Quản lý quá trình dạy- học theo học chế tín chỉ ở các trường cao đẳng trong Hiệp hội các trường cao đẳng- trung cấp kinh tế - kỹ thuật (ATEC)

Header Page of 258 MANAGEMENT OF TEACHING-LEARNING PROCESS IN CREDITBASED LEARNING APPROACH OF SELECTED COLLEGES IN THE ASSOCIATION OF TECHNICAL AND ECONOMIC COLLEGES (ATEC), VIETNAM A Dissertation Presented to the Faculty of the Graduate School Southern Luzon State University, Lucban, Quezon, Philippines in Collaboration with Thai Nguyen University, Socialist Republic of Viet Nam In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management By PHAM CHI CUONG (Strong) April 2014 Footer Page of 258 Header Page of 258 ii APPROVAL SHEET The Dissertation of PHAM CHI CUONG (Strong) entitled MANAGEMENT OF TEACHING-LEARNING PROCESS IN CREDIT- BASED LEARNING APPROACH OF SELECTED COLLEGES IN THE ASSOCIATION OF TECHNICAL AND ECONOMIC COLLEGES (ATEC), VIETNAM Submitted in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management In the Graduate School Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam has been approved by the Committee Member Member Member Member CECILIA N GASCON, Ph.D Chairman TERESITA V DE LA CRUZ, Ed.D Adviser SUSANA A SALVACION, Ph.D Dean, Graduate School Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Educational Management WALBERTO MACARANAN, Ed D Vice President, Academic Affairs Date _ Footer Page of 258 Header Page of 258 iii ACKNOWLEDGEMENT The researcher wishes to convey his gratitude to the following persons who wholeheartedly devoted and helped make this piece of work a reality: DR TERESITA V DE LA CRUZ, her adviser for the guidance, supervision, suggestions and precious time in enthusiastically reading and checking the manuscript, providing the researcher useful materials; DR CECILIA N GASCON, President of the Southern Luzon State University in the Republic of the Philippines, for her incomparable contribution and support to the development of Master of Art in Teaching English program in Thai Nguyen University; DR NGUYEN VAN BINH, director of the International Training Center, Thai Nguyen University of Socialist Republic of Vietnam, for his enormous pursuit to provide Vietnamese people an opportunity to grow through education; DR WALBERTO A MACARAAN, DR APOLONIA A ESPINOSA, DR BELLA R MUELLO, members of the oral examination committee, for their constructive criticism to further improve this dissertation The DIRECTORS, ADMINISTRATORS, TEACHERS and STUDENTS of the selected colleges in Association of Technical and Economic Colleges in Vietnam, for the cooperation and support during the conduct of the survey; The RESPONDENTS, for their active involvement and participation for without their cooperation, the result of this thesis might not be possible; His FAMILY and FRIENDS, for the love and support in one way or another; and to all who have contributed to make this study a success Footer Page of 258 Header Page of 258 iv DEDICATION This research is whole-heartedly dedicated to my family and to all my relatives, my colleagues and friends, and to all classmates for giving me the non-stop guidance and sources of everything PCC Footer Page of 258 Header Page of 258 v TABLE OF CONTENTS Page TITLE PAGE………………………………………………………….………… i APPROVAL SHEET…………………………………………………… ……… ii ACKNOWLEDGMENT…………………………………… ……………… … iii DEDICATION……………………………………………… ……………… … iv TABLE OF CONTENTS…………………………………… ……………… v LIST OF TABLES……………………………………………………………… vi FIGURE…………………………………………………………………………… viii ABSTRACT………………………………………………………………… …… ix CHAPTER I INTRODUCTION…………………….……………………………… Background of the Study…………………… ……………………… Objectives of the Study….….………………………….……………… Hypothesis……………………………………………………………… Significance of the Study ………………… ………… …………… Scope and Limitation………………………………… … ………… Definitions of Terms………………………………….…….… …… 4 II REVIEW OF RELATED LITERATURE AND STUDIES.…… …… Conceptual Framework …….………………………………………… 26 Research Paradigm…………………………………….……………… 27 III METHODOLOGY ……………………………………………………… Locale of the Study…………………………………………………… Research Design.……………………….…………………………… Population and Sampling……………………………………… … Instrumentation………………………….……………………………… Validation of the Instrument………………………………………… Data Gathering Procedures……………………………………… Statistical Treatment…………………………….………………… 28 28 28 29 31 32 32 32 IV RESULTS AND DISCUSSION…………………………………….… 34 V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS…… Summary …………………………….