Dạy học học phần điều khiển logic khả trình theo lý thuyết điều khiển trong đào tạo cao đẳng kỹ thuật tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION    HA NGOC NINH APPLICATION OF CONTROL THEORY TO THE TEACHING OF PROGRAMMABLE LOGIC CONTROL MODULE IN TECHNICAL COLLEGE STUDENTS TRAINING Major: Theory and Teaching Methodology, Division of Industrial Engineering Code: 9.14.01.11 SUMMARY OF DOCTORAL THESIS IN EDUCATION Ha Noi - 2020 LIST OF PUBLISHED RELATED RESEARCHES Accomplished at the Department of Technical Education, Ha Noi National University of Education Hà Ngọc Ninh (2015), Project-based teaching to develop college and university engineering majored students, Journal of Education Equipment, No.120, August 2015 Hà Ngọc Ninh (2018), Application of Control Theory to Teaching, Journal of Education Science, No.146 Hà Ngọc Ninh (2018), Assessing learning competence in Control Theory-based Teaching, Journal of Vocational Education Science, No.57-58, June-July,2018 Supervisors: Hà Ngọc Ninh, Using technical equipment in Control Theory-based Assoc Prof Dr Dang Van Nghia Teaching, Journal of Education Equipment, No Dr Tran Duc Vuong Hà Ngọc Ninh (2019), “Building the objective multiple choice testing software in theory control based teaching”, Journal of Education Equipment, No.192, Volume 1- May-2019 Ha Opponent Ngoc Ninh1:(2019), A theoretical on teaching based on Assoc Prof Dr Trandiscussion Khanh Duc control theory towards students of competency Hanoi University Science anddevelopment, Technology Vietnam Journal Of Education (VJE), Volume 06 2019 JUNE, pp 29-33 Opponent 2: Assoc Prof Dr Do Anh Tuan Hung Yen University of Technology and Education Opponent 3: Assoc Prof Dr Nguyen Van Binh Hanoi National University of Education The doctoral thesis to be presented to the Thesis Assessment Board of Ha Noi University of Education, dated: The thesis can be accessible at: - Vietnam National Library, - Centre for Informatics and Library, Hanoi National University of Education, - Library of Dong Nai Vocational College INTRODUCTION Rationale 1.1 Orientation of renovation in the national training and education The Resolution No 29-NQ / TW dated November 4, 2013 of the 8th Central Conference on basic and comprehensive innovation of education and training indicates the specific objectives for vocational education: " In vocational education, it is advisable to focus on educating knowledgeable human resource with professional skills and responsibilities; to form a vocational education system with many training modes and levels of professional skills training in the orientation of application, practice, being able to satisfiy the demand for technology and human resources of the domestic and national labor market Thus, the goal of training in universities and colleges is not only to provide students with knowledge and professional skills but also to focus on teaching to develop capacity of learners with novel teaching and training methods for the purpose of fulfilling the demand of the domestic and international market 1.2 Developing learners’ autonomy In the context of immense development of science and technology, the increasing volume of knowledge, science and technology; innovations set the foundations to promote rapid and sustainable development of economic sectors, including education; the teacher-centered approach is no longer suitable and limits the initiative and creativity of learners Therefore, education is required to promote the active, positive and creative actions of learners Especially in engineering training, practical knowledge requires learners to self-study, actively acquire knowledge, master knowledge and flexibly apply theoretical knowledge into practice In order for learners to attain such capacity, control theory-based teaching enables learners to actively solve problems to acquire knowledge In addition, leaners are adjusted and oriented to always approach the goals 1.3 Control theory in rennovation of teaching methodology The reality of teaching the programmable logic control section for technical students at some colleges and universities shows that the training quality has positive changes towards the development of students' competence However, in the process, there exist certain limitations in teaching methodology renovation and in information application Therefore, it is vital to implement a research on the theory and practice in order to improve the training quality In education, if the teaching process is considered as a control system and a selfadjusting process to achieve the goal of developing capacity for students, the application of control theory in teaching is completely consistent with logic as well as components in the control system to achieve teaching goals 1.4 Improving the efficiency of information technology application in teaching Application of information technology in teaching will change the role of teachers and learners, the leaner-centered approach generates the changes in the learning process and focuses on promoting learners’ autonomy The Programmable Logic Control module itself is characterized by the technology and information properties such as the use of specialized software, communication between the study objects of the module, therefore, the application of information technology in the teaching of this module is indispensable From the aforementioned reasons, the research titled "Application of Control Theory to the Teaching of Programmable Logic Control Module in technical college students training” has been implemented and applied to real contexts Research aims The research