Linking the school family and society in enhancing moral education program for high school students in ha noi

LINKING THE SCHOOL, FAMILY AND SOCIETY IN ENHANCING MORAL EDUCATION PROGRAM FOR HIGH SCHOOL STUDENTS IN HANOI _ 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 Vietnam _ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Educational Management _ By HOANG HONG TRANG (MOONLIGHT) October 2014 i APPROVAL SHEET ii CERTIFICATE OF ORIGINALITY iii ACKNOWLEDGMENT The researcher wishes to convey her 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 Philippines, for her incomparable contribution and support to the development of the Doctor of Philosophy in Educational Management 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 SUSANA A SALVACION, DR.RICARYL CATHERINE P CRUZ, DR APOLONIA A ESPINOSA, and DR BELLA R MUELLO, panelists, for constructive criticism and valuable comments and suggestions to improve the study; DR PHAN VAN QUE, her former professor and mentor, for the dedicationin guidingthe researcher throughout the research process; TEACHERS, STUDENTS, and PARENTS in Hanoi high schools for support and assistance in providing documents and data for this study;and iv Her 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 HHT v DEDICATION The researcher humbly dedicates this piece of work toher colleagues and fellow instructors, her students, her family and relatives, her friends, and those who believed and hoped that she can make it HHT vi TABLE OF CONTENTS PAGE TITLE PAGE ……………………………………………………………… i APPROVAL SHEET ……………………………………………………… ii CERTIFICATE OF ORIGINALITY ……………………………………… iii ACKNOWLEDGMENT ………………………………………………… iv DEDICATION ……………………………………………………………… vi TABLE OF CONTENTS ………………………………………………… vii LIST OF TABLES ………………………………………………………… ix LIST OF FIGURES………………………………………………………… x LIST OF APPENDICES ………………………………………………… xi ABSTRACT ………………………………………………………………… xii CHAPTER I II III INTRODUCTION …………………………………………… Background of the Study ……………………….………… Objectives of the Study ……………………………….…… Significance of the Study ………………………………… Scope and Limitation of the Study …………………….… Definition of Terms ………………………………………… REVIEW OF LITERATURE ……………………….……… 11 Conceptual Framework ………………… ….……… …… 27 Research Paradigm …………………………… ….……… 29 METHODOLOGY …………………………………………… 31 Locale of the Study ………………………….……………… 31 Research Design …………………………….……………… 31 Population and Sampling ………………….… ………… 31 Instrumentation……………………… ………… …….… 32 Data Gathering Procedure ………………………………… 32 Statistical Treatment …….………………………………… 33 vii IV V RESULTS AND DISCUSSIONS ……………………….… 35 Ethical Ranking of Students inHigh Schools of Hanoi … 35 Status of the Moral Education in High Schools of Hanoi 37 Designed Moral Education Program for High School Students in Hanoi to Link the School, Families and Society for Moral Education ……………………………… 47 Acceptability of the Proposed Moral Education Program 62 SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Summary ………………… ………………………………… 66 Findings…………………….……… …………………….… 66 Conclusions ……………………………………………….… 67 Recommendations …………………………………… …… 68 REFERENCES …………………………………………………………… 69 APPENDICES …………………………………………………………… 72 CURRICULUM VITAE …………………………………………………… 82 viii LIST OF TABLES TABLE 2.1 2.2 2.3 2.4 2.5 3.1 3.2 3.3 PAGE Ethical Ranking of Students in Ten (10) High Schools for the Academic Year 2009-2012 …………………………………… 36 Frequency and Mean Distribution of the Status of Moral Educationamong High Schools in Hanoi as to Principles and Directions …………………………………………………… 38 Frequency and Mean Distribution of the Status of Moral Education among High Schools in Hanoi as to Curriculum Framework……………………………………………………… 40 Frequency and Mean Distribution of the Status of Moral Education among High Schools in Hanoi as to Actual Implementation ………………………………………………… 41 Frequency and Mean Distribution the Status of Moral Education among High Schools in Hanoi in terms of Learning Materials and Extracurricular Activities…………… 43 Frequency and Mean Distribution of the Status of Moral Education among High Schools in Hanoi as to Linkages … 45 Acceptability of the Proposed Moral Education Program as to Objectives …………………………………………………… 62 Acceptability of the Proposed Moral Education Program as to Contents ……………………………………………………… 63 Acceptability of the Proposed Moral Education Program as to Strategies …………………………………………………… 64 ix LIST OF FIGURE FIGURE PAGE Modified Input-Process-Output (IPO) Model on Enhancing the Linkage of School, Family and Society in the Implementation of the Moral Education ……………………… x 29 69 The respondents revealed that the status of moral education in 10 schools of Hanoi, Vietnam is in need for further enhancement and supervision Respondents disagreed that current moral education program implemented in their school is successful The proposed moral education program is ready for pilot implementation The designed moral education program is commendable as evaluated by some experts Recommendations