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Vận dụng mô hình blended learning trong dạy học phần Hóa học hữu cơ lớp 11 nhằm phát triển năng lực tự học cho học sinh Trung học phổ thông.Vận dụng mô hình blended learning trong dạy học phần Hóa học hữu cơ lớp 11 nhằm phát triển năng lực tự học cho học sinh Trung học phổ thông.Vận dụng mô hình blended learning trong dạy học phần Hóa học hữu cơ lớp 11 nhằm phát triển năng lực tự học cho học sinh Trung học phổ thông.Vận dụng mô hình blended learning trong dạy học phần Hóa học hữu cơ lớp 11 nhằm phát triển năng lực tự học cho học sinh Trung học phổ thông.Vận dụng mô hình blended learning trong dạy học phần Hóa học hữu cơ lớp 11 nhằm phát triển năng lực tự học cho học sinh Trung học phổ thông.Vận dụng mô hình blended learning trong dạy học phần Hóa học hữu cơ lớp 11 nhằm phát triển năng lực tự học cho học sinh Trung học phổ thông.
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN VAN DAI APPLYING BLENDED LEARNING MODEL IN TEACHING ORGANIC CHEMISTRY OF GRADE 11 TO DEVELOP SELF-STUDY CAPACITY FOR HIGH SCHOOL STUDENTS Major: Theory and methods of teaching Chemistry Code: 9.14.01.11 SUMMARY OF THE DOCTORAL THESIS OF EDUCATION SCIENCE Hanoi - 2022 The work was completed at: Hanoi National University of Education Scientific instructor: Assoc Prof Dr Dao Thi Viet Anh Assoc Prof Dr Vu Quoc Trung Reviewer 1: Assoc Prof Dr Nguyen Duc Quang, Hanoi Pedagogical University Reviewer 2: Assoc Prof Dr Tran Trung Ninh, Hanoi National University of Education Reviewer 3: Dr Nguyen Thi Thanh Huong, Thai Nguyen University Of Education The thesis will be defended in front of the School-level Thesis Judging Committee at Hanoi National University of Education at… hour… date… month…… The thesis can be found at the National Library, Hanoi, or the Library of Hanoi National University of Education DISCLOSED SCIENTIFIC WORKS Nguyen Van Dai, Dao Thi Viet Anh (2019), “Developing framework of self-study competency of high school students in chemistry teaching using blended learning model”, Education Journal, No 458 (2), pp 45-50 Nguyen Van Dai, Dao Thi Viet Anh and Vu Quoc Trung (2020), “The reality of self-study, developing self-study capacity and applying blended learning model in teaching chemistry at high schools”, Scientific Journal of Hanoi National University of Education, 65(9), pp 203-217 Nguyen Van Dai, Dao Thi Viet Anh and Vu Quoc Trung (2020), “Some measures used to strenghthen students’ self-study activities through using Microsoft Teams in Chemistry at high schools”, Scientific Journal of Hanoi National University of Education, 65(4), pp 185-196 Nguyen Van Dai, Dao Thi Viet Anh, Vu Quoc Trung, Kieu Phuong Hao (2020), “Designing tools for assessing self-study capacity of students at high school in teaching projects based on blended learning model”, Scientific Journal of Hanoi pedagogical university 2, No 69 October 2020, pp 71-85 Nguyen Van Dai, Dao Thi Viet Anh, Vu Quoc Trung, Nguyen Thi My Hoa (2021), “Designing and using teaching games to improve students’ interest in learning organic chemistry section in 11th grade at high schools”, Scientific Journal of Hanoi pedagogical university 2, No 71 February 2021, pp 100-112 Nguyen Van Dai, Dao Thi Viet Anh and Vu Quoc Trung (2021), “Applying project teaching based on blended learning model in Chemistry to develop self-study capacity of students at high schools”, Scientific Journal of Hanoi National University of Education, 66 (2), pp 3-13 Nguyen Van Dai, Truong Thi Trang, Bui Thi Quynh Anh, Ha Thi Tuyet (2021), “Developing students' self-study capacity through project-based teaching about saturated hydrocarbons (Chemistry 11) according to blended learning model”, Scientific Journal of Vinh University, 50 (3B/2021), pp 16-27 Van-Dai Nguyen, Quoc-Trung Vu, Van-Tiem Chu, Phuong-Hao Kieu, Thi-Viet-Anh Dao (2021), “Project-Based Teaching in Organic Chemistry through Blended Learning Model to Develop Self-Study Capacity of High School Students in Vietnam”, Education Sciences, 11, 346 https://doi.org/10.3390/educsci11070346 (The Journal belongs to the category Scopus - Q2) SCIENCE RESEARCH TOPICS Nguyen Van Dai, Dao Thi Viet Anh (2019), Applying the blended learning model in teaching Hydrocarbon, Chemistry 11 to develop self-study capacity of high school students, Grassroots topic of the Hanoi Pedagogical University 2, tested and rated Good 10 Nguyen Van Dai, Dao Thi Viet Anh, Kieu Phuong Hao (2021), Applying project-based teaching based on blended learning model in teaching Organic Chemistry 11 to develop the selfstudy capacity of high school students, Priority grassroots topic of the Hanoi Pedagogical University 2, tested and rated Good PREAMBLE Reason for choosing a research topic Educational innovation is an urgent issue and a global trend to meet the requirements of the 4.0 revolution In Vietnam, education is entering a period of fundamental and comprehensive reform, with a sharp shift from focusing on knowledge transfer to the comprehensive development of learners' qualities and capabilities This is to train a highquality labor force to serve the cause of industrialization and modernization of the country and international integration The General Education Program 2018 has identified selfstudy capacity as one of the core competencies of students Therefore, developing selfstudying competence is an urgent and long-term task at high schools Blended