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I UNIVERSITY OF ECONOMICS INSTITUTE OF SOCIAL STUDIES HO CHI MINH CITY VIETNAM THE HAGUE THE NETHERLANDS THE VIETNAM NETHERLANDS PROGRAMME FOR M A IN DEVELOPMENT ECONOMICS DETERMINANTS OF STUDENT''''S LE[.]
I UNIVERSITY OF ECONOMICS INSTITUTE OF SOCIAL STUDIES HO CHI MINH CITY - VIETNAM THE HAGUE - THE NETHERLANDS ng hi ep w n lo ad y th THE VIETNAM- NETHERLANDS ju PROGRAMME FOR M.A IN DEVELOPMENT ECONOMICS yi pl n ua al n va ll fu m oi DETERMINANTS OF STUDENT'S LEARNING: nh at CASE STUDY IN MACROECONOMICS z z -~-~ ~ -~~- vb AT THE UNIVERSITY OF ECONOMICS- HO CHI MINH CITY ~ ~ k jm ht om l.c gm By Le Thanh Nhan MASTER OF ARTS IN DEVELOPMENT ECONOMICS n ey t re HO CHI MINH CITY, NOVEMBER 2009 va THU'VIEN ~J ~{r an Lu • BQ GIAO DVC DAO T~O TRliONG fl~l HQC KINH TE TP.HCM UNIVERSITY OF ECONOMICS INSTITUTE OF SOCIAL STUDIES HO CHI MINH CITY - VIETNAM THE HAGUE -THE NETHERLANDS ng hi ep w n lo THE VIETNAM- NETHERLANDS ad ju y th PROGRAMME FOR M.A IN DEVELOPMENT ECONOMICS yi pl ua al n A thesis submitted in partial fulfillment of the requirements for the degree of va n MASTER OF ARTS IN DEVELOPMENT ECONOMICS ll fu oi m nh DETERMINANTS OF STUDENT'S LEARNING: at z z CASE STUDY IN MACROECONOMICS vb ht AT THE UNIVERSITY OF ECONOMICS- HO CHI MINH CITY k jm Academic Supervisors: - Chau Van Thanh, M.A n Assoc Prof Nguyen Trong Hoai, PhD a Lu - om l.c gm By Le Thanh Nhan n va y te re t HO CHI MINH CITY, NOVEMBER 2009 CERTIFICATION I declare that the thesis hereby submitted for the Master degree at the Vietnam - ng Netherlands Programme for M.A in Development Economics is my own work hi ep and has not been previously submitted by me at another university for any degree I cede copyright of the thesis in favor of the Vietnam - Netherlands w n programme for M.A in Development Economics at the University of Economics, lo ad Ho Chi Minh City y th ju Ho Chi Minh City, November 2009 yi pl n ua al Le Thanh Nhan n va ll fu oi m at nh z z k jm ht vb om l.c gm an Lu n va ey t re t ACKNOWLEDGEMENT I would like to express my gratitude to all those who gave me the possibility to ng complete this thesis hi ep I am most grateful to my supervisors, Assoc Prof Dr Nguyen Trong Hoai and w Mr Chau Van Thanh, who have instructed, encouraged and given me comments n lo for my thesis, as well as forgiven my mistakes while I was carrying out this ad ju y th research yi I would like to thank to all lectures and staff of the Vietnam - Netherlands pl n ua al Programme at the University of Economics, Ho Chi Minh City va I also want to say thank you to my colleagues and friends at the Office of n ll fu Undergraduate Training and Students Service Office at the University of at nh completion oi m Economics, Ho Chi Minh City for their assistance in the process of my thesis z z Finally, I especially thank to my partner friend, who hel_2ed _me in finding vb k jm ht materials, designing the survey and collecting data for the thesis om l.c gm an Lu n va ey t re th 11 ABSTRACT The objective of this thesis is to fmd out the determinants that influence the ng performance of studying macroeconomics and their relationships The scope of hi ep this research is limited to sophomore students at the University of Economics, Ho Chi Minh City w n lo ad In the conceptual framework, hypotheses about determinants related to y th performance of studying macroeconomics were proposed They are students' efforts, ju aptitude, attitude toward economics along with their personal yi pl characteristics ua al n A survey designed from Survey Economic Attitude from the National Committee va n on Economic Attitude Measurement has been used with Exploratory Factor fu ll Analysis to measure if the theoretical constructs in this research were satisfactory m oi in terms of reliability and validity The relationships and hypotheses then have at nh been tested by using a Two Stage Least Square method z z k jm ht macroeconomics but the attitude toward it vb The main findings are the significant impacts of aptitude and efforts on studying_ ··· om l.c gm an Lu n va ey t re t 111 TABLE OF CONTENTS CERTIFICATION i AC:KN"OWLEDGEMENT ii ng hi ep ABSTRACT iii TABLE OF CONTENTS iv w n lo LIST OF TABLES vii ad y th LIST OF FIRGUES vii ju Chapter 1: Introduction yi pl 1.1 Problem statement ua al n 1.2 Research Objectives va n Research questions fu ll Research methodology oi m at nh Delimitation z 1.6 Thesis structure: z -ehapter~:-biterature-review: ~.