Quản lý dạy học theo tiếp cận đảm bảo chất lượng ở trường trung học phổ thông vùng đồng bằng sông hồng tt tiếng anh

THAI NGUYEN UNIVERSITY UNIVERSITY OF EDUCATION PHAM THI NHU PHONG MANAGE TEACHING IN THE QUALITY ASSURANCE APPROACH AT HIGH SCHOOL IN THE RED RIVER DELTA Speciality: Educational Management Code: 9140114 DISSERTATION SUMMARY THAI NGUYEN - 2019 The dissertation is completed at: THAINGUYEN UNIVERSITY - UNIVERSITY OF EDUCATION Supervisors: Assoc.Prof Dr Nguyen Thi Tinh Reviewer 1: ………………………………………… Reviewer 2: ……………………………………… Reviewer 3: ……………………………………… The dissertation will be defended in the university committee: THAINGUYEN UNIVERSITY - UNIVERSITY OF EDUCATION Time: ……………… Date: ………………………… The dissertation can be found at: National library of Vietnam; Thai Nguyen University - Learning Resource Center; Library of University of Education THE AUTHOR’S PUBLICATIONS RELATED TO THE DISSERTATION TOPIC Pham Thi Nhu Phong (2017), "The quality of teaching at high schools following the CIPO quality assurance model", Journal of Education, special issue, May 2017 Pham Thi Nhu Phong (2017), "Factors affecting the quality assurance of high school education", Journal of Education, No 408, (term - June 2017) Pham Thi Nhu Phong (2019), "Manage the teaching process at high schools in the Red River Delta in quality assurance approach", Journal of Education and Society, special issues, June 2019 INTRODUCTION Reason for choosing the research topic Ensuring the quality of education and teaching in educational institutions should be systematically conducted so that there is a synchronization between input quality assurance, process quality assurance and output quality assurance At the same time, there must be a management system corresponding to each stage of the education and teaching process in order to improve the quality of education and teaching and ensure the quality of education and teaching Implementing Resolution No 29-NQ/TW, the education sector in general and high schools in particular have carried out many innovative activities Accordingly, school management activities have also been gradually renovated in the direction of autonomy and self-responsibility for the quality of education and teaching To accomplish this goal, high schools in the Red River Delta have carried out many activities such as developing school programs and fostering teachers’ capacity, innovating teaching methods and forms, innovating the assessment of students' learning results, and innovating school management However, the implementation process is still discrete, not synchronized, and has some limitations and shortcomings There have been many studies on teaching management in high schools but mainly in the direction of improving teaching quality, differentiated teaching, or improving the quality of overall management under the TMQ model without any research work on teaching management at high schools in the quality assurance approach Therefore, the author of the thesis chooses the topic: "Manage teaching in the quality assurance approach at high school in the Red River Delta" as the research topic Aims of the research Based on theoretical research and the current situation of teaching and teaching management under the approach of quality assurance to propose measures for managing teaching in the quality assurance approach at high schools in the Red River Delta, which contributes to improving the quality of high school education and the autonomy and self-responsibility of high schools on teaching quality to meet the requirements of educational renovation Object and subject of the research 3.1 Research object The teaching process at high school 3.2 Research subject Subject of the research: Teaching management measures in the quality assurance approach at high schools in the Red River Delta Research tasks - Study the theoretical basis of teaching management in quality assurance approach in high schools - Study the reality of teaching management in quality assurance approach at high schools in the Red River Delta - Propose teaching management measures in quality assurance approach at high schools in the Red River Delta - Carry out tests and experiment to verify the proposed measures Scientific hypotheses Teaching management under the approach of ensuring quality at high schools contributes to improving the teaching quality to meet the current requirements of educational innovation, If the reality of teaching and teaching management is properly assessed, and if the management measures proposed are synchronous between input quality management process management and output quality management, the teaching quality at high schools will be improved in quality assurance approach Research approaches and methods 6.1 Approaches: systematic approach; teaching process approach; reality approach 6.2 Research methods: group of theoretical research methods; Group of practical research methods; supporting methods 6.3 Research questions What theoretical basis is teaching management in quality assurance approach at high school based on? Is the teaching management at high schools in the Red River