aims at researching and developing theoretical and practical basis for control theory-based teaching On that basis, the research builds up the process of control theory-based teaching and apply it to teaching PLC modules for engineering majored college students Research objectives The research’s ojectives are to: - Research theoretical and practical basis of control theory-based teaching - Develop procedures of control theory-based teaching and apply it to teaching PLC modules for college students in Electrical and Electronics majors - Design a set of tools to collect feedback by multiple-choice software in control theory- based teaching PLC modules - Test and assess the feasibility and effectiveness of the proposed teaching process Object and scope of research 4.1 Object The process of training engineering majored students in some colleges and universities 4.2 Research objects - Control theory in technical fields and its application to technical teaching process - The process of control theory-based teaching and its application to teaching Programmable Logic Control modules for college students in Electricity and Electronics majors 4.3 Research scope - Researching control theory and its application to teaching technical college students - Conducing a survey in certain colleges and universities in North Vietnam - Implementing pedagogical experiments in some technical universities and colleges 5 Scientific hypothesis If the teaching process of the programmable logic control according to the control theory is designed based on the collection and processing of feedback from students to assess their learning results, it will help teachers and students adjust the teaching and learning process to achieve the teaching goal, thereby improving the quality of teaching Research method 6.1 Group of theoretical research methods (Analysis, synthesis, generalization) This group of method is used to analyze and synthesize the related international and domestic documents, based on which, the research build up theoretical and practical basis for teaching the Programmable Logic Control in technical training at college level 6.2 Group of practical research methods -Using questionnaire: Studying the actual situation in teaching the Controlling Programmable Logic Module and the appropriate characteristics to apply the control theory to the teaching for technical college students - Observation method: Observing the activities of teachers, students' activities during the class hours to make qualitative comments on pedagogical impact on students - Consulting experts: Consulting the experts on the content of the proposed teaching of the programmable logic control, feasibility and effectiveness of proposed measures - Pedagogical experiment method: Conducting experimental teaching method of Programmable logic control according to control theory for third year college students to test the feasibility and correctness of the research 6.3 Groups of mathematical statistical method Using statistical math to synthesize, analyze results, calculate specific parameters, comparing the results of the experimental groups and the control groups The softwares used for mathematical statistics are Microsoft Excel and SPSS Contributions of research 7.1 Theoretical contributions - Constructing a system of theoretical basis for control theory-based teaching - Proposing models and principles in applying the control theory to the design of teaching technical modules - Constructing a teaching process according to the control theory in technical training for college-leveled students 7.2.Practical contributions - Assessing reality of the control theory-based teaching of programmable logic control modules for college students based on the research directions - Developing a set of tools to collect feedback by multiple choice software in teaching the Programmable Logic Control - Suggesting certain methods of application the control theory to teaching the Programmable Logic Control for technical college students - Applying the control theory based-teaching procedures to the design of specific lessons of Programmable Logic Control Modules for technical college students Thesis structure In addition to the introduction, conclusion and appendices, the thesis consists of three chapters: Chapter 1: Rationale and practice of control theory-based teaching Chapter 2: Control theory based teaching methods applied to Programmable Logic Control (PLC) Chapter 3: Pedagogical experiment and assessment CHAPTER 1: THEORETICAL AND PRACTICAL BASIS OF CONTROL THEORY-BASED TEACHING 1.1 LITERATURE REVIEW 1.1.1 Related foreign researches 1.1.1.1 Researches on classical control theory in engineering and industry The most important invention which has been regarded as the foundation and the driving force for the research of the Control Theory was the invention of James Watt in 1769 on the control of the speed of steam turbines based on the centrifugal rotation force of the centrifugal governor In 1868, J.C Maxwell was the one who established a mathematical theory related to control theory, using the differential equation model to explain the problems of instability encountered by James Watt's throttle device In the late 1920s and early 1930s, H w Bode and H Nyquist working at Bell telephone labs carried out a research and designed a feedback amplifier based on frequency response and vice versa by complex variable mathematics The research described how to determine the stability of the system using frequency domain method 1.1.1.2 Some studies on modern control theory A large number researchers on modern theory