…………………………… Findings………………………………………………………………… Conclusions…………………………………………………….…….… Recommendations…………………………………………… ……… BIBLIOGRAPHY….…….……………………………………………………… APPENDICES…………………………………………………………… …… A Communication………………………………………………………… B Instrument ………………………………………………… ………… C The Strategic Plan… ……………………………………………… CURRICULUM VITAE……… ……………………………………………… Footer Page of 258 61 62 65 65 65 66 70 71 79 84 100 Header Page of 258 vi LIST OF TABLES Table Page 1.1 Weighted Mean Distribution on Three Sectors’ Perceptions towards Objectives in Teaching-Learning Process…………… 35 1.2 Weighted Mean Distribution on Three Sectors’ Perceptions towards Curriculum and Content in Teaching-Learning Process……………………………………………………………… 36 1.3 Weighted Mean Distribution on Three Sectors’ Perceptions towards Teaching Methods in Teaching-Learning Process…… 38 1.4 Weighted Mean Distribution on Three Sectors’ Perceptions towards Learning Methods in Teaching-Learning Process…… 41 1.5 Weighted Mean Distribution on Three Sectors’ Perceptions towards Organization Forms in Teaching-Learning Process… 43 1.6 Weighted Mean Distribution on Three Sectors’ Perceptions towards Test and Assessment Methods Used in TeachingLearning Process…………………………………………………… 44 1.7 Weighted Mean Distribution on Three Sectors’ Perceptions towards Conditions for Teaching-Learning Process…………… 46 2.1 Chi-square Values for Testing the Significant Difference between the Two Groups’ Management of TeachingLearning Process as to Objectives……………………………… 48 2.2 Chi-square Values for Testing the Significant Difference between the Two Groups’ Management of TeachingLearning Process as to Curriculum and Content……………… 49 2.3 Chi-square Values for Testing the Significant Difference between the Two Groups’ Management of TeachingLearning Process as to Teaching Methods…………………… 50 2.4 Chi-square Values for Testing the Significant Difference between the Two Groups’ Management of TeachingLearning Process as to Learning Methods……………………… 51 2.5 Chi-square Values for Testing the Significant Difference between the Two Groups’ Management of Teaching- 52 Footer Page of 258 Header Page of 258 vii Learning Process as to Organization Forms…………………… 2.6 Chi-square Values for Testing Significant Difference between the Two Groups’ Management of Teaching-Learning Process as to Test and Assessment Methods Used Chi-square Values for Testing the Significant Difference between Two Groups’ Management of Conditions for TeachingLearning…………………………………………………… 53 3.1 Frequency and Mean Distribution on the Acceptability of Strategic Plan to Improve Credit-based Approach Instruction as to Accuracy…………………… ………………… 56 3.2 Frequency and Mean Distribution on the Acceptability of Strategic Plan to Improve Credit-based Approach Instruction as to Significance……………………….…… 57 3.3 Frequency and Mean Distribution on the Acceptability of Strategic Plan to Improve Credit-based Approach Instruction as to Responsiveness………………………………… 58 3.4 Frequency and Mean Distribution on the Acceptability of Strategic Plan to Improve Credit-based Approach Instruction as to Authenticity……………………………………… 2.7 Footer Page of 258 54 59 Header Page of 258 viii FIGURE Figure Footer Page of 258 Page Research Paradigm ………………………………………….…… 27 Header Page of 258 ix ABSTRACT Title of Research :MANAGEMENT OF TEACHING-LEARNING PROCESS IN CREDIT- BASED LEARNING APPROACH OF SELECTED COLLEGES IN THE ASSOCIATION OF TECHNICAL AND ECONOMIC COLLEGES (ATEC), VIETNAM Researcher Degree Conferred Name/ Address of Institution ADVISER YEAR WRITTEN :PHAM CHI CUONG (Strong) :Doctor of Philosophy in Educational Management : Southern Luzon State University Lucban, Quezon :DR TERESITA V DE LA CRUZ :November 2013 This study sought to evaluate the management of the teaching-learning process in terms of objectives, curriculum and content, teaching and learning methods, organizational forms of teaching and learning, test and assessment method, and conditions for teaching and learning process in the credit-based learning approach of the selected colleges in the Association of Technical and Economic Colleges (ATEC) in Vietnam for academic year 2013-2014; reveal any significant difference in the management of teaching-learning process of the two college groups (one implementing credit-based learning approach and the other not implementing the approach); develop a strategic plan for creditbased learning