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Trang 1HANOI NATIONAL UNIVERSITY OF EDUCATION
NGUYEN VAN TRUC
CREATE LEARNING MOTIVATION INTEACHING FOR ENGINEERING AND
Trang 2HANOI NATIONAL UNIVERSITY OF EDUCATION
SCIENCE INSTRUCTOR:
1 Assoc Prof Dr LE HUY HOANG2 Assoc.Prof Dr NGUYEN TAN AN
Reviewer 1: Assoc Prof Dr Pham Ngoc Thang
Reviewer 2: Assoc Prof Dr Thai The Hung Reviewer 3: Assoc Prof Dr Pham Kim Chung
The thesis is defended at the Subject-level Thesis JudgingCouncil,
which is met at Hanoi National University of Education
At on date month / 2024
The thesis can be found at:
- Library of Hanoi National University of Education;
Trang 41 Nguyen Van Truc (2020), Motivating technology students to study in the digital age and industrial revolution 4.0 – Educational Management Magazine, Academy of Educational Management, 5/2020, pp 82 – 87 2 Nguyen Van Truc (2022), Current status of motivating students to study in
engineering and technology, Vietnam Journal of Education, Volume 22 special issue 4, May 2022, pp 281 - 285.
3 Nguyen Van Truc (2022), Overview of research on learning motivation of students majoring in engineering and technology, Vietnam Journal of Education, Volume 22 Special Issue 11, November 2022, pp 363 - 367 4 Nguyen Van Truc (2024), Measures to create learning motivation in
teaching for students majoring in Engineering and Technology, Journal of Education and Society, 158 - 162; 173.
Trang 5INTRODUCTIONI REASONS FOR CHOOSING THE THESIS
The fourth industrial revolution has created huge impacts on countries in all aspects, forcing countries around the world to make changes focussing on scientific and technical development At the same time, this also poses requirements for high-quality human resources in occupations in the fields of engineering and technology.
Facing these challenges, universities in general and universities of engineering and technology in particular need to take measures to improve training quality At that time, students, those directly affected by these measures, will increasingly improve their quality, which will be reflected largely in their academic achievements.
One of the factors that is believed to have a great influence on students' academic achievement is learning motivation (learning motivation) Learning motivation directs learning activities and encourages learners' enthusiasm for learning Three functions of motivation in the teaching and learning process are: (1) encouraging people to act; (2) the motivation to determine the direction and activities of teaching and learning must be carried out in accordance with the development of learning goals; and (3) determine what actions must be taken in harmony to achieve that goal.
Therefore, engineering and technology universities must have measures and policies to enhance students' learning motivation Each student needs to determine motivation and clear learning direction to get good results in innovative research, effective application to improve productivity and product quality, and build a growing Vietnamese brand sustainable development.
To do this, schools must have a systematically built theoretical basis on the issue of motivating students to learn Then, evaluate the current state of motivation and the level of impact of those factors on students' learning motivation On that basis, schools will have both theoretical and practical bases to develop measures and policies to enhance students' learning motivation.
Based on the above reasons, with the desire to contribute to improving the quality of training at universities of engineering and technology in Vietnam, the
Trang 6author chose the topic: "Creating learning motivation in teaching" study for engineering and technology students" to research in his thesis.
II STUDYING PURPOSES
Based on theoretical research and assessment of the current state of learning motivation for students majoring in engineering and technology, the current situation of creating learning motivation in teaching for students majoring in engineering and technology, proposed measures to create learning motivation for engineering and technology students during the teaching process of modules, contributing to improving the quality of student training.
III THE SUBJECT, OBJECT, AND AREA OF RESEARCH
1 Subjects of research: The process of teaching students in engineering
and technology fields
2 Objects of research: Measures to create learning motivation for
engineering and technology students during the process of teaching modules at school.
3 The area of research: The research topic clarifies the factors that
affect the learning motivation of engineering and technology students during the teaching process, and some measures to create learning motivation in teaching for engineering students art, technology.
The topic surveys the current situation from January 2020 - March 2022 for engineering and technology students at some engineering and technology schools nationwide.
