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This study sought to evaluate the management of the teachinglearning 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 creditbased learning approach of the selected colleges in the Association of Technical and Economic Colleges (ATEC) in Vietnam for academic year 20132014; reveal any significant difference in the management of teachinglearning process of the two college groups (one implementing creditbased learning approach and the other not implementing the approach); develop a strategic plan for credit based learning approach implementation; and evaluate its acceptability
MANAGEMENTOFTEACH IN GLEARN IN GPROCESSINCR EDITBASEDLEARNINGAPPROACHOFSELECTEDCOLLEGES INTHEASSOCIATION OFTECHNICALANDECONOMICCOLLEGES( ATEC),VIETNAM AD i s s e r t a t i o n P r e s e n t e d t o theFacultyoftheGraduate School SouthernLuzonSt at e University, Lucban, Q u e z o n , Ph il ip p i ne s inCollaborationwith ThaiNguyenUniversity,SocialistRepublicofVietNam InPartialFulfillmentoftheRe quirementsfortheDegreeDo ctorofPhilosophy inEd uc at io na lM an ag em en t By PHAMCHICUONG(Strong) April2014 APPROVALSHEET The Dissertation ofPHAMCHICUONG(Stron g) entitled MANAGEMENTO F T E A C H I N G - L E A R N I N G P R O C E S S I N C R E D I T B A S E D LEARNINGAPPROACHOFSELECTEDCOLLEGES INTHEASSOCIATI ON O FTECHNI CAL A N D ECO NO MIC COLLEGES(ATEC),VIETNAM SubmittedinPartialFulfillmentofthe RequirementsfortheDegree Doctorof Philosophy inEducationalManagement IntheGraduateSchool SouthernLuzonStateUniversity,Republic ofthePhilippi nesincollaborationwith ThaiNguyenUniversity, SocialistRepublicof Viet n am hasbeenapprovedbytheCommittee Member Member Member Member CECILIAN.GASCON, Ph.D Chairman TERESITAV.DELACRUZ,Ed.D Adviser SUSANAA.SALVACION,Ph.D Dean,GraduateSchool Acceptedinpartialfulfillmentoft herequirementsforthedegreeDo ctorofPhilosophyinEducationalManagement WALBERTOM A C A R A N A N , E d D VicePresident,AcademicAffairs Date ACKNOWLEDGEMENT Ther e s e a r c h e r w i s h e s t o c o n v e y h i s g r a t i t u d e t o t h e f ol lo wi ng p e r s o n s whowholeheartedly devotedandhelpedm a k e t h i s p i e c e o f w o r k a r e a l i t y : DR.T E R E S I T A V D E L A C R U Z ,h e r a d v i s e r f o r theguidance,supervision, suggestions and precious time in enthusiastically reading and checkingthemanuscript,providingtheresearcherusefulmaterials; DR.C E C I L I A N G A S C O N , P r e s i d e n t o f t h e S o u t h e r n L u z o n S t a t e U n i v e r s i t y intheRepublicoftheP h i l i p p i n e s , f o r h e r i n c o m p a r a b l e c o n t r i b u t i o n and support to the development of Master of Art in Teaching EnglishprograminThaiNguyenUniversity; DR NGUYEN VAN BINH,director of the International Training Center, ThaiNguyen University of Socialist Republic of Vietnam, for his enormouspursuit to provide Vietnamese people an opportunity to grow througheducation; DR.W A L B E R T O A M A C A R A A N , D R A P O L O N I A A E S P I N O SA,DR BELLA R MUELLO,members of the oral examination committee, fortheirconstructivecriticismtofurtherimprovethisdissertation TheDIRECTORS,ADMINISTRATORS,TEACHERSandSTUDENTSofthe selected colleges in Association of Technical and Economic CollegesinVietnam,forthecooperationandsupportduringtheconductofthes urvey; TheRESPONDENTS, for their active involvement and participation for withouttheircooperation,theresultofthisthesismightnotbepossible; HisF A M I L Y a n d F R I E N D S ,f o r t h e l o v e a n d s u p p o r t i n o n e w a y o r a n o t h e r ; andtoallwhohavecontributedtomakethisstudyasuccess DEDICATION Thisresearchiswholeheartedlydedicatedtomyfamilyandtoallmyrelatives,mycolleaguesandfriends,andtoallcla ssmatesforgivingmethenon-stopguidanceandsourcesofeverything PCC TABLEOFCONTENTS Page TITLEPAGE… i APPROVALSHEET… ii ACKNOWLEDGMENT iii DEDICATION… iv TABLE OF CONTENTS v LISTOFTABLES .vi FIGURE… viii ABSTRACT… ix CHAPTER I INTRODUCTION…………………….……………………………… BackgroundoftheStudy…………………… ……………………… Objectiveso f t h e S t u d y … … … … … … … … … … … … ……………… Hypothesis……………………………………………………………… Significanceo f t h e S t u d y … … … … … … … … … … … …………… ScopeandLimitation………………………………… … ………… Definitionso f T e r m s … … … … … … … … … … … … … … … … …… II.R E V I E W OFRELATEDLITERATUREANDSTUDIES.…… …… ConceptualFramework…….………………………………………… ResearchP a r a d i g m … … … … … … … … … … … … … … ……………… III.M E T H O D O L O G Y ………………………………………………… …… Localeo ft h e S tu d y …… …… …… …… …… … … … … … … … …… … ResearchD e s i g n … … … … … … … … … …………………………… Populationa n d S a m p l i n g … … … … … … … … … … … … … … … … Instrumentation………………………….……………………………… Validationoft h e I n s t r u m e n t … … … … … … … … … … … …………… DataG a t h e r i n g Pr o c e d u re s … … … … … …… … … …… … … …… StatisticalTreatment…………………………….