Delta now approaching quality assurance? What measures can be used to manage teaching in quality assurance approach at high schools in the Red River Delta? Scope of research The thesis focuses on teaching management methods in quality assurance approach to ensure input quality, process quality and output quality assurance of public high schools in the Red River Delta The points to be protected Teaching management in quality assurance approach in high school is a process where the managing subjects synchronously carry out the stages of input, process and output management Teaching management at high schools in the Red River Delta has paid attention to quality assurance However, it has not shown the uniformity between the stages of input, process and output management Good implementation of measures to manage the inputs, processes and outputs of the teaching process will improve the teaching quality at high schools in the Red River Delta New research results of the thesis Build a theoretical basis for teaching and managing teaching in quality assurance approach in high schools; analyze subjective and objective factors affecting teaching management in quality assurance approach in high schools Generalize the situation of teaching and managing teaching in quality assurance approach at high schools in the Red River Delta today; analyze the causes of the situation Propose a system of teaching management measures in quality assurance approach at high schools in the Red River Delta region, contributing to improving the teaching quality and renewing education today 10 The structure of the thesis In addition to the Introduction, Conclusion, References, the thesis consists of chapters Chapter 1: Theoretical basis of teaching management in quality assurance approach in high schools Chapter 2: Current situation of teaching management in quality assurance approach at high schools in the Red River Delta Chapter 3: Teaching management measures in quality assurance approach at high schools in the Red River Delta Chapter THEORETICAL BASIS OF TEACHING MANAGEMENT IN QUALITY ASSURANCE APPROACH IN HIGH SCHOOLS 1.1 Overview of the problem 1.1.1 Research on teaching management 1.1.1.1 Studies in the world Basic trends in teaching management conducted by researchers around the world: (1) Study teaching management in association with supervising, evaluating and adjusting the teaching process towards improving the teaching quality (2) Study teaching management in connection with teachers' teaching styles and students’ learning styles in order to improve the effectiveness of teaching activities (3).Study teaching management with a focus on the relationship between management, school leadership and teaching work of teachers to find solutions to improve teaching quality 1.1.1.2 Studies in Vietnam Many researchers have delved into this issue and pointed out that management plays a role in directing, operating and supervising teaching activities and they have emphasized the interaction between implementers (teachers and learners), and at the same time, considered other factors related to the teaching process (such as model objectives, teaching contents, methods, principles, organizational forms and environment ) 1.1.2 Studies on teaching management in quality assurance approach 1.1.2.1 Studies in the world The research works focus on the following aspects: (1) The teaching management system in quality assurance approach must include the organizational structure, regulations, processes and necessary resources of the school; (2) Each school has its own approach of managing teaching activities to assure the quality 1.1.2.2 Studies in Vietnam In Vietnam, various aspects have been studied in the following directions: (1) Manage teaching in the direction of quality assurance based on education and training quality accreditation standards (2) Manage teaching towards quality assurance is studied from the perspective of school management according to TQM approach (3) Manage teaching in the direction of quality assurance is studied in terms of innovating teaching methods, teaching facilities, learning result testing and assessment 1.2 Some basic concepts of the research topic 1.2.1 Teaching and teaching management 1.2.1.1 Teaching According to the author of the thesis, Teaching is a process in which, under the leading role of teachers (guidance, organization, control, adjustment), learners are self-conscious and self-organize learning activities in order to effectively implement the teaching objectives and tasks 1.2.1.2 Teaching management According to the author of the thesis: Teaching management is the purposeful impact of the management subject (the principal) on the collective of teachers, students, the whole teaching process and the participating elements of the teaching process in order to mobilize and effectively use resources, create a motive force to push up the teaching process of the school in order to realize the school's teaching objectives and tasks and educational objectives: shape and develop student's personality to meet social requirements 1.2.2 Quality and teaching