organized? These are the questions by many people. - The school can better organize the extra- curriculum activities by co-ordinating with the family and society. But how to co-ordinate these forces and how to enhance the linkage of school with family and society? These are also the questions by many people. From our own knowledge and experience, other with their questions and suggestion, we have tried to design a moral education program through the extra- curriculum activities. In the program through the extra- curriculum activities. In the program we have confirmed the necessity of extra- curriculum activities in moral education for high school students, and chosen 20 among 45 activities that we think appropriate for high school students. At the same time we also suggested the procedures and measures: - To organize these activities; - To link the school, family and society together; - To enhance the linkage between them; - To evaluate the process and results of the linkage. All procedures and measures are based on the law of education, the principle of co- operation, the sharing of responsibility in community… and are tested by different experts in education. This program with appropriate procedures and measures hopes to have reasonable contribution to the training of a future generation for the country. 8 LIST OF FIGURES Figure 2.1: The content of moral education 21 Figure 2.2: The nature of management 22 Figure 2.3: Schematic of independent variables, dependent variables and the result of the study 40 Figure 3.1: Map of the 10 schools in Hanoi 42 Figure 3.2: Describing and comparing the results ethical ranking of students 53 in 10 schools in 03 schoolyears 53 Figure 3.3: Forms of parents' involvement in the learning activity 47 Figure 4.1: Satisfaction in status of moral education in high school 56 Figure 4.2: Satisfaction level of evaluation of the surveyed about Curriculum Framework 58 Figure 4.3: Satisfaction level of evaluation of the surveyed about Implementation/ Teaching resources and assessment 59 Figure 4.4: Satisfaction in the effect of extra- curriculum activities in the implementation of moral education for high school students 61 Figure 4.5: Satisfaction level of evaluation of the surveyed about Linkages 62 9 LIST OF TABLES Table 3.1: List of 10 high schools in Hanoi where the study was conducted 41 Table 3.2: Number of survey participants 43 Table 3.4: Results ethical ranking of students in 10 schools in 2010-2011 52 Table 3.5: Results ethical ranking of students in 10 schools in 2011-2012 53 Table 4.1: Weighted Mean Distribution of satisfaction in status of moral education in high school 56 Table 4.2: Weighted Mean Distribution of satisfaction in Curriculum Framework 57 Table 4.3: Weighted Mean Distribution of satisfaction in Implementation 59 Table 4.4: Weighted Mean Distribution of satisfaction in the effect of extra- curriculum activities in the implementation of moral education for high school students 60 Table 4.5: Weighted Mean Distribution of satisfaction in Linkages 62 Table 4.6: Plan of activities to reach the agreement 86 Table 4.7: List of highly preferred extracurricular activities with persons/organization insvolved for high school students in Hanoi. 78 [...]... evaluate the morality of high school students? 2 What are the factors influencing the formation of personality and moral model of high school students in Hanoi? 3 Why do the school, family and the society have to work together in moral education for high school students in Hanoi? 4 Is the linkage among the school with the family and society in moral education for high school students in Hanoi feasible... parents, of the school and society that efficiently support the students' success in school, their satisfaction and welfare in the family and school 23 environment as well as in the wider frame of the community in which they live (EPSTEIN et al., 2002, p.17) [21] 2.7 OBJECTIVES OF HIGH SCHOOL EDUCATION - According to the Education Law 2005, amended in 2009: "The objectives of high school education is... moral education for high school students not only requires students to master the knowledge of moral education but also to be skillful in practice, to have the right and positive attitude when receiving and implementing that content The psychophysiological characteristics of high school students High school students (16-18 years old) are in the stage of high physical, psychological, physiological development... functional organizations In the education forces, the school play the key role in moral education because: - The school carries out the personality education goals - The school has the educational contents and methods which are selected and organized systematically 31 - The school has professionally educational theory - Educational environment in the school is pedagogical in nature, has positive impacts... This is not only the school’s responsibility but also for parents, everyone in and outside the education sector 2.11.1 The linkage between the school with the family in the moral education for high school students * Objectives Strengthening and deepening the linkage between the school and family with rich contents and various forms * Contents - Monitoring children’s study at school - Discussing about... children’s behavior at school - Discussing about the educational coordination between the family and the school - Inform about work plan of the school - Discussing about improving facilities - Discussing about children’s relationship at home and at school 34 - Cultivating educational knowledge for parents * Method Develop appropriate mechanism for effective linkage of the school and the representatives... FOR HIGH SCHOOL STUDENTS IN HANOI Linkage of the school with the family and society in moral education for students has the impact on the object to create the targeting influence relationship with consistency and focus to mobilize the combined strength of the school, the family and society in order to achieve the objective EPSTEIN and her colleagues have conceptualized the relationships among schoolfamily-... from 13 school, family and outside society Currently, not all social organizations and the government offices are interested in or share the responsibilities in moral education, some of them still remain indifferent to this matter which they consister the task of the schools and family only For that reason, linking the school, family and society in enhancing the moral education program for high school... Moral education in high schools in Hanoi; 2 Find out how important the linkage between the school with the family and society; 3 Suggest a moral education program with extra- curriculum activities to link the school family and society together To achieve these objectives in the study, we try to answer the following questions: 1 How is the current status of moral education in high school and what are the... comfirmed the importance of morals in educational process The role of the school, the family and the society in moral education for students * School School is a particular social organization with strict organizational structure, specializes in educating, training children toward the direction of society The functional process of the school is the process of teaching and educating in a systematic program . EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI. 33 2.11.1 The linkage between the school with the family in the moral education for high school students 34 2.11.2 The linkage between the school with social. LINKING THE SCHOOL, FAMILY AND SOCIETY IN ENHANCING MORAL EDUCATION PROGRAM FOR HIGH SCHOOL STUDENTS IN HANOI A Dissertation Presented to The Faculty of GraduateSchool Southern LuzonStateUniversity. 23 3 2.6 THE LINKAGE OF THE SCHOOL, FAMILY AND SOCIETY IN THE IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI 23 2.7 OBJECTIVES OF HIGH SCHOOL EDUCATION 24 2.8 THE OBJECTIVES