learning (BL) describes teaching models with a flexible combination of faceto-face teaching in class and online teaching in close relationship and mutual complementarity to improve teaching quality BL has been implemented quite effectively in many countries worldwide, especially countries with advanced education such as the US, UK, Australia, Canada, Japan , and is expected to become the primary teaching in the future In Vietnam, BL was initially interested, but researches are still limited compared to the development requirements of education in the new period The Organic Chemistry section has a fairly large amount of knowledge that requires students to invest much time in self-study This section also has much content related to real life, creating good conditions for teachers to organize students' self-study through learning projects The survey results on the situation of self-study show that students' learning is still passive and depends heavily on the requirements of teachers; many students not know how to self-study Active teaching methods to develop self-study capacity have not been used regularly However, almost teachers and students have basic skills to access the Internet and tools used to access the Internet have become popular These are favorable conditions for implementing blended learning model teaching at Vietnamese high schools Stemming from the above reasons, we have chosen and researched the topic: "Applying blended learning model in teaching organic chemistry of grade 11 to develop self-study capacity for high school students" Research purpose Research on measures to apply BL model in teaching organic chemistry of grade 11 to develop the self-study capacity of high school students Objects, subjects, and scope of research Research object: The process of teaching chemistry at high schools Research subject: Self-study capacity of high school students and measures to apply the blended learning model in teaching chemistry to develop self-study capacity for high school students Scope of research: Content (Section 11th grade organic chemistry at high schools), location (high schools in regions of the North, Central, and South), time (from November 2016 to June 2021) Scientific hypothesis If teaching according to the flipped classroom model and teaching projects according to the BL model in the organic chemistry of grade 11 are reasonable and suitable for students, the self-study capacity of high school students will be developed If applying the flipped classroom model and project-based teaching according to the blended learning model in organic chemistry of grade 11 is reasonable and suitable for students, the self-study capacity of high school students will be developed Research mission - Synthesize and analyze documents on competence, self-study, and self-study capacity, blended learning, active teaching methods, and assessment of students' capacity… to overview the theoretical basis of the topic - Conduct investigation to clarify the current self-study situation, develop self-study capacity and apply the BL model in teaching chemistry at high schools - Build a framework of self-study capacity of high school students in teaching according to the BL model - Analyze the objectives, structures, contents, and characteristics of teaching methods of organic chemistry of grade 11 - Propose measures to apply the BL model in teaching to develop the self-study capacity of high school students - Design a toolkit to assess the self-study capacity of high school students in teaching according to the BL model - Conduct pedagogical experiments at several high schools to confirm the feasibility and effectiveness of the proposed instructional designs Research Methods The study uses a combination of the following research methods: - Group of theoretical research methods: Analysis, synthesis, evaluation, systematization, generalization in the overview of the theoretical basis of the topic - Group of practical methods: Observation, investigation, interview, exchange of ideas with experts, teachers, students… Conducting pedagogical experiments according to the BL model in teaching organic chemistry in grade 11 to develop self-study capacity for students at some high schools - Information processing method: Using mathematical-statistical methods in educational science to process experimental data and make conclusions New point of the thesis - Contributed to systematizing and clarifying the theoretical basis of applying the blended learning model to develop self-study capacity for high school students - Investigate and clarify the current self-study situation, develop self-study capacity, and apply the BL model in teaching Chemistry at high schools - Building a framework of self-study capacity of high school students in teaching according to the BL model - Proposing 02 measures to apply the blended learning model to develop self-study capacity for high school students, including (1) Applying the flipped classroom model and (2) Applying project-based teaching according to the BL model Built 02 specific teaching processes with 08 teaching lesson plans to illustrate, select, and design tools and content to support teaching organization according to BL models in the organic chemistry section of grade 11 (including Microsoft Teams, 05 electronic lectures, 05 teaching games, 30 practical exercises and 28 project topics) - Proposing 05 