quality 1.2.2.1 Quality According to the author of the dissertation: Quality is the response to the objectives and standards of the product to be achieved and to customer’s satisfaction about the value of that product 1.2.2.2 Teaching quality According to the author of the thesis: Teaching quality is the achievement of knowledge, skills, and attitudes of learners compared to the standards of the curriculum and the satisfaction of learners' needs regarding the learning program as well as the social satisfaction of the students’ personality, accompanied by the conditions to ensure the teaching quality of the school 1.2.3 Teaching quality assurance According to the author of the thesis: Ensuring teaching quality is a process of continually maintaining the improvement of input, process and output quality to meet proposed standards of knowledge, skills and attitudes of the curriculum; and at the same time, creating satisfaction for learners, parents and society 1.2.4 Teaching management in quality assurance approach in high school According to the author of the thesis: Teaching management in quality assurance approach is the purposeful and planned impact of the principal on the teaching process, teachers, students and related forces through a system of supervision, evaluation and improvement tools to meet the quality standards of the curriculum and to meet the needs of students, parents and society 1.3 Basic issues about teaching in high schools The basic elements of the teaching process include goals, content, methods and means; forms of teaching; teacher activities, student activities and assessment of teaching results In order to realize the teaching goals, the following teaching processes must be conducted effectively: i) prepare for teaching, ii) implement effectively the teaching process, and iii) assess the teaching results 1.4 Basic issues of teaching management in the quality assurance approach in high school 1.4.1 The revolution 4.0 and the requirement for general education reform 1.4.2 The importance of teaching management in quality assurance approach in high school 1.4.3 The contents of teaching management under the approach of quality assurance in high schools 1.4.3.1 Manage the teaching input and process in quality assurance approach 1.4.3.2 Manage the implementation of teaching and teaching support in quality assurance approach i) Manage the implementation of teaching in quality assurance approach ii) Manage the implementation of student support in the teaching quality assurance approach iii) Manage the implementation of cooperation activities between the school and family in managing students' learning activities 1.4.3.3 Monitor and evaluate the teaching process in quality assurance approach 1.4.3.4 Direct the use of supervision and evaluation results to improve the teaching quality 1.5 Factors affecting teaching management in quality assurance approach in high schools 1.5.1 Subjective factors: (1) Capacity of high school administrators; (2) Competence of teachers (3) Competence, awareness and learning attitudes of students 1.5.2 Objective factors: (1) Infrastructure, facility and financial conditions of the school (2) Social environment and the cooperation between schools and families (3) Other management factors (4) The trend of fundamental and comprehensive education innovation in Vietnam (5) The political and socio-economic situation of the country Conclusion for Chapter Teaching is a basic and essential activity in high schools Teaching quality assurance aims to create the satisfaction of learners and society about the quality of students and the teaching quality assurance conditions of the school Teaching management in quality assurance approach is the process of managing the input quality, the quality of the organization of the implementation of teaching activities and teaching support activities, and the evaluation of teaching results in quality assurance approach and the use of these evaluation results to improve teaching quality in high schools Teaching management in quality assurance approach at high schools is influenced by objective and subjective factors, in which subjective factors have an important role in determining the teaching quality Chapter CURRENT SITUATION OF TEACHING MANAGEMENT IN QUALITY ASSURANCE APPROACH AT HIGH SCHOOL IN THE RED RIVER DELTA 2.1 Some features of the survey participants 2.2 Conduct the survey on the current situation 2.2.1 Survey purpose Investigate the current situation of teaching and teaching quality assurance at high schools in the Red River Delta to point out the strengths, weaknesses and causes of the situation, and then to propose management measures to ensure the teaching quality in high schools in 11 Collect feedback from universities, colleges, vocational schools and businesses that employ/admit graduates of the school Provide information about successful alumni in career areas Count the students entering universities, colleges, vocational schools or the workforce to serve as a basis for counseling Analyze the quality of students taking exams to universities, colleges and vocationl