- Organise experiments at Hanoi University of Textile and Garment Industry for the first semester of the 2022 - 2023 school year.
IV SCIENTIFIC HYPOTHESIS
If factors affecting the learning motivation of engineering and technology students can be identified, a number of measures can be developed and implemented to promote learning motivation in teaching to ensure scientific principles Learning to directly impact the components of students' learning motivation in the process of training students in engineering and technology fields will promote students' learning motivation, contributing to improving the quality of students' learning amount of student training.
Trang 7V STUDY TASKS
5.1 Research on the theoretical basis of creating learning motivation in teaching for engineering and technology students.
5.2 Research on the practical basis for motivating learning in teaching for engineering and technology students.
5.3 Develop measures to create learning motivation in teaching engineering and technology students based on a number of scientific principles; at the same time, test and evaluate those measures.
VI STUDYING METHODOLOGIES
The chosen topic uses a combination of the following research methods Methods of researching texts and documents;
- Professional solution; - In-depth interview method; - Questionnaire survey method;
- Statistical data processing methods kê.
VII NEW CONTRIBUTIONS OF THE THESIS
- Supplement and clarify concepts related to the issue of motivating learning in teaching for engineering and technology students;
Identify factors that affect the learning motivation of students majoring in engineering and technology in teaching.
Assess the current status of the level of learning motivation of students majoring in engineering and technology; Current status of motivating learning in teaching for engineering and technology students This is the basis for evaluating the urgency of creating learning motivation in teaching students, as well as the basis for proposing measures to create learning motivation for students in the teaching process.
- Propose some measures to create and promote learning motivation for engineering and technology students during the teaching process.
VIII THESIS STRUCTURE
The main content of the thesis includes 3 chapters and conclusions and recommendations There are also: introduction, references, appendices.
Trang 8CONTENTSChapter 1
THEORETICAL BASIS FOR CREATING LEARNING
MOTIVATION IN TEACHING FOR STUDENTS IN ENGINEERING AND TECHNOLOGY SECTOR
1.1 OVERVIEW OF THE DISSERTATION
This section briefly presents the research situation on motivation, work motivation, and learning motivation of students.
From the overall research, it can be seen that in order to increase the learning motivation of engineering and technology students effectively, it is necessary to study the problem in both theoretical and practical aspects that scientific works have not been mentioned before or have not been mentioned systematically Specifically: identify the main factors and components that create and promote learning motivation for students; identify models and strategies to motivate students through teaching activities; research the current state of motivation and create learning motivation for students in engineering and technology fields; identify factors affecting students' learning motivation; propose appropriate measures to motivate students in engineering and technology fields in teaching
1.2 GENERAL CONCEPTS
This section presents the results of research on some related concepts such as:
1.2.1 Learning motivation
Learning motivation is "a psychological factor that reflects an object capable of satisfying the learner's needs; it orients, promotes, and maintains the learner's learning activities in order to dominate that object".
1.2.2 Motivation for learning
Student learning motivation is the factor that promotes student learning activities in the direction of increasing responsibility, positivity, and initiative to achieve higher learning goals.
1.2.3 Create learning motivation in teaching for students inengineering and technology fields
Trang 9Motivating students to learn in teaching requires that teachers build and implement a system of specific measures to influence students to help them improve responsibility, positivity, and initiative in learning learning to achieve higher learning goals.
1.3 LEARNING MOTIVATION OF STUDENTS IN ENGINEERINGAND TECHNOLOGY
1.3.1 Characteristics of students majoring in engineering andtechnology
Based on the analysis of the specifics of engineering and technology majors, engineering and technology majors must meet the basic requirements of ability, quality, and physical strength to be able to easily meet the requirements get a job after graduation and meet the rapid changes in science and technology.
1.3.2 Structure and expression of learning motivation of engineeringand technology students
The learning motivation of engineering and technology students is structured, including internal motivation and external motivation In particular, students' internal motivation is related to their love and passion for learning even though there are no external rewards; the joy of learning new things, the need to perfect one's knowledge and skills; excitement when experiencing challenging activities; satisfaction of one's passion for the chosen profession Extrinsic motivation includes regulations about the academic results needed to graduate, liking to get high grades, liking to express oneself when completing an academic task, receiving rewards/scholarships, or avoiding punishment ; Learn to meet family expectations, learn to compete with others.