control have focused on collecting and processing the feedback to adjust the control process on requirement Gene F Franklin, J David Powell, Abbas Emami-Naeini, John Doyle, Bruce Francis, Allen Tannenbaum intensively research the feedback information in theory control The researches on control theory prove that the control theory is not limited in a specific technical field, but it can be applied to various sectors 1.1.1.3 Some studies on control theory-based teaching Control theory is applied in teaching at multi-levels: at the teaching process level, it is modeled like a control system At the technical level, the researches much focus on the feedback In teaching, the feedback from learners performs a significant roles in assessing students’ outcomes, in regulating teachers’ teaching and assisting learners to adjust their learning process 1.1.2 Domestic research context 1.1.2.1 Researches on control theory Control theory is based on the feedback theory and linear system analysis It combines different concepts of data transmission network and communication theory 1.1.2.2 Researches on control theory-based teaching Some perspectives on teaching: The teaching process is a system, the teaching process is a controllable system, the teacher's control process and feedback from learners are the characteristics of control theory based teaching 1.2 SOME BASIC CONCEPTS 1.2.1 Control and cybernetics - Control is the process of collecting, processing information and acting on the controlled object based on a certain principle or rule for the predetermined purpose of the system - Cybernetics is a science studying the processes of collecting, processing signals and controlling in all areas of social life, science and technology 1.2.2 Control theory Control theory is the science studying the process of collecting, processing, and controlling information in control systems 1.2.3 Adaptive controls Adaptive control system is a control system in which the controller adapts itself to maintain the control quality of the system in the presence of unknown uncertainties or variations In the adaptive control system, there are two feedback loops: Normal feedback loop and parameter setting feedback loop 1.2.4 Control system A feedback control system is a control system that tends to maintain a predetermined relationship among the system variable values by making comparisons among these values, using the deviations as a control method 1.3 THEORY ON CONTROL THEORY BASED TEACHING 1.3.1 Control theory-based teaching and feedback in teaching 1.3.1.1 Control theory based teaching Theory control-based teaching is a teaching method in which the teacher plays a controlling role, the learner plays the role of the control object, competence of students is the result of the teaching process Based on the deviation degree of students' achievement compared to the teaching objectives, learners adjust their learning process to achieve required objectives 1.3.1.2 Feedback in teaching In teaching, feedback is the information collected from leaners, which reflect the outcomes of the teaching process 1.3.1.3 Assessment in control theory based teaching In control theory based teaching, assessments are conducted in multiple forms including cognitive assessment, skill assessment, and attitude assessment On the contrary, its purpose is to help teachers determine learners’ awareness and leaners’ ways of acquiring knowledge These will serve as ways for teachers to adjust their teaching process, for students to adapt their learning timely for better outcomes 1.3.2 Nature of theory control based teaching The nature of the theory control based teaching is the acquisition of knowledge, experience, and value through the learning activities under the orientation, and control of teachers The feedback from leaners are the factors assisting learners adapt their learning process, and assisting teachers adapt their teaching process 1.3.3 Properties of control theory based teaching 1.3.3.1 Properties of control theory-based teaching a Control theory based teaching is a closed system: Teacher performs as a control unit, students are the controlled objects and they are also able to adapt themselves Students’ capability of self-adapting is the striking feature in modeling the teaching process based on control theory b Collecting and processing feedback: These activities are continuously and frequently carried out in multiple forms including multiple choice questions, questionnaires, or exchange c Adapting learning process: The outcomes of feedback information processing enables learners to adapt their teaching process both in terms of teaching contents and methodology Teachers are be able to identify what the weaknesses of their students are, based on which their teaching will be properly adjusted d Learners’ self-adapting: The outcomes on the competence level of leaners provide the information which assist students to consider and assess their competence Based on these, students will be able to self-adapt their learning process in order to achieve the learning goals 1.3.3.2 Properties of control theory based teaching a Designing lesson plans: The feedback is considered to be an essential factor for designing the lesson plans Based on leaners’ competence, learning styles, and the assessment results, it is possible to adapt the teaching process for the students’ better outcomes b Organizing teaching activities: Teachers’ roles: Teachers play the role orienting students thinking and employment It is recommended that teachers not force students to follow or mimic their actions It is teachers that