………………… IV RESULTSA N D D I S C U S SI O N …… … … … … … … … …… … …… … V SUMMARY,CONCLUSIONSANDRECOMMENDATIONS…… Summary… … … … … … … … … … … …………………………… Findings………………………………………………………………… Conclusions…………………………………………………….…….… Recommendations…………………………………………… ……… B I B L I O G R A P H Y … … … … … … … … … … … … … … … … … … … … … … … … APPENDICES…………………………………………………………… …… AC o m m u n i c a t i o n … … … … … … … … … … … … … … … … … LISTOFTABLES …………… BI n s t r u m e n t … … … … … … … … … … … … … … … … … …… ………… CT h e S t r at egic P l a n … ……………………………………………… CURRICULUMVITAE……… ……………………………………………… vi 4 26 27 28 28 28 29 31 32 32 32 34 61 62 65 65 65 66 70 71 79 84 100 Table Page 1.1 WeightedMeanDistributiononThreeSectors’Perceptions towardsObjectivesinTeaching-LearningProcess…………… 35 1.2 WeightedMeanDistributiononThreeSectors’Perceptions towards Curriculum and Content in TeachingLearningProcess……………………………………………………… ……… 36 WeightedMeanDistributiononThreeSectors’Perceptions towardsTeachingMethodsinTeaching-LearningProcess…… 38 WeightedMeanDistributiononThreeSectors’Perceptions towardsL e a r n i n g M et h od s inT ea ch in gL ea r n in g Process…… 41 WeightedMeanDistributiononThreeSectors’Perceptions towardsO r g a n i z a t i o n F o r m s i n T e a c h i n g L e a r n i n g Process… 43 44 1.7 WeightedMeanDistributiononThreeSectors’Perceptions towardsTestand AssessmentMethodsUsed inTeachin gLearningP r o c e s s … … … … … … … … … … … … … … … … … ……… WeightedMeanDistribution onThreeSectors’Perceptions towardsConditionsforTeaching-LearningProcess…………… 46 2.1 Chi-squareValuesforTestingtheSignificantDifference between the Two Groups’ Management of TeachingLearningP r o c e s s a s t o O b j e c t i v e s … … … … … … ……………… 48 Chi-squareValuesforTestingtheSignificantDifference between the Two Groups’ Management of TeachingLearningP r o c e s s a s t o C u r r i c u l u m a n d C o n t e n t … … … ……… 49 2.4 Chi-squareValuesforTestingtheSignificantDifference betweentheTwoGroups’ManagementofTeachingLearningProcessastoTeachingMethods…………………… 50 2.5 Chi-squareValuesforTestingtheSignificantDifference between the Two Groups’ Management of TeachingLearningProcess astoLearning Methods………………… …… 51 Chi-squareValuesforTestingtheSignificantDifference betweentheTwoGroups’ManagementofTeaching- 52 1.3 1.4 1.5 1.6 2.2 2.3 LearningProcessastoOrganizationForms…………………… 2.6 Chi-squareValuesforTestingSignificantDifferencebetween the Two Groups’ Management of TeachingLearningProcessast o T e s t a n d A s s e s s m e n t M e t h o d s U s e d Chi-squareValuesforTestingtheSignificantDifference between Two Groups’ Management of Conditions forTeachingLearning…………………………………………………… 53 3.1 FrequencyandMeanDistributionontheAcceptability ofS t r a t e g i c Plan toImpr ove CreditbasedApproach I nstr uct ion astoAccuracy…………………… ………………… 56 3.2 FrequencyandMeanDistributionontheAcceptability ofS t r a t e g i c Plan toImpr ove CreditbasedApproach I nstr uct ion asto S i g n i fi c a n c e … … … … … … … …….…… 57 3.3 FrequencyandMeanDistributionontheAcceptability ofS t r a t e g i c Plan toImpr ove CreditbasedApproach I nstr uct ion ast o R e s p o n s i v e n e s s … … … ………………………… 58 3.4 FrequencyandMeanDistribution ontheAcceptability ofStrategicPlantoImproveCredit-basedApproachInstruction ast o A u t h e n t i c i t y … … … … … … … … … … … … … … … 2.7 54 59 FIGURE Figure Page ResearchParadigm 27 ABSTRACT TitleofResearch :MANAGEMENTO F T E A C H I N G - L E A R N I N G PROCESSI NCREDI TBASE DLE ARNI NG APPROACHOFSELECTEDCOLLE GES INTHEASSOCIATIONOFTECHNICAL A N D ECONOMICCOLLEGES( A TE C) , VIETNAM Researcher DegreeConferred m e n t Name/Address ofInstitution ADVISER YEARWRITTEN :PHAMCHICUONG(Strong) :Doctoro f P h i l o s o p h y inE d u c a t i o n a l M a n a g e :SouthernLuzonStateUniversity Lucban,Quezon :DR.TERESITAV.DELACRUZ :November2013 This study sought to evaluate the management of the teachinglearningprocess in terms of objectives, curriculum and content, teaching and learningmethods, organizational forms of teaching and learning, test and assessmentmethod, and conditions for teaching and learning process in the credit-basedlearning approach of the selected colleges in the Association of Technical andEconomicColleges (ATEC) in Vietnam for academicy e a r 2013-2014; r e v e a l any significant difference managementoft e a c h i n g - l e a r n i n g p r o c e s s o f the in two the college groups (one implementing credit-based learning approach andthe other not implementing the approach); develop a strategic plan for credit-based learning approach implementation; and evaluate its acceptability Thedescriptive method of researchw a s employed to the two college g r o u p s o f ATEC identified as the College Group (credit-based learning schools) andGroup (non-credit-based learning schools) A total of 495 participants weresurveyed from Group comprising of four colleges while 399 in Group