Learning motivation in engineering and technology students is expressed through:
- Regarding awareness: Always see the necessity of making efforts to study; Try to meet the requirements of school and society; Identify the activities that need to be performed to achieve career goals; Determine how to study to achieve better learning results; Identify ways to continuously improve yourself; Be aware of the connection between your own goals and the school's goals.
- Attitude: Feeling excited before each class; Feeling excited about new challenges in learning and research; Feeling excited when teachers actively
Trang 10teach in class; Feeling happy when accessing new knowledge; Feel proud when studying and researching the field you have chosen
- Regarding behaviour: Regularly update new knowledge to meet future career requirements; Always perform well in studying/research, meeting the school's requirements; Always adhere to time: go to school and participate in activities on time; Be active and complete learning tasks; Serious and honest in testing and evaluating learning results; Be passionate, explore, and participate in scientific research even though the curriculum is not required; Set specific, clear learning goals for each stage; Find ways to overcome difficulties and obstacles to achieve your goals.
1.3.3 Factors affecting the learning motivation of engineering andtechnology students
Factors that affect the learning motivation of engineering and technology students include subjective factors of the students themselves; there are objective factors coming from the outside Subjective factors include students' personal characteristics such as awareness, will, and life perspective Objective factors include: social environment, environment, learning conditions, training programme, teacher quality, management.
1.4 CREATE LEARNING MOTIVATION IN TEACHING FORSTUDENTS IN THE ENGINEERING AND TECHNOLOGY SECTOR
1.4.1 Characteristics of Teaching Engineering and Technology
The process of teaching students in engineering and technology fields needs to ensure the requirements of lecturers (having good professional knowledge and skills; fully preparing lessons; being able to orient students to apply specialised knowledge to solve practical problems, the ability to access real production, access to new production technology; convey knowledge clearly and easily to understand; effectively use industrial equipment technology combined with the use of teaching methods in the direction of enhancing active cognitive activities of students); Facilities and equipment (clean, spacious, airy classrooms; fully equipped teaching facilities to facilitate modern teaching); training programme (curriculum objectives) (complete and clear curriculum objectives for students; fully equip students with knowledge to meet social needs; help students practice practical application skills; develop autonomy and responsibility); Extracurricular activities (refresher courses, soft
Trang 11skills training, scientific research skills to help students participate well in programmes, job seminars, scientific seminars, and start-ups).
1.4.2 Proposed measures to create learning motivation in teaching forengineering and technology majors
The basis for proposing measures to motivate students to learn includes: factors that motivate students (emotional components, value components, expectation components); motivational theoretical models (Self-determination theory, ARCS model, six Cs model, five A's model); Factors affecting the process of motivating learning in teaching engineering and technology students (students themselves, lecturers, teaching content, teaching methods, learning environment)
1.4.3 Strategies to create learning motivation in teaching for studentsmajoring in engineering and technology
Factors and models that motivate students to learn and factors that affect the process of motivating learning in teaching engineering and technology students show the need to propose strategies To improve both internal and external motivation for students:
1.4.3.1 Strategies to create internal learning motivation for studentsduring the teaching process
To build intrinsic motivation in learning, teachers need to pay attention to students' intellectual, emotional, and social maturity Extrinsic motivation can be provided by teachers by adjusting learning conditions and situations to benefit students, and this extrinsic motivation can be converted into intrinsic motivation, which is when learners perceive point out the importance of learning and they study sincerely without being told by others To do this, teachers need to:
+ Organise students to participate in the development of classroom rules and procedures, set learning goals, choose learning activities and exercises, and work methods through the development of plans Clear learning plan.