facilitate learners to reflect themselves in order to orient their actions Roles of learners: Learners are required to actively participate in their learning and other activities 1.3.3.3 Properties of teaching aids Teaching aids are characterized with the features of being reality-related, being self-designed by students, being novel, being capable of performing certain functions, being visible in physical appearance 1.3.4 Learning activities in control theory based teaching In designing control theory based teaching, learners’ learning activities are the focus based on which other activities can be designed 1.3.5 Teaching aids in control theory based teaching In the teaching process of the Programmable Logic Control Module, teaching aids play the assisting role to the cognitive, training, and competence development for learners 1.3.6 Control theory based teaching procedures The figure 1.6 depicts the different stages in interchanging from the adaptive model into the control theory based teaching model Outcomes Target Teachers Teaching activities Learners - Learners’ completion of tasks -Content design -Teaching activities - Collecting and processing feedback from learners - Adapting teaching process -Teaching aids - Assessment tools Self-regulation in teaching and learning Assessment Figure 1.6 Theory control based teaching model Learners’ competence 10 Stage 1: Identifying teaching objectives: The objectives of the teaching process are required to have possible impacts on learners The teaching objectives need to be identified for the improvement of students Stage 2: Designing teaching process: The teaching process is designed based on students’ feedback Stage 3: Organizing teaching activities: In control theory based teaching, it is necessary to encourage students’ autonomy, to train students’ skills of working in team, skills of cooperating in learning and researching activities Stage 4: Collecting and processing feedback Feedback information is collected through objective mutative choice question, observation checklist, and interview Stage 5: Assessment: The purpose of assessment in theory control based teaching is not for scores, but for gathering information assisting teachers’ in identifying the learners’ acquirement of knowledge, skills, and attitude in the learning process Based on the parameters, teachers will be able to find possible Tools for collecting and processing feedback solutions to adjust their teaching activities Forms Stages 1.3.7 Organizing control theory-based teaching activities Based on the control theory based teaching activities (Figure 1.7) Multiple Choice Question Software Feedback collection at the beginning Implemented of lessons in Multiple Choice Question Software Stage Stage Stage Introduction of lesson’s objectives Explanation, analysis - Observable checklists - Implemented on computers, model - Interview, Questions and Answers Accomplishment of assignments - Teachers: observing, exchanging - Observing students’ programming on servers -Implemented on Multiple choice Question Multiple Softwarechoice Question Software Stage Collecting feedback during lessons Stage -Observable checklist Teaching adaption- Implemented on computers, model - Questions and answers & Self-training - teachers: observing, exchanging, focusing on errors 10 Stage Implemented on Multiple choice QuestionMultiple Softwarechoice Question Software Collecting feedback at the end of lessons 13 designing the theory control based teaching and its application to the teaching the Programmable Logic Control Module for technical students The study on control theory based teaching procedures and the design of multiple choice question software for collecting the feedback are the foundation for the application in teaching the Programmable Logic Control module which is implemented in chapter The survey results on the reality of teaching the Logic Control Modell show that there are certain limitation in preparation, implementation, especially in the implementation of the teaching activities, selecting methods and forms of teaching These impact the teaching quality The collection and process of the feedback from students were not much concerned about The assessment more focused on scores A majority of the responses from the questionnaire agreed that the collection and process of feedback from students is essential and needs to be implemented early CHAPTER 2: CONTROL THEORY BASED TEACHING METHODS APPLIED TO PROGRAMMABLE LOGIC CONTROL (PLC) 2.1 RULES IN CONTROL THEORY-BASED TEACHING 2.1.1 Ensuring objectives and contents of training curriculum The selection of proper teaching methods fulfilling the teaching methods need to base on core values: ensuring the contents, encouraging self-study, promoting learners’ autonomy, applying information technology in teaching 2.1.2 Ensuring suitability with students’ competence, demands, and motivation This rule ensures the suitability with students’ competence, demands, and motivation 2.1.3 Creating favorable conditions for students’ competence development The lessons are required to be similar to and related to reality There must be the combination between theory and practice in order to generate a learning environment resembling the working environment in businesses 2.1.4 Being suitable with real contexts of training institutions The teaching methods must be suitable with the real conditions of teaching staff, current teaching equipment, and management activities 2.2 SUITABILITY IN THEORY BASED TEACHING OF PROGAMMABLE CONTROL LOGIC MODULE 2.2.1 Suitability in properties of Programmable Logic Control Module