schools to take measures to direct teaching activities for the following years 10 Other contents 950 2.86 85 2.94 1035 2.87 940 3.61 90 3.84 1030 3.63 949 3.80 90 4.06 1039 3.82 947 3.71 89 3.86 1036 3.72 945 3.50 90 3.80 1035 3.53 Table 2.10 Enhance the collaboration between the school and family in managing students’ learning activities at high schools in the Red River Delta Level of performance No The contents of coordination Coordinate with parents in managing students after school Collaborate with parents in organizing educational activities and experience activities Organize meetings with parents of below-average students Visit families of disadvantaged students Help families of disadvantaged students Coordinate with parents to supervise student learning at home Timely notify students’ learning results Other contents Teachers Administrators Total Average Number score Average score Number Averag e score Number 949 3.38 90 3.34 1039 3.37 945 3.04 89 3.08 1034 3.04 942 3.75 90 3.88 1032 3.76 945 3.51 85 3.62 1030 3.52 950 3.88 90 3.96 1040 3.89 948 3.12 90 3.08 1.038 3.12 947 3.84 89 3.82 1.036 3.83 940 3.59 90 4.12 3.65 12 General comments: The above results show that the actual cooperation between families and schools has been implemented but the contents of coordination have not fully performed; the family has not really participated with the school in the teaching process, especially in the management of student learning and supervision of students' learning process 2.4.4 Situation of assessing the teaching process outputs in quality assurance approach at high schools in the Red River Delta Table 2.11 Assessing the outputs of the teaching process in quality assurance approach at high schools in the Red River Delta Level of performance No Assessment contents Assess the effectiveness of teaching innovation activities Assess the quality of teachers' lessons every year Assess student's learning quality against standards Evaluate the level of parents' satisfaction about students’ learning quality Assess the satisfaction level of institues that admit graduates from the school (universities, colleges, enterprises ) Assess students’ satisfaction about teachers and the school Assess the satisfaction of local authorities and social organizations about the teaching quality of the school Assess the school's quality assurance conditions Teachers Number Average score 950 Administrators Total Number Average score Number Average score 3.03 90 3.09 1040 3.04 950 3.17 90 3.22 1040 3.17 950 3.85 90 4.04 1040 3.86 950 2.99 90 3.04 1040 2.99 950 2.84 90 2.92 1040 2.84 950 3.19 90 3.22 1040 3.19 950 2.84 90 2.92 1040 2.84 950 2.72 90 2.81 1040 2.73 13 Other contents 950 3.63 90 3.60 942 3.63 General comment: Activities to ensure the output quality of the teaching process have not been paid adequate attention by high schools in the Red River Delta Most schools and administrators are only concerned about assessing students' academic results but not in stakeholders’ evaluation of the school's teaching products 2.4.5 Situation of using assessment results to improve teaching quality in high schools in the Red River Delta Table 2.12 Using evaluation results to improve teaching quality in high schools in the Red River Delta No 10 11 Contents which have been implemented Renew admission work Foster professional competence and pedagogical skills for teachers Review policies and regulations on teaching management Innovate teaching methods Develop a supervision and evaluation mechanism for teaching activities Innovate student learning results assessment Develop school programs and subject programs Strengthen teaching facilities of the school Build learning culture environment in the school Improve school-family relationships to educate students and improve student achievement Other contents Teachers Level of performance Administrators Total Number Averag e score Number Average Number score Average score 950 4.33 90 4.28 1040 4.33 950 3.68 90 4.06 1040 3.72 950 3.19 90 3.22 1040 3.19 949 3.38 90 3.34 1039 3.37 950 3.80 90 4.06 1040 3.82 950 3.17 90 3.22 1040 3.17 948 3.12 90 3.08 1.038 3.12 950 3.78 90 3.86 1040 3.79 950 3.74 90 4.06 1040 3.77 950 3.67 90 4.08 1040 3.70 General comment: The use of the teaching evaluation results to improve quality has not been implemented well, only at medium and good levels 2.5 General assessment on the situation of managing teaching in quality assurance approach in high schools in the Red River Delta 2.5.1 General assessment of the achievements and shortcomings 14 i) Achievements: High schools in the Red River Delta are concerned about developing plans to implement the curriculum and preparing resources to ensure the teaching quality Principals and administrators are well aware of the role of teachers in ensuring the teaching quality, so they have paid attention to capacity building activities for administrators and teachers to implement the curriculum and improve the curriculum quality Teaching process management has been implemented in such aspects as implementing the curriculum properly and sufficiently, ensuring teaching disciplines, and