approach implementation; and evaluate its acceptability The descriptive method of research was employed to the two college groups of ATEC identified as the College Group (credit-based learning schools) and Group (non-credit-based learning schools) A total of 495 participants were surveyed from Group comprising of four colleges while 399 in Group from three colleges of ATEC The questionnaires validated using inter-consistency Footer Page of 258 Header Page 10 of 258 x judgment criteria were used as main tools in data gathering while unstructured interviews were also conducted to cross check the participants’ responses in questionnaires Moreover, the data gathered were analyzed through weighted mean and chi-square It was then found out that the management of teachinglearning process in credit-based learning approach as to objectives is rated agree by all of the respondents; curriculum and content wherein all of the respondents from different sectors and groups agree with the criterion as indicated by the ratings of Group (2.94) and Group (2.72) administrators, Group (2.92) and Group (2.72) teachers, and Group (2.88) and Group (2.71) students; teaching methods which are perceived by all sectors as moderately carried out; learning methods wherein there is disparity between the responses of two groups where credit-based system administrators (2.53), teachers (2.53) and students (2.55) all perceive learning method moderately carried out while non-credit-based administrators(2.33), teachers (2.37) and students (2.41) rate it all very seldom carried out; organizational forms of teaching and learning wherein almost all respondents perceive organization forms in teaching-learning process moderately carried out as rated by Group administrators (2.64), both Group (2.65) and (2.50) teachers, and Group students (2.66) except for Group administrators (2.49) Group students (2.49); test and assessment method where all the sectors in both groups perceive test and assessment methods as moderately carried out as shown in ratings of group (3.03) and (2.90) administrators, group (3.01) and (2.88) teachers, and group (2.91) and (2.83) students; and conditions for teaching and learning process wherein there is another polarity in ratings of groups of respondents wherein credit-based school administrators (2.62), Footer Page 10 of 258 Header Page 98 of 258 87 Orientation Program of Students for Individualized Learning Rationale Transitioning away from seat time, in favor of a structure that creates flexibility, allows students to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning Credit-based strategies provide flexibility in the way that credit can be earned or awarded, and provide students with personalized learning opportunities These strategies include online and blended learning, dual enrollment and early college high schools, project-based and communitybased learning, and credit recovery This type of learning leads to better student engagement because the content is relevant to each student and tailored to their unique needs It also leads to better student outcomes because the pace of learning is customized to each student By enabling students to master skills at their own pace, the competency-based learning systems help to save both time and money Depending on the strategy pursued, competency-based systems also create multiple pathways to graduation, make better use of technology, support new staffing patterns that utilize teacher skills and interests, take advantage of learning opportunities outside of school hours and walls, and help identify opportunities to target interventions to meet the specific learning needs of students Each of these presents opportunity to achieve greater efficiency and increase productivity The orientation program and objectives are presented hereof for clarity of its purpose and activities Footer Page 98 of 258 Header Page 99 of 258 88 Objectives The orientation program on students’ individualized learning aims to attain the following objectives: Acquaint students on the nature of credit-based approach in learning Persuade students to pursue their personal interests and aptitude Highlight the advantages of credit-based approach in learning AM 9:00 am– 10:00 am Registration (Reception and Registration Committee) 10:00 am– 11:00 am Welcome and Introductions (Headmasters, Administrators, Keynote Speakers and Stakeholders) 11:00 am – 12:30 pm General Rules and Regulations and Public Safety Orientation (Academic Heads, Faculty and Support Staff) Lunch Break PM Footer Page 99 of 258 Header Page 100 of 258 89 1:30 pm – 3:00 pm Orientation Proper for Students’ Individualized Learning (Headmasters, Academic Heads, and Faculty Experts on Credit-based Approach) 3:00 pm – 3:30 pm Afternoon Break 3:30 pm – 4:30 pm Orientation Proper on Interest Groups (Athletic Coordinator, Journalism Coordinator, Performing Arts Coordinator, Academic Organization Advisers) 4:30 pm – 6:00 pm Wrap Up and Open Forum Proposed Elective Course in Basic Computer and Internet Skills Welcome and Introductions Reasons for training - implementation of Time and Labor What you want to learn today? Objectives At the end of this course, students will be able to: Describe the parts of a computer Identify and use window components Use the mouse correctly Navigate a webpage Footer Page 100 of 258 Header Page 101 of 258 90 Perform basic file management tasks Content Basic computer terminology What is a computer? What is an operating system? What are the major physical components of the computer?     keyboard mouse CPU monitor What is the desktop?       Quick Launch Toolbar Taskbar Start menu My Computer Task Manager Right-click on Desktop>Properties What are the major components of a window?  Windows and its components Footer Page 101 of 258 Header Page 102 of 258 91 Minimize/Maximize/Close buttons Title bar Navigating a webpage          ISP URL Web site Home page Bookmark Search engine Web browsing (IE, Netscape, Mozilla) o navigation o toolbars o menu options o scrolling o minimize, maximize and close o favorites o highlight o print File Management         Create a new folder Copy/Move files from one folder to another Drag and Drop files Create different file types with varying extensions Create a shortcut to an often-used file or application Utilize the hard drive and other drives for file management Rename/Delete a folder or file Use the Recycle Bin appropriately Footer Page 102 of 258 Header Page 103 of 258 92 FORUM ON DEVELOPING 21ST CENTURY SKILLS Rationale To become model credit-based school system, a forum on developing and incorporating the 21st Century Skills will be conducted for the students and the system as a whole The goals are set and are accompanied by more specific objectives These goals and objectives are consistent with the latest research on global education and teacher quality Goal For Students: Students will experience schools as an intellectual adventure, coming to understand core knowledge and skills as they develop 21st century habits of mind, e.g.: • Critical and creative thinking •Collaborative problem-solving • Powerful means of communication • Empathy, cultural awareness, and global understanding Objective 1: To learn the power of inquiry, critical and creative thinking, collaborative problem solving, and connections across disciplines Objective 2: To use these 21st century intellectual strategies to acquire the core knowledge and skills defined by clear and strong curriculum standards Objective 3: To benefit from best educational practices including differentiated instruction, authentic assessments, and technological innovations Objective 4: To experience and appreciate their own and other cultures while developing a strong sense of social responsibility for both local and global communities Objective 5: To discover and pursue interests, passions, and avenues of self-expression through a variety of program offerings Footer Page 103 of 258 Header Page 104 of 258 93 Goal For the Schools Schools will attract and engage the best and the brightest educators in inspiring and educating students through strong program of professional growth Objective 1: To hire top-quality, diverse educators Objective 2: To engage all educators in ongoing professional growth Objective 3: To establish a culture of collaboration Objective 4: To expect and support excellent performance Objective 5: To ensure retention of high-performing educators Goal For the Schools The schools will expand beyond the traditional school boundaries, using technology, innovative structures/schedules, and links with the larger community Objective 1: To create virtual learning opportunities Objective 2: To explore expanded learning time Objective 3: To establish internships/externships Objective 4: To develop partnerships with other