Control, inheritance, responsiveness, self-regulation, practicality, integration 2.2.2 Suitability in contents The process of teaching combines theory and practice under the principles of teaching theory part, applies the researched content for practical exercises to testing By doing these, students will be able to understand the theory better Also, the practical content helps students practice necessary skills of designing, programming 13 14 and controlling objects using a programmable logic controller 2.3 SOME CONTROL THEORY BASED TEACHING METHODS APPLIED PROGRAMMABLE LOGIC CONTROL MODULE 2.3.1 Designing procedures in designing control theory based teaching design The application of control theory based teaching (Fig 1.6), the general structure of the lessons (Fig 1) a Identifying teaching objectives Based on the outcomes, it is possible to identify the objectives of knowledge, skills, and attitudes which students are required to achieve after each lesson b Designing teaching contents Selected teaching contents are integrated between theory and practice, students are required to accomplish related tasks c Setting teaching plans Including a master plan for the course: preparing teaching aids, anticipating teaching procedures and related problems d Designing teaching activities In control theory based teaching, it is vital to design major contents: designing learning contents for students; designing teaching control activities for teaching; designing activities for collecting and processing feedback from students e Designing assessment activities - Formative assessment - Summative assessment 14 15 Identifying teaching objectives Designing teaching contents Setting teaching plans Feedback collector and processor Designing teaching activities Students’ activities Teachers’ regulating activities Formative assessment Designing assessment activities Summative assessment Figure 2.1 Stages in control theory based teaching design 2.3.2 Designing feedback collector and processor 2.3.2.1 Procedures in designing feedback collector Structure Structure Tools Command Criteria Multiple choice Questions Keys questions Observable checklist Practice Tasks Assessment Criteria b Procedures in designing feedback collector and processor 1) Outcomes: Identifying competence required from students after their accomplishment of theses lesson 2) Analysis of learning objectives and contents: Identifying knowledge, skills, attitude for specific lessons 3) Designing feedback collector and processor: Designing multiple choice questions and observational checklist 4) Review: Before being widely applied, the feedback collector and processor is previewed by the department committee 5) Application of the collector and processor to teaching: Depending on 15 16 specific contents, it is possible to randomly select some classes or all classes to assess the feasibility and effectiveness of the applied tools Outcome Analysis of objectives, contents Designing feedback collector and processor: Identify criteria of knowledge, skills, attitudes Not Acceptable Assessment Acceptable Application to teaching Figure 2.2 Procedures in designing feedback collector and processor c Requirements on selective criteria : Accuracy, suitability with contents 2.3.2.2 Examples of the feedback collector and processor in teaching This part presents the feedback collector in the lesson plan of the Programmable Logic Control Module Unit title: Controlling cylinders in sequence The feedback collecting tools includes feedback by multiple choice objective test and feedback by observation checklist 2.3.3 Processing feedback information a Qualitative assessment The qualitative information collected daily in the teaching process include descriptive records, observation sheets, checklists, questionnaires, scales showing indicators Teacher synthesizes each lesson in accordance with the teaching objectives b Quantitative evaluation - For multiple choice questions: The software automatically calculates the ratio of correct answers / total questions of each student The percentage of students with correct answer / the total number of participants Based on this rate, teachers are able to identify which contents students are not good at in order to regulate their teaching process 16 17 - For the observable checklist: The evaluation criteria are calculated and converted based on the coefficient and then averaged to classify students For the purpose of qualitative or quantitative assessment, teachers need to understand the nature of the examination and assessment because the progress of students means encouraging and promoting the strengths and pointing out the limitations of students Based on theses, teachers are required to adjust their teaching process, students adjusts the learning process to achieve the teaching objectives 2.3.4 Responses to students’ assessment results The results of collecting feedback before, during and at the end of the class should be processed and notified to students Feedback on knowledge is given to students by highlighting key ideas so students will be able to avoid possible mistakes on skills, teachers are recommended to model some Teachers’ activities Students’ activities Stages For the feedback Collection and process of feeback manipulations, standard movements; emphasize difficult, easily-wrong manipulations for students to observe For the feedback on attitudes, teachers are required to emphasize the implementation of procedures in modules, practical softwared-questions students’ implementation Collecting feedback via multiple choice questions Prior equipment’s; class collection