-:~~:.~:-.~:~~::::~·. ::.::.~-.-. :.-:::::-::-.~~~~~~~~:-:-.-:-.-:~~~~: -.::.~6 - ht vb - jm 2.1 Definitions k gm 2.2 Theoretical backgrounds l.c 2.2.1 Student learning 10 om n a Lu 2.2.2 Aptitude 11 2.2.3 Efforts 12 y te re Empirical studies 13 n va 2.2.4 Attitude 12 th 2.4 Chapter remarks: 18 IV Chapter 3: Research Methodology 19 3.1 Independent variables and its measurement 19 3.2 Descriptive analysis 22 ng hi 3.3 Empirical research model 22 ep Sampling process 23 w n 3.5 Research context 24 lo ad 3.6 Chapter remarks: 28 y th ju Chapter 4: Research findings 29 yi pl 4.1 Sample description 29 ua al 4.2 Gender 29 n va n 4.3 Location 30 fu ll 4.4 Attitude and efforts toward macroeconomics 32 oi m Reliability analysis 34 at nh 4.6 Factor analysis 35 z z ht vb 4;'1-Betermlnants-injluence-macroeconomics-scor~ :-~37 _ - k jm Chapter 5: Conclusions, Policy recommendation and limitations 41 gm 5.1 Conclusions 41 om l.c 5.2 Recommendations 43 a Lu Limitations ofthe research 44 n REFERENCES 45 n va APPENDICES 50 y te re t v ABBREVIATIONS ng hi ep w n ACT: American College Testing - ATE: Attitude Toward Economics - GPA: Grade Point Average - MOET: Ministry of Education and Training - NUEE: National University Entrance Examination OLS: Ordinary Least Squares lo - ad - y th - SAT: Scholastic Aptitude Test ju - SEA: - TSLS: - TUCE: - UEH: University of Economics, Ho Chi Minh City - UTSS: Undergraduate Training and Student Services - WTO: World Trade Organization yi Survey Economic Attitude pl Two-Stage Least Squares al n ua Test of Understanding of College Economics n va ll fu oi m at nh z z k jm ht vb om l.c gm an Lu n va ey t re vi LIST OFTABLES Table 4.1: Gender and Average ofMacroeconomics score ng Table 4.2: Testing the Mean Difference between two groups of gender hi Table 4.3: Descriptive analysis of location and average macroeconomics score ep Table 4.4: ANOVA analysis the difference between groups of location w Table 4.5: Test of Homogeneity of Variances among locations n lo Table 4.6: Tamhane test for the specific differences between groups oflocation ad Table 4.7: Attitude toward macroeconomics before studying y th ju Table 4.8: Attitude toward macroeconomics after studying yi Table 4.9: Efforts toward studying macroeconomics pl ua al Table 4.10: Reliability statistics about efforts and attitude toward macroeconomics Table 4.11: Factor analysis for attitude before studying macroeconomics n n va Table 4.12: Factor analysis for attitude after studying macroeconomics ll fu Table 4.13: Factor analysis for efforts toward studying macroeconomics oi m Table 4.14: Summary ofthe hypotheses testing nh at LIST OF FIRGUES z z vb Ftgure 2.1: Circular flow of influence from attitude through intention to k jm ht performance as a feedback influence on attitude om l.c gm Figure 2.2: Conceptual framework an Lu n va ey t re th vii Chapter 1: Introduction 1.1 Problem statement ng The economic development in Vietnam was very impressive during the I990 hi ep decade The growth of the economy comes along with many factors, directly and · indirectly One of them is from education, in my opinion Although there have w n been some controversies about the progression as well as the fall while some lo ad renovations were deployed during last more than I years, nowadays, many ju y th (domestic and oversea) professors pay attention to a vast and complete educational renovation again, especially when Vietnam has accessed to WTO since 2006 yi pl al ua A system of education stretches from kindergarten to higher education The rapid n economic development brings about high demand of labor, so does the demand of va n managers Then, a high proportion of high school pupils apply to universities fu ll which are major in economics and business administration So are in-service m oi students The number of students enrolled in universities major in economics and at nh business administration has been always higher than other disciplines recently z Vietnamese people usually say that "first business, second medicine" A famous z vb ancient scholar Le Quy Don said that "No trade no wealth" Another example is ht about the higher demand in field of finance and banking