managing teachers’ teaching records A number of activities to support student learning and career guidance have been paid attention to The evaluation of teaching results has been initially implemented in the direction of developing students' learning ability; the assessment of the outputs of the entire teaching process focuses on assessing students’ learning quality, the rate of students going to colleges and universities and the percentage of students winning national and international prizes ii) Shortcomings Activities of developing school programs, innovating teaching methods, organizing experience education activities and assessing student progress are still limited Activities of innovating assessment in the orientation of assessing student's capacity and progress have not been given adequate attention Surveying activities to consult stakeholders about the school's teaching activities have not been implemented effectively The use of evaluation results for innovation and improvement is only at an average level 2.5.2 The causes of these limitations The reasons for the above situation is partly due to the limited management capacity, teaching capacity and teaching quality of teachers In addition, there are other causes such as finance, teaching facilities and environmental factors Conclusion for Chapter The results of the current situation survey show that teaching activities and teaching management in quality assurance approach at high schools in the Red River Delta in recent years have been concerned about However, they have not yet met the requirements set in the context of educational innovation Activities of developing school programs, innovating teaching methods; organizing experience education 15 activities and assessing students' progress still have many shortcomings Activities of managing inputs, mmanaging the teaching processes in quality assurance approach, student support, coordination between the school and parents, collecting skateholders’ feedback on teaching activities, using evaluation results to innovate teaching have not been performed well Chapter MEASURES FOR MANAGING TEACHING IN QUALITY ASSURANCE APPROACH AT HIGH SCHOOLS IN THE RED RIVER DELTA 3.1 Principles for proposing solutions 3.1.1 Principle of ensuring goals 3.1.2 Principle of ensuring inheritance 3.1.3 Principle of ensuring feasibility 3.1.4 Principle of ensuring practicality 3.1.5 Principle of ensuring systematism 3.2 Some teaching management measures in quality assurance approach in high schools in the Red River Delta 3.2.1.Organize enrollment in the teaching quality assurance approach i) Objectives: Ensure the input quality threshold of the teaching process, enabling teachers to conduct teaching based on the students’ achieved competencies ii) Implementation contents: The principal determines the admission criteria suitable to the school's capacity The principal monitors the required contents of knowledge and skills; how to organize admission and the quality of admission and use the admission results to effectively organize teaching activities Principals regularly improve the enrollment quality every year, creating a basis for improving the quality of enrollment and teaching iii) Implementation methods iv) Implementation conditions 3.2.2 Organize training and retraining to improve teaching capacity for teachers towards achieving and exceeding standards 16 i) Objective of the measure: Organizing training and retraining of teaching capacity for teachers to improve their capacity, help teachers develop and improve their competencies to meet professional standards, thereby improving the teaching quality and satisfying the teaching quality assurance conditions in high schools ii) Contents of the measure: The principal determines the teaching capacity framework of teachers according to professional standards; classify and plan the contingent of teachers by age structure, seniority, qualifications and training areas; on that basis, determine the recruitment and appointment needs by rank The Principal organizes a survey of training needs to build up plans for and organize regular and periodic training and retraining for teachers; coordinate with other schools to organize training courses to improve professional skills for teachers; build and develop a professional community for high school teachers iii) Implementation methods iv) Implementation conditions 3.2.3 Organize the development of teaching programs and plans in an open direction, creating flexibility in teaching i) Objective of the measure: To develop open curriculum and teaching plans to attract students to actively study and create opportunities for teachers to innovate and improve teaching quality ii) Contents of the measure The Principal organize the review of the general curriculum of the school and the curriculum of each subject; organize the formulation of a plan for renovating teaching methods and forms in a student capacity-based approach as well as diversifying teaching forms and methods; direct professional groups to guide teachers in developing teaching contents, innovating assessment form and