of feedback theAnswering scientific working Organizing styles, and responsible working behavior 2.3.5 Stages in control theory based teaching of the Programmable Logic Control Module Figure 2.3 illustrates the stages in control theory based teaching of the Introduction Programmable Logic Control of required tasksSetting plans for accomplishment of tasks Orientation of a Prior-class feedback collectiontask accomplishment - Identifying specific competence required from students - Clarifying assessing criteria via multiple choice question software’s b Analysis of lesson objectives and tasks Introducing the lesson can - Computerizing data be conducted through guiding questions or Accomplishment of tasks - Exchanging Connecting, measuring electric Collecting feedback via observation multiple choice questions for thecircuits purpose orienting students in tasks - Correcting of mistakes -Testing accomplishments c Task accomplishment Organizing, guiding students to accomplish the given tasks via learning activities in the teaching process Depending on specific teaching objective and Mid-class feedback Collecting feedback via software contents, thecollection problem solving include theimplementation major activities: Organizing students’ Answering softwaredprocess questions d Mid-class feedback collection The feedback on students’ knowledge, competence is collected and processed Based on these, students will be able to self-regulate their learning activities e Self-regulating teaching activities anderrors self-training -Self-regulating and mistakes Self-regulating teaching activities and self-training -Self-regulating students’ errors and mistakes feedback via observation are - Training students’ competence development Based on the assessment and forremarks givenCollecting by teachers, students - Self-training required to self-regulate and self-train to develop their skills through selftraining activities Answering softwared questions End-class feedback collection Assessment Collecting feedback via multiple choice questions 17 Summary, Assessment - Self-assessment - Experimental Lessons Remarks, Assessment 18 Figure 2.3 Stages in control theory based teaching of the Programmable Logic Control Module f.After-class feedback collection Teachers give general remarks on students’ attitudes, learning results; also students are required to quick test of multiple choice questions related to the lesson contents and required competence Depending on the results, students are required to accomplish and self-regulate their learning activities to achieve the learning objectives g Summary, Assessment 18 19 Giving comments and assessments on students’ learning process 2.4 SOME ILLUSTRATIVE EXAMPLES ON DESIGNING CONTROL THEORY BASED TEACHING OF PROGRAMMABLE LOGIC CONTROL MODULE 2.4.1 Example 1: Lesson Plan 4: Timer and application 2.4.2 Example 2: Lesson Plan 8: Counter and application Summary of Chapter In the technical training program of some majors including Electrical Engineering, Electronic Engineering… The Programmable Logic Control Module is an essential section contributing to developing learners’ professional skills The module contents are widely applied in Programmable Logic Control based industrial systems and industrial assembly lines Therefore, implementing a research on this is crucial Control theory-based teaching is implemented through steps: identifying teaching objectives; designing teaching, organizing teaching activities; collecting and processing feedbacks, assessing and evaluating The control theory based teaching can be applied in various modules In the application process, it is essential to consider the factors affecting the teaching process In the control theory based teaching, based on learners’ feedbacks, teachers are able to adjust their teaching activities, students adjust their learning process for better acquirement of professional knowledge and skills Those are the decisive factors leading to the success of the teaching process Designing and applying the control theory-based teaching procedures in teaching the Programmable Logic Control module enable learners to develop their competence in solving problems and develop their professional knowledge On the basis of the control theory based teaching, the research has applied and designed some illustrative lesson plans for the purpose of testing the research results in the Chapter CHAPTER 3: TESTING AND ASSESSING 3.1 OBJECTIVES, CONTENTS AND METHODS OF ASSESSING 3.1.1 Objectives of testing and assessing To prove the validity of the scientific hypothesis of the topic To verify the feasibility of the theoretical framework in control theory teaching; and to 19 20 verify the effectiveness of teaching programmable logic control modules under the control theory in training technical colleges 3.1.2 Contents of testing and assessing Testing lesson plans of the Programmable Logic Control module in the Electronic, Electric training curricular Teachers carry out their experimental testing in both experimental and compared groups 3.1.3 Testing methods 3.1.3.1 Expert consulting method Based on the expert consulting, the author has designed the major contents: Theoretical basis of the research and assessment of the suitability, importance and necessity of theory control-based teaching 3.1.3.2 Pedagogical experimental testing a Participants: Controlled pedagogical testing: for the experimental groups, the control theory based teaching has been implemented With the compared groups, the traditional teaching has been applied The groups of experimental and compared have been randomly selected