after stock market was jm k established in Vietnam since 200 I, lead to a number of faculties and universities gm focus in this field has grown while people are in doubt about their quality om l.c Therefore, quality assurance of learning and teaching principles of economics is so quite important n a Lu economics education at the undergraduate level In my opinion, principles of compulsory subjects, only a small ratio of students paid high attention and spend I th the University of Economics, Ho Chi Minh City (UEH), although they are y and business administration but also some other universities of social science At te re economics are basic courses for any student, not only in universities of economics n va In the field of economics and business administration, it is much concerned about rejected because of the insignificance of this variable All results of hypotheses testing are presented in table 4.14 below ng T a ble 414 : Summary of t he hlypotheses tes ti ng hi ep Hypotheses Results ofthe Descriptions hypotheses testing w Aptitude has a positive impact on performance n Ht: lo ad Efforts has an impact on performance of Supported studying macroeconomics ju y th Hz: Supported of studying macroeconomics yi Attitude toward economics has an impact on Rejected pl H3: n ua al performance of studying macroeconomics n va ll fu oi m at nh z z k jm ht vb om l.c gm an Lu n va ey t re 40 Chapter 5: Conclusions, Policy recommendation and Limitations 5.1 Conclusions The research has developed a model to find out the relationship betweens aptitude, ng hi prior knowledge, efforts, attitude toward economics and performance of studying ep macroeconomics at UEH Using factor Analysis, TSLS regression model with the w support of SPSS software, we found that initial aptitude and prior knowledge along n lo with efforts have impacts on the performance of studying macroeconomics, but the ad attitude towards it ju y th yi Based on the data from the Office of Undergraduate Training and Students pl Services, it is pointed out a general description that female students averagely al n ua achieve higher score of macroeconomics (6.55) than male students (6.29) In n remammg areas va addition, students from the "area 2" location usually get higher score than ll fu m oi In order to make a deep analysis about determinants affect on studying nh at macroeconomics, surveys were conducted among more than 500 students (before z and after studying macroeconomics) and then reviewed to collect 307 qualified z jm ht vb data for the research k Regarding the aptitude, the research results show that mathematics, physics and gm English have positive impacts on the achievement of studying macroeconomics l.c The higher score of entrance examination, the better score of macroeconomics they om could achieve Each additional point of mathematics, physics would bring back a an Lu chance of adding 0.113 and 0.111 point of macroeconomics score The same result n va to the English skills (0.172) 41 ey import determinant The result figured out that each additional point of t re Prior knowledge from microeconomics that students had studied before is also an microeconomics score could increase the score of macroeconomics 0.184 point This is reasonable when microeconomics is taught before macroeconomics ng hi While studying macroeconomics, effort plays a very important role on the ep academic performance The more diligent the students are the better score they would achieve It is said that, female is more diligent than male so they would be w n easier to get the higher outcome That is really true to the result of studying lo ad macroeconomics at UEH as mentioned above Moreover, if students spend more ju y th time on finding and reading materials as well as discussion economics problems with classmates or lecture, they would have more chance to understand the lesson yi pl well and get the higher score for the fmal examination This factor has a heavy al n ua weight on the equation n va fu Attitude is not significant at the 0.05 or 0.10 level Most students come to class just ll to copy the knowledge of macroeconomics rather than to master it Although they oi m found that macroeconomics is an essential subject, but the abstract and difficulty nh at along with environment of studying make students don't feel like it The more or z