method in accordance with subject outcome standards; ensure the conditions of learning materials, practice laboratories, classroom space to organize teaching effectively iii) Implementation methods iv) Implementation conditions 3.2.4 Mobilize social resources to enhance facilities to meet teaching requirements 17 i) Objective of the measure: Implement socialization of education to mobilize resources from parents, alumni, social organizations to ensure school facilities for teaching and learning activities ii) The content of the measure: Ensure an environment-friendly school landscape to create a sense of excitement for learners Ensure the area of classrooms and facilities for teaching Ensure information technology conditions to create an E-learning environment for students Ensure sufficient resources for teaching and learning iii) Implementation methods iv) Implementation conditions 3.2.5 Develop mechanisms and organize regular supervision and assessment of the teaching process i) Objective of the measure: Ensure that teaching activities of teachers are based on standards of knowledge, skills, attitudes, and on the existing curriculum, teaching plan and capacity of the students, and at the same time discover the contents and measures out of standard to timely adjust ii) Content of the measure: Supervise the determination of knowledge and skill standards for each subject Supervise the design of the subject teaching plans and lesson plans based on the defined standards Supervise the organization of teaching according to the design Monitor students' academic results after each learning period and the students' progress throughout the teaching process iii) Implementation methods iv) Implementation conditions 3.2.6 Direct the use of supervising and evaluation results to continually improve teaching quality i) Objective of the measure: The Principal directs and supervises the regular evaluation of the teaching process and the outputs of the teaching process, the use of the results to renovate teaching methods and forms as well as develop learning environments to improve and ensure teaching quality; strengthen facilities, conditions, learning support activities for students in order to improve teaching quality ii) Content of the measure: Direct the use of results of supervising and evaluating the teaching process to innovate teaching methods and forms in the direction of differentiation; increase the use of 18 teaching methods and forms which promote students' activeness and initiativeness; regularly provide feedback on students' academic results to monitor their progress and take measures to improve academic achievement; foster teachers’ capacity towards professional standards to meet the requirements of high school education innovation; strengthen teaching facilities and conditions, support activities for students to improve teaching quality iii) Implementation methods iv) Implementation conditions 3.2.7 Organize the evaluation of stakeholders’ satisfaction on the the school's teaching quality to improve the quality i) Objective: To collect stakeholders’ feedback on the school's teaching quality, especially evaluate the satisfaction of learners and parents about teaching facilities, activities, results, service attitude of teachers and the school staff to adjust the teaching process in quality assurance approach ii) Implementation content: Organize feedback collection from students, alumni, students’ parents on their satisfaction level of teaching activities and schools; count the students who enter higher education and their adaptations after leaving school iii) Implementation methods iv) Implementation conditions 3.4 Test the urgency and feasibility of the measures The results of the referendum show that the urgency and feasibility of the measures are highly appreciated and very significant in ensuring the teaching quality of high schools in the current period 3.5 Experiment on the measures 3.5.1 Experiment purpose: to confirm that the proposed measure is feasible when applied in practice and the implementation of the measure will bring about practical results in teaching management in quality assurance approach 3.5.2 Experiment content: Experiment on measure 5: Develop mechanisms and organize the supervision and evaluation of the teaching process 3.5.3 Experiment scope, participants and time a Experiment scope: the experiment was conducted with teachers (1 administrator) and 45 students of A1 class, Nguyen Duc 19 Canh High School; and teachers (1 administrator) and 34 students in class 12A2 Chu Van An High School, Thai Binh province b Experiment time: Semester I, academic year 2017 - 2018, from September 2017 to January 2018) 3.5.4 Experiment method and process Phase 1: Preparation for the experiment; Phase 2: Carry out the experiment on the measure (1) Implementation steps Step 1: Define the supervising objectives and content; Step 2: Define supervising standards and criteria; Step 3: Design supervising tools; Step 4: Organize the supervising force and deploy supervision according to the objectives and contents determined based on standards and