Details: TT Class code Class Training institutions Teachers TN11 DN18CD31-Group1 Dong Nai Technical College Hà Ngọc Ninh ĐC11 DN18CD31-Group Dong Nai Technical College Hà Ngọc Ninh TN12 CK12D- Group Sao Do University Vũ Quang Ngọc ĐC12 CK12D-Group Sao Do University Vũ Quang Ngọc TN21 DN18CD11-Group Dong Nai Technical College Lê Văn Chung ĐC21 DN18CD11-Group Dong Nai Technical College Lê Văn Chung TN22 CK13D1 Sao Do University Vũ Hồng Phong ĐC22 CK13D2 Sao Do University Vũ Hồng Phong b Result processing: The softwares Microsoft Excel and SPSS have been employed to process the experimental results - Testing results: + Testing results: are processed by the software SPSS and the software Microsoft Excel to calculate the parameters and present the data on the graphs + Assessing criteria: There are specific criteria for assessing knowledge and skills of different lessons 3.2 TESTING RESULTS 20 21 3.2.1 Testing results by consulting experts 3.2.1.1.Quantitative results a Assessment on suitability: Basically, the consulted experts agreed on the concepts of control theory based teaching applied to the Programmable Logic Control module b Assessment on the teaching procedures: The proposed procedures meets the demand of teaching objectives and enables students’ competence development c Assessment on the significance of factors in theory control based teaching: Criteria: Collecting and processing feedback; adjusting teachers’ teaching process, regulating learners’ learning process These are the most important criteria d Control theory based teaching develops students’ competence: This type of teaching helps students to actively acquire knowledge; enables students to develop their professional competence and problem-solving competence 3.2.1.2 Qualitative results As assessed by experts on the suitability of the control theory based teaching applied to the Programmable Logic Control module; the control theory based teaching procedures; the significance level of the factors in control theory based teaching applied to Programmable Control Logic module; learners’ competence; quality of illustrative examples in control theory based teaching applied to Programmable Logic Control module: the application of control theory based teaching to the Programmable Logic Control module is suitable and necessary in technical training 3.2.2 Testing results from pedagogical experiments 3.2.2.1 Results of stage a Quantitative assessment Table 3.4 Statistical parameters of learning results from experimental and control classes TN11 ĐC11 TN12 ĐC12 N 23 23 27 27 Mean 7.30 6.61 7.74 7.07 Std Error of Mean 247 265 230 256 Median 7.00 7.00 8.00 7.00 Mode Std Deviation 1.185 1.270 1.196 1.328 Variance 1.403 1.613 1.430 1.764 Range 5 21 22 Minimum Maximum V(%) 16.23 19.21 10 68.73 Table 3.5 Paired Samples Test Paired Differences 95% Confidence Std t Mea Std Error Interval of the n Deviation Mean Difference Lower Upper TN11.696 ĐC11 TN12 Pair 667 -ĐC12 Pair 18.78 df Sig (2tailed) 470 098 492 899 7.091 22 000 480 092 477 857 7.211 26 000 In the table 3.7, sig = 0.000 < 0.05, so the hypothesis H0 is invalidated Therefore, there is a variation in the scores between groups: TN11 and ĐC11; TN12 and ĐC12 Table 3.6 The impacts of methods Std ES Mean Deviation TN11 - ĐC11 696 1.270 0.548 TN12 - ĐC12 667 1.185 0.563 The frequency line graph fi of group TN11 and ĐCC11 Progressive convergence frequency f fa of experimental groups (TN) and control groups (ĐC): TN11 and ĐCC11: Graph 3.1 Frequency of learning Graph 3.2 Progressive convergence frequency of learning results of results of groups TN11 and ĐC11 groups TN11 and ĐC11 22 23 The analysis of line graphs 3.1 and 3.2 shows that the frequency line of TN11 class is to the right of the frequency line of class Đ11 Thus, the percentage of students achieving a high grade of TN11 is larger than that of grade 11 The frequency line graph of groups TN12 and DCC12 follows the convergence frequency fa Graph 3.3 Frequency of learning Graph 3.4 Progressive convergence results of groups TN12 and ĐC12 frequency of learning results of groups TN12 and ĐC12 The experiment results of the first stage show that the difference in average is 0.696; 0.667 with p (Sig (2-tailed)) values all less than 0.05, thus we reject the H0 assumption and accept H1, which means the difference in student's average score through tests shows the statistical significance The testing results show that the control theory based teaching method for students is due to the impact of the experimental factor, not by a random factor b) Qualitative assessment From the results obtained through the experimental groups and through the interview with teachers, students of experimental groups, it can be seen that there is a change in the mood of students when participating in the experimental class, in the process of receiving feedback by multiple choice question testing, students are much motivated, focused In the experimental classes: learners’ autonomy, interaction between teachers and students are encouraged 3.2.2.2 Results of stage a Quantitative assessment Table 3.10 Statistical parameters of learning results from experimental and control classes TN21 ĐC21 TN22 ĐC22 Valid 26 26 26 26 N Missing 1 1 Mean 7.69 6.88 7.62 6.96 Std Error of Mean 253 290 249 251 23 24 Median Mode Std Deviation Variance Range Minimum Maximum 8.00 7.00 8.00 8 1.289 1.479 1.267 1.662 2.186 1.606 5 10 10 10 Table 3.11 Paired Samples Test Paired Differences 7.00 1.280 1.638 t df Sig (2tailed) 95% Std Std Confidence Mean Deviatio Error Interval of the n Mean Difference Lower Upper TN21 808 ĐC21 TN22 Pair 654 ĐC22 