activities to manage and improve students' self-study effectiveness in teaching according to the BL model - Designing tools to assess the self-study capacity of high school students in teaching according to the BL model, including assessment form according to criteria of teachers and self-assessment form of students The structure of the thesis In addition to the introduction (4 pages), conclusions and recommendations (2 pages), references (118 documents), the thesis content has chapters: Chapter 1: Theoretical and practical basis on applying the blended learning model to develop self-study capacity for high school students (43 pages) Chapter 2: Methods of applying the blended learning model in teaching the organic chemistry part of grade 11 to develop self-study capacity for high school students (61 pages) Chapter 3: Pedagogical experiment (28 pages) CHAPTER 1: THEORETICAL AND PRACTICAL BASIS ON APPLICATION OF BLENDED LEARNING MODEL TO DEVELOP SELF-STUDY CAPACITY FOR HIGH SCHOOL STUDENTS 1.1 History of problem research 1.1.1 Research on applying blended learning in teaching In the world, blended learning is a new educational trend and a new research direction of educational scientists Various studies have clarified the fundamental theoretical issues of blended learning (definitions, characteristics, factors, benefits, future trends ) and evaluated the results of applying blended learning in teaching at both the university and high school levels The studies all agree quite uniformly about the positive effect of blended learning on the cognition and learning outcomes of learners, but to be suitable for each learner and learning conditions, it is necessary to have different specific blended learning models In Vietnam, blended learning has initially been interested, but it is still a new model, and its application is still limited due to many factors Researches on applying blended learning in teaching chemistry are still few, not systematic, not focused on the goal of developing students' self-study capacity, and supporting materials for teaching according to the blended learning model have not been done rich in meeting the needs of educational innovation today 1.1.2 Research on developing students' self-study capacity The issue of self-study and self-study capacity development for high school students has been mentioned in a number of books and research works of domestic and foreign authors, the authors all affirm the important role of self-study, and there are some proposed measures to develop self-study capacity for students Through research by domestic and foreign authors on teaching according to the BL model and developing students' self-study capacity, we find that the research and application of BL models are suitable for the organic chemistry section of grade 11, students and teaching conditions in Vietnam, especially towards the goal of developing self-study capacity is still a new research direction that is meaningful in both theory and practice 1.2 Capacity and capacity development teaching for students 1.2.1 Overview of capacity 1.2.1.1 Capacity concept Capacity is an individual attribute formed and developed thanks to inherent qualities and the process of learning and training, allowing people to synthesize knowledge, skills, and other attributes such as interest, belief successfully perform a certain type of activity, achieving the desired result under specific conditions 1.2.1.2 General structure of capacity There are two approaches to determine the capacity structure, including: according to the component resources (1) and according to the departmental capacity (2) In the thesis, we use the approach according to the departmental capacity when building the self-study capacity framework of students 1.2.1.3 Capacity assessment The assessment of capacity uses different tools that are methods, means, and techniques used throughout the process to achieve assessment purposes such as observational assessment, self-assessment, mutual assessment, assessment of academic records, test, assessment of learning products 1.2.2 Some fundamental theories for teaching and developing students' capacity We identify a number of theories: (1) cognitive theory, (2) constructivism theory, (3) connection theory, (4) zone of development theory as the methodological basis to guide teaching methods to develop capacity, especially applying blended learning to develop selfstudy capacity for students 1.3 Self-study and self-study capacity of high school students 1.3.1 Overview of self-study 1.3.1.1 Self-study concept Self-study is the process by which students self-consciously, proactive, and actively occupy knowledge by their actions in order to achieve the set learning goals Actions here include intellectual and muscular actions and other personal attributes such as motives, emotions, human outlook, worldview, etc 1.3.1.2 Types of self-study There are forms of self-study: Self-study without guidance, self-study with indirect guidance, and self-study with direct guidance In the thesis, we focus mainly on the organization of guided self-study activities Students' self-study process emphasizes selfstudy and inquiry activities; self-execution; self-assessment and adjustment; corresponding role-direction; organization; support, mentoring, and teacher evaluation 1.3.2 Self-study capacity 1.3.2.1 The concept of self-study capacity Self-study capacity is