academic institutions Footer Page 104 of 258 Header Page 105 of 258 94 Goal For the Schools The schools will continuously review and adapt its programs in order to operate within its means Objective 1: To evaluate programs for effectiveness and affordability Objective 2: To review operations to identify efficiencies Objective 3: To engage in multi-year financial planning Objective 4: To pursue public/private partnerships and other revenue sources METHODS/ Mode of Delivery Experts on 21st Century skills will be invited to sit on a panel to discuss/ talk about the subject matter There will be a moderator to facilitate turn-taking and addressing the audience queries An initial talk of 10-20 minutes will be allotted to the panelists Question-and-answer scheme will be encouraged in the forum venue provided that an audience to ask will introduce him/herself and deal with the inquiries politely Footer Page 105 of 258 Header Page 106 of 258 95 PROPOSED DAILY CONSULTATION HOURS IN CREDIT-BASED APPROACH SCHOOL Rationale Credit-based Approach aims to make students more competent through the acquisition of competencies and further development of the newly acquired or already held competencies CBA is learner-centered and the learning process is central The individual worker is central and, based on his ‘competence status’ (already acquired competencies), the competencies are defined that still have to be acquired and developed Other aspects of a learner-centered approach in CBA are using individualized materials, flexible learning time and a continuous feedback to the learner (Field & Drysdale, 2001) However, though part of the premise of CBA is individualized learning, still students need professional help and support which could be extended by the faculty force in CBA schools It is important to recognize that the teaching and learning in whatever curriculum require common goals, shared responsibility and accountability between the teachers and the learners, and supportive or enabling environments to maximize success in learning “Effective learning is learning which is lasting and capable of being put to use in new and differing situations.” Partnership between learners and teachers as adults in a credit-based program is based on mutual trust and respect along with shared commitment to providing high quality, evidenced-based instruction But then apparently, many teachers find it hard to look for possible time to meet students with other needs at spare schedule due to voluminous tasks the schools demand them to perform every day It is in this observation that a schedule for daily consultation hours is proposed Footer Page 106 of 258 Header Page 107 of 258 96 Objectives The aims of the project are the following: Plot 2-3 schedule for daily consultation between teachers and students File a request for the inclusion of consultation hours to faculty workload Promote collaboration and shared decision-making in the teaching-learning process Methodology The following procedures will be followed in implementing this project to ensure its success in the process: Hiring of additional teaching workforce Reduction and distribution of faculty workload Plotting of faculty workload using the legend and matrix as follows: Footer Page 107 of 258 Teaching Research Preparation Consultation Header Page 108 of 258 97 TIME Mon Tues Wed Thurs Fri Allotting two-three consultation hours a day for every faculty Inclusion of consultation hours as faculty workload Expected Outcome The following results are expected to be achieved upon implementation of the project: Observable rapport between the teachers and the students Better learning among the students by precise achievement of the content and performance standards in pedagogy Footer Page 108 of 258 Header Page 109 of 258 98 PROPOSED SCHOOL-BASED BLOG SITES AND DISCUSSION GROUP Rationale Time for discussion in class is limited and some students may not feel comfortable participating The social aspects of faceto-face classroom are sometimes very intimidating for many students, especially for new students, and those who are simply shy or quiet Extending this process to a blog and online discussion groups allows everyone to participate, often with more thought and a richness that is not possible in real time Also, in discussion groups, the bias often exhibited towards the non-whites and the women in face-to-face classes is