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Quản lý quá trình dạy- học theo học chế tín chỉ ở các trường cao đẳng trong Hiệp hội các trường cao đẳng- trung cấp kinh tế - kỹ thuật (ATEC)
MANAGEMENT OF TEACHING-LEARNING PROCESS IN CREDIT- BASED LEARNING APPROACH OF SELECTED COLLEGES IN THE ASSOCIATION OF TECHNICAL AND ECONOMIC COLLEGES (ATEC), VIETNAM A Dissertation Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University, Socialist Republic of Viet Nam In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management By 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), [...]... 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... 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,... 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... 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... evaluate the management of the teachinglearning process in the credit-based learning approach of selected colleges in Association of Technical and Economic Colleges (ATEC) in Vietnam for the academic year 201 3-2 014 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... promoting self-studying capabilities of students and teaching through selfassessment of all members in teaching process 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 Theoretical... lessons are typical teaching forms of every university, its goal is to impart theoretical knowledge to learners via lectures, explanations, analysis, and demonstration Theoretical period exists in teaching process in almost subjects, however, in credit-based learning approach, some theoretical periods can be applied as oriented theoretical periods which are usually implemented in the first week of the...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... 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... credit- based learning approach, should enjoin teachers to not only impart knowledge, but also focus on implementing the following activities: renewing teaching method, guiding students self-study; providing learning materials, emphasizing the key issues 17 that students need to pay attention to in self-study process; implementing strictly the contents of the syllabus; improving the method of test-evaluation, . 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. 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. 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)