an individual attribute that allows students to actively use existing resources (including knowledge, skills, motivation, emotions…) to successfully implement learning plans, evaluate the results achieved, and adjust to achieve the defined learning objectives 1.3.2.2 Structure and manifestations of self-study capacity of high school students The students' self-study capacity is not only expressed through skills and self-study methods but also through attitude and personality factors We have identified essential components of self-study capacity: (1) determining learning goals, (2) making a learning plan, (3) implementing a learning plan, (4) assessing assessment of learning outcomes and adjusting 1.4 Overview of blended learning 1.4.1 Blend learning concept There have been many views in defining and defining the components of blended learning In this thesis, we conceive: Blended learning refers to teaching models with a harmonious and complementary combination of online teaching methods via the internet and face-to-face teaching in the classroom to create good conditions for students to achieve their learning goals proposed when occupying the same content in the learning program Combining the above two teaching methods in different sequences and proportions reflects the steady internal relationship between goals - content - teaching methods, which will create different blended learning models 1.4.2 Characteristics, roles, and levels of blended learning 1.4.2.1 Features of blended learning Blended learning has several outstanding features: Teaching is open and flexible in terms of space and time; Teaching self-study and output-oriented; Teaching based on technology platform; Teaching through connection; Teaching through interaction 1.4.2.2 The role of blended learning Applying blended learning in teaching at high schools offers the following benefits: - Contributing to innovating the content and form of teaching organization - Create opportunities for students to work more - Developing students' competence 1.4.2.3 Levels of blended learning Blended learning has different levels depending on different approaches Based on content, blended learning occurs at four levels: (1) Activity level; (2) Course level; (3) Program level and (4) Institutional level In this thesis, we will also focus on blended learning at the activity and course level 1.4.3 Pros and cons of blended learning For high school, the application of blended learning in teaching demonstrates the following advantages: (1) Increase opportunities for more diverse, coherent, and effective learning activities (2) Bring new learning experiences to students (3) Create conditions for students to use multimedia and be more creative in presenting content (4) Allow students to control the speed, time, and place when studying (5) Increase the quantity and quality of interaction between teachers and students, and students with students (6) Increase opportunities for students to self-study and self-assess before, during, and after the learning process 1.4.4 Blended learning models: Intel proposes models: Face-to-face driver model; Rotation model; Flex model, Online lab model, Self-blend model, Online driver model Staker, H., & Horn, M B propose models: Rotational model (includes smaller models: Station - rotational model, Lab - rotational model, Flipped classroom model, Individual - rotational model); Flex model, Self-Blend model, and Enriched-Virtual model 10 2.4.2.1 The process of teaching according to the flipped classroom model Figure 2.4 The teaching process according to the flipped classroom model Online learning activities (at home) of Direct learning activities students (in class) of students Step 1: Determine the learning task Students read and identify lesson The students receive objectives provided by the teacher along problems, self-study tasks, with the electronic lecture through MS and requirements to be Teams achieved by the teacher Students make a plan for self-study (in introduced and cooperation with a classmate), clearly transferred Students ask define the time, means, method of questions about the task conducting, and expect some self-study (if any) Then, choose a results to be achieved (The pair of classmate to the selfclassmates are responsible for supporting study task together and reminding each other to practice the plan outlined) Step 2: Forming new knowledge Students conduct self-study with learning materials (electronic lectures, experimental videos ) provided by teachers on Teams Answer orientation questions and draw a knowledge system diagram in a self-study notebook… Students discuss online questions and Developing selfstudy capacity Identify learning objectives and content; Determine means and methods of performing selfstudy tasks; Make a timetable and predict selfstudy results Determine what is known to be relevant; Collect information; Cooperate with teachers and classmates; 11 difficulties to support/receive support Present and from teachers and other classmates Then defend learning adjust the content in the notebook results; Assess accordingly learning Students submit self-study products outcomes (photographs of notebooks) and receive feedback from teachers through Teams and edit Students can request an online meeting with the teacher (if needed) Students self-assess the goals achieved after self-study online for the first time Step 3: Practice