less favour they reserved for macroeconomics doesn't make the change of the fmal z ht vb score Another reason to this problem could be the compulsoriness They have to jm study it, but that's not their selection when they are not ready and well-knowing k about its main contents l.c gm om Among hypotheses were suggested, only aptitude, prior knowledge and efforts an Lu on macroeconomics are significant at 0.05 in the hypotheses testing, but the attitude toward it Encourage students to work harder during the semester as well n va as select students who are good at mathematics, physics and English would bring ey t re back higher academic performance t 42 5.2 Recommendations NUEE subjects With all results above, we believe that initial endowment of each student actually ng effects to the studying of macroeconomics, especially mathematics and physics If hi ep we had a chance to decide which subjects could be used to classify applicants into UEH, a replacement of chemistry by English would be a first suggestion w n lo Order of teaching and studying principles ofeconomics ad Knowledge from microeconomics that sophomore students had achieved y th ju previously made strong impact on performance of macroeconomics later This is a yi reasonably arranged order of teaching principles of economics at UEH So, should pl n atUEH? ua al there be a research about how to innovate teaching and studying microeconomics n va ll fu UEH should transfer into credit educational system oi m Statistically, attitude does not really effects on macroeconomics The reason could nh be because students had to study it as a fixed arrangement from curriculum of at training, not by their own selection when they didn't have much information about z z this subject Averagely, to subjects for a semester are too much for any normal vb jm ht student They have to study all, no more choice, no difference of attitude then treatment should be the same When changing into credit system in the coming k gm years, students would be so flexible to select their favorite subjects, it could be l.c much different, especially when they have to fmd out as much information about om which subjects they are going to study in that semester and a strategy plan to get an Lu the best achievement Transferring into credit educational system would be a wise decision, with the requirement of full information and guidance for student when va they enroll into the university n 43 a they were diligent, the better score they would achieve Moreover, development of th Determinants about effort toward macroeconomics are quite impressive The more ey t re Encourage more efforts on studying economics internet system helps people nowadays to access prosperous resources easily Besides lessons at class, they can learn from case-study as well as open course ware from some website There have been a lot of forums and online discussions ng about any related issues instead of only at the library Lecturers should force hi ep themselves hard studying, with guidance about methodology, encourage them to read more newspaper, journal in economics for additional information as well as w n shaping creative thinking and deeper analysis Too many students in a class is also lo ad a problem to express their own ideas or for further information, but via email and ju y th internet, students would have more chance than ever to discuss with lecturers and classmates about anything which was still unclear Reducing number of student per yi pl lecturer is also worth to be concerned ua al n 5.3 Limitations of the research va n The content of this paper may be not so deep, in my opinion Most of them go fu ll around the relationship between characteristics, efforts and attitude toward m oi economics of UEH students and to their performances, as well as a small answer to nh the question about how we could improve the ways of recruiting appropriate at z students to UEH in the coming years Most of data are secondary, and a survey z vb responds to a questionnaire about their personal characteristics as well as efforts k jm ht and attitude towards subjects they are studying, are self-evaluation gm A shortage of previous studies is one of the most important things we have to face l.c We don't have much information about economics education Some information om we found through search