criteria; Step 5: Compare the results with the set standards and criteria; Step 6: Improve and adjust to improve teaching quality (2) Evaluation criteria and scale * Evaluation tools and scales Criteria Benchmarking 1.1 Goals, content, organizing techniques and products to be achieved for each learning task are clearly and appropriately defined points 1.2 The system of learning activity chains suitable with the objectives, content and teaching methods is used points 1.3 Teaching equipment and learning materials are used to organize student's learning activities accordingly points 1.4 Plans for testing and assessment in the process of organizing learning activities for students are reasonable (Formative assessment to maintain student motivation throughout the course of study and tests for students are used after each lesson) (13 points) Teaching plans and materials Content points 2.1 Methods and forms of assigning learning tasks are vivid and engaging for students points 2.2 Ability to monitor, observe, and detect difficulties of students in time points 2.3 Measures to support and encourage students to cooperate and help each other in performing learning tasks are appropriate and effective Self-assessment and mutual assessment activities are organized for students points 2.4 Teacher's activities of synthesizing, analysizing and evaluating student's performance and discussion process are points Students’ activites (12 points) Organize learning activities for students (15 points) 20 effective 2.5 Teacher takes every opportunity to develop students’ personality through the lesson; focuses on developing life skills for students; always summarizes and relates the lesson to real life points 3.1 Students’ ability to receive and their readiness to perform learning tasks in the class points 3.2 Students are active, proactive, creative and cooperative in performing learning tasks points 3.3 Students actively participate in presenting, exchanging and discussing the results of performing learning tasks points 3.4 The results of the student's academic performance are right, accurate and appropriate points Total (40 points) Grading: (3) Processing experiment results Quantitative analysis: We used SPSS software to calculate the relevant indicators such as: mean, variance, standard deviation, percentage and interpret some parameters We used some of the following formulas: - Mean X : represents the average value of the points to compare the average learning level of students before and after the experiment The average value is calculated by the formula: X = n1 x +n2 x2 +…+nk x k n1+ n2 +…+n k n Or ¿ ∑ i=1 Xi f i n 21 n: the number of students Xi : the observed values X : mean fi : the frequency of value i - Variance and standard deviation: The standard deviation reflects the deviation or fluctuation of figures around the mean The smaller the deviation is, the closer the learning outcomes of students to the mean X is and vice versa + Variance is calculated according to the following formula: N δ 2= ∑¿¿¿ N i=1 2: variance of the experimental group Xi : value i X : mean fi : the frequency of value i + Standard deviation: √ N δ =√ δ = ∑ ¿¿¿¿ N i=1 - The coefficient of variation Cv is the ratio of the standard deviation to the mean The lower the coefficient of variation is, the lower the level of dispersion around the mean and vice versa  CV   100% X Parameters  and Cv are to assess standard deviation and variability of the learning outcomes around the mean On that basis, they confirm the reliability and feasibility of the experiment - The p-value of the t-test is the probability of a random occurrence; usually the coefficient p ≤ 0.05 Use the independent t-test to verify whether the difference in values X of students before and after the experiment happened randomly or not If the value p > 0.05, the difference occurred completely randomly Conversely, if p ≤ 0.05, 22 the impact we have made has actually made a difference in the experimental group or the difference is significant statistically 3.5.5 Evaluation of experiment results A The results of the experiment with teachers B The results of the experiment with students Quantitative results * Analysis of pre-test results: A survey was carried out on students in experimental classes of schools The change in students before and after the experiment in all criteria is represented in the following chart: 5.87 5 1.46 1.3 1.36 1.24 After experiment Before experiment ready active involved Figure 3.1: Correlation berween pre- and post-experiment results of Chu Van An High School 5.47 4.88 1.41 1.24 1.34 1.27 After experiment Before experiment ready active involved 23 Chart 3.2: Correlation berween pre- and post-experiment results of Nguyen Duc Canh High School Qualitative results: When comparing students' perceptions about the content of the lesson before and after the experiment we see that students have a clear perception of the lesson contents Although their perception is incomplete but there is difference compared with that before the experiment Conclusion for Chapter Based on the theories of teaching management in quality