and apply Students solve practical exercises (if Students participate in Collect any) given by the teacher These exercises learning activities information; often require students to search and organized by teachers such Process process information to solve practical as: Asking questions to information and problems/tasks and are not required for all clarify learning content, solve problems; students Students send their answers on knowledge system, Cooperate with Teams Teachers will respond, evaluate presenting results/products teachers and results, announce answers for students to of self-study, collaborating classmates; refer to, and can award prizes (if any) in groups/pairs to solve Present and chemistry exercises, defend learning conducting experiments, results; participating in learning games, Step 4: Evaluate learning results 10 Students complete the exercises and 12 Students build a Assess learning self-assess the goals achieved after the learning profile, save the outcomes; Learn whole lesson for the second time Students evidence and submit it at from the reflect and learn from experience and the teacher's request (if experience and suggest ways to improve and overcome necessary) adjust limitations/difficulties Return the selfassessment results to the teacher 11 Students receive feedback and evaluation from teachers about the teaching process through MS Teams 2.4.2.2 Tools to support teaching organization according to the flipped classroom model a Online learning platform - Microsoft Teams The thesis has chosen MS Teams as an online teaching platform The organization of teaching according to BL models will use the following basic features: (1) Create a class group; (2) Create a conversation; (3) Create an online meeting 12 (4) Create a group chat (5) Create and assign assignments and manage scores b Electronic lectures and self-directed questions In this thesis, we have designed 05 electronic lectures to support teaching lessons on organic substances, specifically the topic of Unsaturated hydrocarbons (03 lectures), lesson 44: Aldehydes (01 lecture), lesson 45: Carboxylic acids, period (01 lecture) The structure of each lesson consists of the following main sections: Introduction to the lesson: At the beginning of each lecture, there are problem questions to stimulate students' interest in learning, then introduce the learning objectives corresponding to the content of the lesson Next is the introduction of self-study tasks and assessment criteria with self-study tasks Self-directed questions and instructions: This section provides self-study orientation questions that teachers will assign to students, students need to answer during self-study with electronic lectures With each question, the teacher gives instructions and learning materials (text, images, video lectures, experiment videos ) to support students; students rely on the instructions to complete the assigned questions and present them in the notebook at the request of the teacher This is a mandatory task for students before participating in live lessons in the classroom Self-practice exercises: Self-practice exercises include questions and exercises for students to continue practicing and testing their knowledge after learning the lesson In addition, there are instructions for students' self-assessment tasks according to the KWL diagram in the lecture c Practical exercises for organic chemistry grade 11 We have selected and built 30 practical exercises for the organic chemistry part of grade 11, with each exercise asking students to clarify: (1) Problems to be solved; (2) The relevant contents are known or given in the problem needed to solve exercises; (3) Solution steps and solutions d Teaching games We have designed a number of teaching games to be used in the flipped classroom model, including the chemical Domino game (about homology - isomerism - nomenclature of unsaturated hydrocarbons), the game Picking apples, an online game on Kahoot (about the chemical properties of unsaturated hydrocarbons), a Chess Puzzle game (about aldehydes) and Bingo! (about the chemical properties, preparation, and application of carboxylic acids) 2.4.2.3 Design an illustrated lesson plan Based on the teaching process according to the flipped classroom, we have designed 05 lesson plans illustrating the first method, including 03 topics - Unsaturated 13 hydrocarbons; 01 lesson plan (Lesson 44 – Andehyde); 01 lesson plan (Lesson 45 Carboxylic acids (period 2)) 2.4.3 Measure Applying project-based teaching according to the blended learning model in teaching grade 11 organic chemistry to develop self-study capacity for high school students 2.4.3.1 Project-based teaching process according to BL model Figure 2.15 Project-based teaching process according to the blended learning model Online learning activities (at home) of students Direct learning activities (in class) of students Step 1: Select the project topic Students propose ideas under the organization of teachers on Teams (proposing names, goals of project topics associated with learning content with real life) The teacher edits and unifies the project topics Students decide to choose project topics from the topics proposed or introduced by the teacher The teacher based on the student's selection survey results and announced the list of groups of students performing the project Students themselves determine what they already