machine on websites with some quotations only So there an Lu is not so much information related we could transfer to our paper analysis about learning and teaching styles as well as attitude toward economics could bring back more precise results 44 ey class as well as lack of facilities In the future, a deeper and more carefully t re macroeconomics were not carried out due to a huge number student in a typical n va The linkage between learning and teaching styles to the performance of studying REFERENCES ng - Anderson, G.; Benjamin, D and Fuss, M.A (1994) The Determinants of hi Success in University Introductory Economics Course The Journal of ep Economic Education, 25(2), 99-119 w - Attiyeh, Richard E., Bach, George L and Lumsden, Keith G (1970) Factors n lo Affecting Student Learning of Elementary Economics Recent research in ad economics 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50 QUESTIONNAIRE What determinants that influence students' learning in macroeconomics at the University of Economics- Ho Chi Minh City (UEH) ng hi Dear UEH students, we are postgraduate students at the UEH who are doing a research about "What determinants that influence students' learning in macroeconomics at the University of Economics - Ho Chi Minh City" ep w This questionnaire has been designed to carry out that research We guarantee that all the information you supply here would be used only for that research All personal information is confidential n lo ad Thank you for your support as well information you supply y th Your name: ju - yi Student ID: Class of the General period: _ _ _ _ pl al ua A ATTITUDE TOWARD MACROECONOMICS SUBJECT n Please cross over only one number that express your most suitable agreement n va ll fu After finish studying macroeconomics, your feelings about this subject: 5 5 nh Macroeconomics is a boring subject Strongly Agree = at oi m Macroeconomics is easy to understand Strongly Disagree = 1 z It was a waste of time to study macroeconomics vb Macroeconomics is one of my exciting subjects k Macroeconomics is a difficult subject Macroeconomics is one of my favourite subjects Knowledge from macroeconomics has helped me to analyze economic problems Macroeconomics is an abstract subject, hard to apply into daily activities z I like macroeconomics ht jm l.c om gm a Lu n n va y te re t 51 B EFFORTS FOR MACROECONOMICS SUBJECTS Please cross over only one number that express your most suitable agreement ng hi Strongly Disagree = Strongly Agree = ep w I usually review lesson after studying macroeconomics at class I was used to doing macroeconomics exercise at home I have carefully reviewed macroeconomics before examination 5 5 n I I went to macroeconomics class regularly lo ad ju y th yi pl n ua al I did not express my ideas during the macroeconomics course n va I read some books and extra-material about macroeconomics outside of the class fu ll I just spent a few days for reviewing macroeconomics before examination oi m at nh z I didn't ask for more from lecturers or classmates about macroeconomics after the class z ht vb k jm Thank you! om l.c gm n a Lu n va y te re t 52 TSLS Regression Model Description Type of Variable ng Equation dependent Maths predictor & instrumental Physics predictor & instrumental Chemistry predictor & instrumental Micro predictor & instrumental English predictor & instrumental Effd predictor & instrumental Effc predictor & instrumental hi Macro ep w n lo ad ju y th yi pl al predictor n ua Post Gender va instrumental n Race instrumental m instrumental oi Location instrumental ll fu Location nh instrumental Pre at z z 267 Adjusted R Square 248 1.084 om l.c Std Error of the Estimate gm R Square k 517 jm Multiple R ht Equation vb Model Summary Mean Square 15.986 Residual 350.221 298 1.175 Total 478.110 306 13.603 000 y te re 127.889 Sig n Regression F va Equation df n Sum of Squares a Lu ANOVA t 53 Coefficients Unstandardized Coefficients B ng Equation Beta Std Error 2.784 581 Maths 113 053 Physics 111 Chemistry Sig t 4.794 000 108 2.128 034 052 111 2.144 033 015 051 015 286 775 Micro 184 058 171 3.186 002 English 172 051 179 3.376 001 148 095 117 1.559 120 184 070 146 2.637 009 223 070 177 3.202 002 (Constant) hi ep w n lo ad ju y th Post yi pl Efd n ua al Efc n va ll fu oi m at nh \ z z k jm ht vb om l.c gm an Lu n va ey t re 54