assurance approach and the survey results of assessing the status of teaching and teaching management in quality assurance approach at high schools in the Red River Delta, the thesis has proposed measures to implement teaching management in quality assurance approach in high schools in the Red River Delta, including: Organize enrollment in the teaching quality assurance approach; Organize training and retraining to improve teaching capacity for teachers towards achieving and exceeding standards; Organize the development of teaching programs and plans in an open direction, creating teaching flexibility; Mobilize social resources to enhance facilities to meet teaching requirements; Develop mechanisms and organize the supervision and evaluation of the teaching process; Direct the use of supervision and evaluation results to continually improve the teaching quality; Organize the evaluation the stakeholders’ satisfaction with the school's teaching quality to improve the quality The proposed measures have a unified and dialectical relationship, supporting each other in ensuring the teaching quality The proposed measures are experimented on to test and confirm the feasibility and suitableness with the reality of the schools CONCLUSIONS AND RECOMMENDATIONS Conclusion 24 Teaching management in quality assurance approach in high school is the process that the principal implements measures to ensure the input quality, process quality and output quality High schools in the Red River Delta have paid attention to teaching management in quality assurance approach The school principal has made a plan and has taken measures to organize and direct teaching to improve the teaching quality However, there are still many inadequacies in the management of program development, teacher development, facilities, supporting activities for students towards quality assurance, supervision and evaluation policies Teaching management measures in the quality assurance approach include: Organize enrollment in the teaching quality assurance approach; Organize training and retraining to improve teaching capacity for teachers towards achieving and exceeding standards; Organize the development of teaching programs and plans in an open direction, creating teaching flexibility; Mobilize social resources to enhance facilities to meet teaching requirements; Develop mechanisms and organize the supervision and evaluation of the teaching process; Direct the use of supervision and evaluation results to continually improve the teaching quality; Organize the evaluation the stakeholders’ satisfaction with the school's teaching quality to improve the quality The proposed measures have been experimented on in reality and they are rated as urgent and highly feasible Recommendations 2.1 Ministry of Education and Training: Based on the quality assurance standards for high school education and the national standard school, the Ministry of Education and Training should pay attention to issuing documents on ensuring the teaching quality at high schools as a legal basis for high schools and teachers to have grounds for implementing quality assurance 2.2 For Department of Education and Training: Department of Education and Training leaders need to perform well the state management of education and training There must be an effective management policy for high schools to have autonomy, self- 25 responsibility and commitment to the teaching quality: assign autonomy in the enrollment work to high schools; build a system of guidance documents related to school governance autonomy; there are policies to monitor and evaluate the teaching quality of schools 2.3 For schools: The principal must develop the school's quality assurance system and quality assurance policy; there must be a mechanism to monitor the teaching activities of the school, including input, process and output; detect strengths and weaknesses and plan for continuous improvement to improve the teaching quality The principal empowers teachers to take responsibility for ensuring the teaching quality in all stages of the teaching process, especially in the quality improvement stage to improve teaching effectiveness 2.4 For teachers: A true awareness of the teacher's role is one of the conditions for ensuring the teaching quality of the school, thereby identifying the tasks of quality assurance at all stages of the teaching process Teachers need to regularly self-study and self-foster to improve their teaching capacity to meet the requirements of innovation ... approach 6.2 Research methods: group of theoretical research methods; Group of practical research methods; supporting methods 6.3 Research questions What theoretical basis is teaching management... approach at high school in the Red River Delta" as the research topic Aims of the research Based on theoretical research and the current situation of teaching and teaching management under the approach... the quality assurance approach at high schools in the Red River Delta Research tasks - Study the theoretical basis of teaching management in quality assurance approach in high schools - Study the