know (knowledge, skills) related and propose problems to be solved for the selected project topic, record in Developing self-study capacity Set learning goals; Determine what is known to be relevant 14 their notebooks Teachers can guide the whole class on how to plan the implementation of the project (if needed) Step 2: Make a project implementation plan With the teacher's support, the groups Students discuss in groups continue to discuss in their chat groups on to identify known related Teams and adjust the project things and determine goals implementation plan to be more and problems to be solved in appropriate Publish the official plan on the group's project topic the class group Team members rely on the Students plan to implement group's general plan to create detailed the project, including individual implementation plans identifying tasks and implementation methods, determining the time and project of the product, and assigning tasks to the members Teachers and students discuss and agree on criteria for evaluating project products Step 3: Execute the project Students collect/process information to Students conduct practical solve the project's problem as assigned in activities, experiment at the group's plan school or visit, field survey 10 Students regularly share and report (if necessary) individual results achieved after each 12 Groups of students design stage according to the plan, clearly stating products and practice for new problems were arising, difficulties presenting project results encountered for the group, and teachers to comment and support solutions in the next phase The teacher authorizes the group leader to manage the group, actively organize meetings, urge and remind members, and regularly report the group results to the teacher When all the results for each task are available, the team leader will run the group to summarize the project results 11 Students discuss in groups to propose product design ideas and develop Set learning goals; Determine means and methods of performing self-study tasks; Make a timetable and expected results of the experiment; Cooperate with teachers and classmates Collect information; Process information collected and solve problems; Cooperate with teachers and classmates 15 scenarios to present project results Step 4: Evaluate project results 14 Student groups edit products and share 13 The group of students them in the classroom of Teams Teachers reports projects products The announce the results of project product teacher organizes for students evaluation, feedback on the learning spirit to evaluate each other about and learning attitude of individuals and project products Teachers groups evaluate, then announce the 15 Groups of students discuss in the results and rewards group chat to evaluate the project implementation process and members' contributions Each student self-assessed the results obtained after the project, identified good and bad jobs in implementing the project, proposed remedial measures, then self-assessed selfstudy capacity and submitted results to the teacher Cooperate with teachers and classmates; Present and defend learning results; Assess learning outcomes; Learn from the experience and adjust 2.4.3.2 Building a topic system for the 11th-grade organic chemistry project according to BL model Principles of building project topics The process of building project topics System of project topics of organic chemistry for grade 11 Based on principles and a 5-step process, we have built a system of 28 project topics of grade 11 organic chemistry with problems (research questions) In which about Alkanes (07 topics); Unsaturated hydrocarbons (04 topics), Alcohols (07 topics), Aldehyde (04 topics), Carboxylic acids (05 topics), Molecular structure of organic compounds (01 topics) E.g.: Project topic and issues to be solved Related Knowledge: Alkane Essential question: How to use natural resources and products from them rationally, safely, and effectively? Lesson question: How are alkanes in nature exploited, processed, and used in life? How to minimize their adverse effects on the environment and people? Content question: Petroleum - "Black Gold" of countries What is the composition of petroleum? How are they formed and distributed in what regions and regions of our country? Where are the largest oil reserves? How are they mined, processed, and used? 16 What role they play in the economic development of the country? Does the extraction and use of petroleum and petroleum products cause environmental pollution? What should be done to minimize such adverse effects (if any)? How to use fuels (gasoline, oil) safely and efficiently? 