+ Link learning goals with student goals so that learning goals become student goals or are similar to student goals;
+ Allows students to expand their learning activities and materials while staying within the core areas of study;
+ Provide sufficient additional time for students to develop assignments
Trang 12and take advantage of existing learning resources at school;
1.4.3.2 Strategies to create external learning motivation for studentsduring the teaching process
a Apply some reward regimes to students: External motivation encourages students to have appropriate behaviours toward studying or subjects that they do not really like While some people study for their own enjoyment, some students need rewards or punishments to motivate them to participate in learning Therefore, teachers must use rewards at an appropriate level and methodically to effectively increase student autonomy.
b Innovate teaching methods and forms according to the orientations of enhancing students' positive and proactive learning: Learning tasks must be designed to be diverse in terms of students' ability levels; Associate knowledge with practical problems; Provide regular and flexible practice activities; Increase the use of collaborative teaching.
c Create a learning environment that is beneficial to students' learning motivation; which focusses on creating an environment that helps students have experiential activities related to professional practice.
SUMMARY OF CHAPTER 1
1Recognizing the role and meaning of motivation in learning activities and learning motivation of learners has been researched by many authors However, new research focusses only on models and strategies to motivate learning for students in general; there are no studies that have gone in-depth and clarified methods of motivating learning in teaching for students engineering and industrial students; especially when society in general and education in particular are strongly impacted by the fourth industrial revolution.
2 Motivation for learning plays a very important role for students in creating excitement, desire and responsibility in learning; From there, it will help students have a sense of self-improvement, master knowledge, and actively study and research to achieve the highest results If there is no motivation to study, students will learn in a formal and reactive way; that leads to limited knowledge and skills acquired Therefore, teachers should focus on creating and promoting increased student learning motivation during the teaching process.
Trang 133 The by students for learning motivation is not inherent, but is formed and developed during the learning and practice process by students At the same time, the motivation for over time, students' learning will also change; it can be lost or enhanced.
4 The demonstrations of motivation to learn among engineering and technology students are very diverse It can be expressed through the awareness, behaviour, and attitude of students during the learning process.
5 The motivation to learn of students has a complex structure, including both internal and external motivation; At the same time, it is also affected by many different factors Therefore, to create motivation in teaching engineering students, technology needs to influence those factors: from factors related to internal motivation such as awareness, goals, to other factors related to external motivation such as teaching methods and forms of organisation, etc Therefore, to create learning motivation for students in teaching, teachers must implement a system of different strategies to create learning motivation for students in teaching Favourable factors to form and develop learning motivation for students.
6 Based on the main components to improve student learning motivation, it can be seen that there are many different impact directions to promote student learning motivation such as from the students themselves or through Teachers with appropriate content and teaching methods combined with a favourable environment.
Trang 14Chapter 2
CURRENT STATUS OF LEARNING MOTIVATION ANDCREATING LEARNING MOTIVATION IN TEACHING FOR
STUDENTS IN THE SECTOR TECHNOLOGY2.1 STUDYING THE REALITY
2.1.1 The purpose of studying the reality
Collect information to analyse and evaluate the current state of learning motivation and create learning motivation in teaching students at engineering and technology universities in Vietnam This is the basis for proposing measures to create learning motivation in the teaching of engineering and technology students in Vietnam, thereby improving training quality and meeting the high human resource needs according to the requirements of socio-economic development.
2.1.2 Objects and areas of the reaserch
- Research subjects: The total number of subjects participating in the survey is 2215; including 2195 students and 20 teachers.
- Research area: The thesis survey area includes five universities that provide training in engineering and technology University of Technology -Hanoi National University, -Hanoi University of Science and Technology , Ho Chi Minh City University of Technology, Ba Ria - Vung Tau University Hanoi University of Textile and Garment Industry.
2.1.3 The content of the survey
(1) Assess the current state of learning motivation of students in engineering and technology universities in Vietnam;
(2) Assess the current situation of motivating students to study at engineering and technology universities in Vietnam;
(3) Assess the current status of the influence of learning motivation on engineering and technology students in Vietnam today;
(4) Identify strengths, limitations, and causes leading to this situation in motivating students to study engineering and technology.
(5) Assess the current status of teachers' measures to motivate engineering and technology students;.
2.1.4 Methods of Studying the Reality
The topic uses a combination of several research methods, in which the questionnaire survey method is the main method, interview methods, and mathematical statistics are supplementary methods.