reduced, resulting in a more instructionally agreeable environment Online discussion groups offer these individuals a tool through which they can actively participate in the class without feeling the overwhelming anxiety they may feel with many sets of eyes on them Likewise, a school-based blog is one where the majority of the entries are created by the teacher A classroom blog facilitates assessment and enrichment by allowing teachers to post writing prompts, links, and other resources for students Because there is a greater propensity for students to interact with one another on a discussion board than there is in a face-to-face setting, class community is often shown to be enhanced This active engagement with course content gives students enhanced sense of empowerment (Kassop, 2003; Kubala, 1998), ultimately leading to more interested, motivated, and participatory student Extending that idea, blogs and discussion groups can be wonderful tools for personal professional development and a way to connect with other teachers Footer Page 109 of 258 Header Page 110 of 258 99 GOAL: Expert Advising and Conferencing through Blogs and Discussion Groups OBJECTIVE: Empower individual faculty and staff members as facilitators in blogs and discussion groups and enable students to function as self-directed learners, complex thinkers, effective communicators, and collaborative workers Major Activities Extension of classroom conferencing through discussion groups and blogs Staff All instructional and support staff; administrators Periodical formative assessment through online modality All instructional and support staff; administrators Resources Budgetary funding Grant opportunities Technology and curriculum funding Time Frame Whole year round Success Indicators Students and teachers build better rapport and correspondence via online academic communication Students are acquainted with online test-taking and developed computer literacy Project completion and submission through multimedia and ICT Department supervisors, technology coordinator; technology facilitator Students become familiar with ICT productivity and presentation tools Increasing time with technology through instructional practices Department supervisors, technology coordinator; technology facilitator Integration of technology into lesson plans, classroom observation Encourage the practice of content and computer teachers in a co-teaching or collaborative relationship for instructional purposes Footer Page 110 of 258 All instructional and support staff; administrators technology facilitator Header Page 111 of 258 100 CURRICULUM VITAE A PERSONAL DATA Name Pham Chi Cuong Nickname( English name) Strong Address No 16 Thinh Dan St Thai Nguyen City, Vietnam Place of birth Thai Nguyen city, Vietnam Nationality Vietnamese Religion No Civil Status Married B EDUCATIONAL ATTAINMENT Degree School Year Graduated Graduate Studies Southern Luzon State University MA Ha Noi University of Education 2005 Tertiary Agricultural University III 1986 Engineer of Agriculture Secondary Dong Hy High School, Thai Nguyen, 1981 Vietnam LNQ Secondary School, Thai Nguyen, 1978 Vietnam Elementary Luong Ngoc Quyen Elementary School, Thai Nguyen, Vietnam C ELIGIBILITIES Licensure for Teachers D WORK EXPERIENCES Footer Page 111 of 258 1975 Header Page 112 of 258 101 1987- 1989 Thai Nguyen Agricultural College Son Cam Commune, Phu Luong District, Thai Nguyen Province 1989- 2014 Thai Nguyen College of Economics and Finance Group 16, Thinh Dan Ward, Thai Nguyen city, Thai Nguyen Province E POSITIONS HELD Head of Affair Department Thai Nguyen College of Economics and Finance 2002-2005 Head of Personnel Department Thai Nguyen College of Economics and Finance 2005-2011 Vice rector Thai Nguyen College of Economics and Finance 2011- 2014 Footer Page 112 of 258 ... CHI CUONG (Strong) entitled MANAGEMENT OF TEACHING-LEARNING PROCESS IN CREDIT- BASED LEARNING APPROACH OF SELECTED COLLEGES IN THE ASSOCIATION OF TECHNICAL AND ECONOMIC COLLEGES (ATEC), VIETNAM... credit-based learning approach implementation However, it was recommended that the developed strategic plan may be adopted for the initial implementation by both the credit- and non-credit-based... and non-credit-based learning schools and self-learning and the use of variety of teaching methods may be reinforced by both the credit- and non-credit-based learning schools Footer Page 11 of 258