2.4.3.3 Design an illustrated lesson plan Based on the proposed teaching process, we have developed 03 lesson plans to illustrate the second measure: (1) Project to learn about alkanes in practice; (2) Project on learning about ethyl alcohol in life - Benefits and harms; (3) The project to learn about carboxylic acids in human life 2.4 Some activities to manage and improve students' self-study effectiveness in teaching according to the blended learning model a Activity 1: Ask students to develop a detailed self-study plan and conduct self-study in cooperation with other classmates b Activity 2: Specify criteria, assessment level/score, and completion time for each self-study task for students c Activity 3: Delegating authority to group leaders in managing and operating the group d Activity 4: Praise and reward students who complete the test tasks after each learning period e Activity 5: Widely sharing students' learning products CHAPTER 3: EDUCATIONAL EXPERIENCE 3.1 Experimental purposes and tasks 3.1.1 Experimental purpose Pedagogical experiments were conducted to evaluate the feasibility and effectiveness of two methods of applying the blended learning model to develop self-studying capacity for students in teaching 11th-grade Organic Chemistry at high schools Since then, confirming the correctness of the scientific hypothesis has been set in the thesis 3.1.2 Experimental tasks - Select objects and locations, content, and methods of the pedagogical experiment - Develop teaching processes, prepare lesson plans, teaching aids Prepare tools to assess students' self-study capacity (evaluation sheets according to teachers' criteria, students' self-assessment sheets) and tests, project product evaluation sheets, and evaluation sheets of the project implementation process - Discuss with teachers about lesson plans, methods, and ways of organizing teaching activities, how to use teaching media, and criteria and tools to assess students' self-study capacity during the pedagogical experiment - Plan and conduct pedagogical experiments according to plan: a pilot round to explore 17 and learn from experience and two official rounds (rounds 1, 2) - Collect evidence and process pedagogical experimental results (qualitative, quantitative), draw necessary conclusions and recommendations 3.2 Subjects, locations, and content of pedagogical experiments The subjects of the pedagogical experiment were grade 11 students who were studying chemistry at high schools The experimental pedagogical area is 16 high schools (with 25 practical classes and 25 control classes) in 12 provinces and cities in North, Central, and South regions The pedagogical experiment was conducted through rounds with lesson plans (K1 - K5) of measure and lesson plans (K6 - K8) of measure 3.3 Pedagogical experimental process Stage 1: Exploratory experiment: conducted with lesson plans (K1 and K7) at two 11th grades of high schools Stage 2: Impact experiment (round and round 2): The rounds of impact experiment were conducted in more extensive areas and content The first round of pedagogical experiment was carried out with lesson plans in 22 grade 11 (11 experimental classes and 11 control classes) at 11 high schools with 875 students (434 students in experimental class, 441 students in control class) The second round of pedagogical experimentation was carried out with lesson plans in 24 11th grade classes (12 experimental classes and 12 control classes) at 12 high schools with 989 students (500 students in experimental class and 489 students in control class) 3.4 Methods of processing experimental data 3.5 Results of pedagogical experiments 3.5.1 Exploratory experiment 3.5.2 Experimental impact 3.5.2.1 Qualitative results Most of the teachers gave positive feedback on the effectiveness of two methods of applying the blended learning model to the development of students' self-study capacity Through their opinion, in the control classes, teachers not apply teaching according to the blended learning model, students' self-study capacity is still limited, many students learn passively, not know how to self-study, not care about goals, planning, and selfassessment, learning from each learning phase In the experimental class, each teaching process requires students to self-study, define goals, plan and implement a self-study plan, and evaluate and adjust after the learning process Therefore, after a period of application, students gradually get used to the new way of learning, develop effective self-study capacity, and have certain information technology skills The online environment has made teaching activities easier and more flexible Teachers have time and more effective support, better monitoring and evaluation of student's activities in the process of self-study and implementation of projects The interaction between students in groups or classes has also 18 been significantly enhanced In addition, by observing the attitude, interest in learning, of students in experimental and control classes in some teaching hours, we also found that students were very active, excited, and actively participated in learning activities and worked in groups very effectively in experimental lessons Through interviews with some students, they all said that they were more active in learning, knew how to self-study, knew how to use tools to access and search information on the internet to solve problems in learning and practice Most students support and expect teachers to regularly organize such online combined teaching activities This proves that the organization of teaching according to the blended learning model has positively impacted students' attitudes and interest in learning 3.5.2.2 Quantitative results a Results from the teacher's assessment: Results for measure Figure 3.7 The development of students' self-study capacity through assessment timeswith measure (round 1) Figure 3.8 The development of students' self-study capacity through assessment times with measure (round 2) The data showed that the average total score of all criteria over the evaluation time has increased (1,67; 1,86; 2,20; 2,31 in round 1), (1,70; 1,87; 2,18; 