Pair 491 096 609 1.006 8.380 25 000 485 095 458 850 6.872 25 000 In the table 3.11, sig = 0.000 < 0.05, we reject the hypothesis H0 Therefore, there is the difference in the scores between the groups TN21 and ĐC21; TN22 and ĐC22 Table 3.1 The impact of experimental stage Std ES Mean Deviation TN11 - ĐC11 808 1.479 0.54 TN12 - ĐC12 654 1.280 0.51 The frequency fi of the group TN21 and ĐC21, the progressive convergence frequency fa of group TN21 and ĐC21: Graph 3.5 The frequency of learning results of groups TN21 and ĐC21 24 Graph 3.6 The progressive 25 The frequency fi of the group TN22 and ĐC22, the progressive convergence frequency fa of group TN22 and ĐC22: Graph 3.7 Frequency of learning results of groups TN22 and ĐC22 Graph 3.8 Progressive convergence frequency of groups TN22 and ĐC22 The test results show that the application of teaching methods to students is due to the impact of the experimental factors, not due to random factors The results have proved the effectiveness of the proposed measure b) Qualitative assessment Experimental class students are confident, proactive, active in performing learning tasks; There is a change in the mood of students when participating in experiments, in the process of receiving feedback by objective tests, students appear interested and focused, serious in learning; Thus, it can be seen that teaching Programmable Logic Control based on control theory is appropriate and effective in teaching for technical college students Summary of Chapter According to the assessment of experts, theory control based teaching is feasible and practical in accordance with students' qualifications This measure can be applied in teaching other majors Control theory based teaching has been researched by many scholars from different angels, but this is a research direction which needs to be researched and applied to reality The results of pedagogical experiment show that control theory-based teaching has a positive impact on students' learning results and learning process Students in experimental class seem to be interested in class time, actively train their professional skills and solve problems 25 26 3.The quantitative results of the experimental process are processed, analyzed, synthesized objectively and accurately by mathematical statistical methods that have proved the correctness of the scientific hypothesis of the topic This affirms that the proposal of the research is feasible and effective in improving the quality of teaching CONCLUSION AND RECOMMENDATIONS CONCLUSIONS Proposing Control Theory based teaching is a theoretically and practically meaningful research, but it has not systematically carried out in Vietnam The study has contributed to developing the control theory based teaching theory adaptable to current teaching situations in order to improve quality of technical training The research has built up the theoretical and practical basis of control theory-based teaching The research also analyzes and clarifies the concepts and the characteristics of control theory based teaching The theoretical foundations are the basis to design the control theory-based teaching procedures and apply it to teaching Programmable Logic Control module for technical college students Control theory-based teaching is implemented through steps: identifying teaching objectives; designing teaching, organizing teaching activities; collecting and processing feedbacks, assessing and evaluating The control theory based teaching can be applied in various modules In the application process, it is essential to consider the factors affecting the teaching process The results of testing and assessing the control theory based teaching of Programmable Logic Control module have proved the validity of the scientific hypothesis of the research, the feasibility and necessity of the proposed measures RECOMMENDATIONS In order to implement the control theory based teaching in general and in the Programmable Logic Control module in particular, it is necessary to have 26 27 synchronous investment and direction In details: 1.For training institutions: - Invest in facilities, arrange suitable classrooms for teaching activities based on control theory - It is necessary to implement innovations in Programmable Logic Control teaching by improve teachers' capacity in teaching based on control theory For teachers: - Actively use information technology and active pedagogic methods in teaching Actively study, improve competence in designing control theory based teaching activities - In the teaching process, it is necessary to be flexible in adjusting the teaching process, the method of assessment, collecting and processing feedback to adjust the teaching process to achieve the teaching objectives For students: Be active in self-training and learning It is necessary to set specific objectives in learning and training In the learning process, it is important to give feedbacks to lecturers, be able to self-regulate to achieved the planned goals 27 ... deviations as a control method 1.3 THEORY ON CONTROL THEORY BASED TEACHING 1.3.1 Control theory-based teaching and feedback in teaching 1.3.1.1 Control theory based teaching Theory control-based teaching... Programmable Logic Control - Suggesting certain methods of application the control theory to teaching the Programmable Logic Control for technical college students - Applying the control theory based-teaching... control theory-based teaching Chapter 2: Control theory based teaching methods applied to Programmable Logic Control (PLC) Chapter 3: Pedagogical experiment and assessment CHAPTER 1: THEORETICAL