2,36 in round 2), the average score for each criterion of self-study capacity also increased significantly (the time before the impact was less than 2,0, but after the lesson plan K5 were all higher than 2,0) proving 19 that the students' self-study capacity has developed quite evenly The standard deviation at each evaluation time and according to each criterion gradually decreases, showing that the data obtained is less scattered and has higher reliability In particular, the criteria with large fluctuations were TC1 increased by 0,74 in round 1; 0,79 in round 2, TC2 increased by 0,71 in round 1; 0,83 in round 2, TC3 increased by 0,76 in round 1; 0,81 in round 2, TC7 increased by 0,78 in round 1; 0,75 in round shows a strong development of these criteria through measure After the K5 lesson plan, the average value increased sharply compared to the time before the impact (0,64 in round 1; 0,66 in round 2), SMD also increased by 1,57 respectively; 1,62 (reflecting a considerable degree of influence) The value of parameter p (sig.) in the dependent T-test is always less than 0,05, confirming that this development is not random but due to the effect of measure Results for measure Figure 3.9 The development of students' self-study capacity through assessment times with measure (round 1) Figure 3.10 The development of students' self-study capacity through assessment times with measure (round 2) Through the data, it shows that the total average score of the criteria over the evaluation time has increased (1,72; 1,97; 2,27; 2,38 in round 1), (1,71; 1,96; 2,29; 2,39 in round 2) , the average score for each criterion of self-study capacity also increased significantly after the lesson plan K8 The criteria with strong growth through measure 20 was determined that TC1 increased by 0,75 in round 1; 0,80 in round 2, TC3 increased by 0,72 in round 1; 0,70 in round 2, TC4 increased by 0,70 in round 1; 0,70 in round 2, TC5 increased by 0,77 in round 1; 0,70 in round and TC7 increased by 0,76 in round 1; 0,84 in round 2, TC8 increased by 0,75 in round 1; 0,73 in round After K8, the SMD value also reflects considerable influence (1,65; 1,58) This change is not random because p(Sig.) in the T-tests are less than 0,05 b Results from the student's self-assessment Results for measure Figure 3.11 Self-assessment results of students at the time before and after the impact with measure (round 1) Figure 3.12 Self-assessment results of students at the time before and after the impact with measure (round 2) The overall average score of the evaluation criteria has increased (1,72 to 2,38 in round 1; 1,70 to 2,37 in round 2) The average score of each criterion after the impact was all rated higher by the students than before the impact, in which the criterion with the most change (large fluctuation in time points after the impact and before the impact) was TC1 21 (0,76 in round 1; 0,79 in round 2); TC2 (0,78; 0,82), TC3 (0,80; 0,78), TC7 (0,75; 0,76) This is quite similar to the teacher's assessment, once again affirming the effectiveness and advantages of measure to the development of students' self-study capacity Results for measure Figure 3.13 Self-assessment results of students at the time before and after the impact with measure (round 1) Figure 3.14 Self-assessment results of students at the time before and after the impact with measure (round 2) The average score of the criteria has increased after the impact compared to before the impact (0,68 in round and 0,69 in round 2); the average score of each criterion is also the same increase, the criteria with large increase were TC1 (0,79 and 0,80), TC3 (0,74 and 0,82), TC4 (0,67 and 0,73), TC5 (0,72) and 0,73), TC7 (0,84 and 0,78), and TC8 (0,79 and 0,71) prove that measure has had a great impact on the development of these criteria of student's self-study capacity c Results obtained from the test Table 3.15 Summary of the characteristic parameters of the tests through measure 22 Test Object Average Test Test Experiment Control Experiment Control Round Standard deviation Round Round T-test (sig.) Round Round 6,66 6,95 1,04 0,92 5,87 6,16 1,13 1.07 6,82 7,17 1.11 1,08 5,91 6,18 1,24 1,23 0,000 0,000 Round 0,000 0,000 Level of influence ES Round 0,70 0,82 Round 0,75 0,80 Table 3.17 Summary of the characteristic parameters of the tests through measure Test Object Test Test Experiment Control Experiment Control Average Round 6,49 5,73 6,75 5,89 Round 6,55 5,76 6,80 5,80 Standard deviation Round 0,99 1,03 0,89 1,15 Round 1,03 1,10 1,01 1,14 T-test (sig.) Round 0,000 0,000 Round 0,000 0,000 Level of influence ES Round 0,82 0,65 Round 0,71 0,87 The results of the tests on the two measures through the two rounds of the experiment showed that the students in the experimental class had better learning results and had better development of some expressions of self-study capacity than the control class, specifically: - The average score of the test subjects in the experimental class is always greater than the control class, and the cumulative line graph of the experimental class test scores is on the right and bottom of the cumulative line graph of the control class test scores It proves that the learning quality of the experimental classes is better than the control classes - Sig values of the T-test on the difference between the average scores of the test between the experimental class and the control class, all