In the light of the findings and conclusions of the study, the following recommendations are offered: Teachers may create supportive teaching environment with low stress and high support for students Moral education program may be used by the 10 school respondents Educators and curriculum programmers may include the enhancement of moral education program for the students Other parameters to evaluate the acceptability level of the moral education program and status of moral education program may be considered Parts of this study may be exploited as reference materials for lectures in training educational managers and teachers Exchange of information and data analysis of the study with Graduate students in educational management and related fields so that the results of the study may be used as reference or supporting materials for further studies in the same area 70 REFERENCES Berk R and Trieber R (2009) ‘Whose classroom is it anyway? Improvisation as a teaching tool’, Journal on Excellence on College Teaching Vol 20 Iss 3, pp 29–60Castaldi, M (2011).Organization and Human Resource Management CBQL School BrockmannI (2007) Qualifications, learning outcomes and competencies: A Review of European Divergences in Vocational Education and Training (VET) Draft Working Paper Dang Ba Lam (2005) State Administration of Education Theory and Practice Hanoi: The National Political Publishing House Dang QuocBao (2007), Handbook capacity management schools National Hanoi: Political Publishing House Dang QuocBao (2008) State Management and Social Role in the Management of Education Hanoi: National Political Publishing House ĐàoThịVânAnh.(2013) http://www.ier.edu.vn/content/view/666/160/ E - xi - pov PV (1997) The Theoretical basis of teaching, Educational Publishing House , Hanoi Education Law ( 2005) , Hanoi: National Political Publishing House Entwistle N (2000) Promoting Deep Learning through Teaching and Assessment: Conceptual Frameworks and Educational Contexts Paper presented at the TLRP Conference, Leicester, November 2000 Franz Emanuel Weinert (1998) ,The Cognitive development of learning and teaching , Hanoi: Education Publishing House Ha NhatThang (2002) Practice organizing educational activities Hanoi: Education Publishing House Ha NhatThang (2008) WorkingCclass Homeroom Teacher in High School Hanoi: Education Publishing Housei Ha NhatThang (No 9/96 page ) The homeroom teacher QLGD working class pupils in new condition Harold Koontz (2002), Key issues of management, Science and Technology Publishing House , Hanoi Ho Chi Minh (2005) Regarding ideology Science and Technology Publishing House, Hanoi 71 Hoang Minh Thao Educational Psychology QLCB School, Hanoi http://dantri.com.vn/giao-duc-khuyen-hoc/mon-giao-duc-cong-dan-bi-coinhe:di-tim-loi-giai http://education.stateuniversity.com/pages/2246/Moral-Education.html http://en.wikipedia.org/wiki/Moral_education http://gdtd.vn/channel/2741/201308/giao-duc-dao-duc-phap-luat-trong-nhatruong-can-mot-vi-tri-xung-dang-1972215/ http://gdtd.vn/channel/2741/201308/giao-duc-dao-duc-phap-luat-trong-nhatruong-can-mot-vi-tri-xung-dang-1972215/ http://tapchi.hanoiedu.vn/vi/news/Nghien-cuu-Su-kien/Giao-duc-dao-ductrong-truong-pho-thong-Chi-nha-truong-thoi-chua-du-63/ http://vietnamnet.vn/vn/giao-duc/102531/dao-duc loi-song-sinh-vien-dang-tutdoc http://vietnamnet.vn/vn/giao-duc/117591/loay-hoay-day-dao-duc-cho-hoc-sinh Institute of Education Sciences (2008).Collaboration solutions to the social forces of moral education for secondary school students today Publishing House, Hanoi Jackson, Philip W "Conceptions of Curriculum and Curriculum Specialists." In Handbook of Research on Curriculum: A Project of the American Educational Research Association, 3-40 New York: Macmillan Pub Co., 2001 JamshidGharajedaghi (2005), Publishing House, Hanoi Systematic Thinking, Social Sciences KHGD Institute (2005) Secondary School Management Volume , Publishing House , Hanoi Le Van Giang (2001) Theoretical issues of Educational Sciences National Publishing House, Hanoi Mai HuuKhue (2007): The basics of management science Labour Publishing House , Hanoi Many authors (2002) Some problems of teaching and learning, National University Publishing House, Hanoi Ministry of Education (2000), Education Development Strategy 2001-2010 Publishing House, Hanoi 72 Ministry of Education (2001),Regulations and planning target high school training Education Publishing House , Hanoi Ministry of Education (2011), Charter school Education Publishing House, Hanoi Ministry of Education (2011), Circular 58/TT - Guide, evaluated and graded junior and senior high students Education Publishing House, Hanoi Moral Development and Moral Education: An Overview Retrieved from http:// tigger.uic.edu/~lnucci/MoralEd/overview.html Nguyen DucChinh (2008), Tap lecture quality management in education Nguyen HuuChau (2007), Vietnam Education early years of the twenty-first century, Education Publishing House Nguyen Lan (1958 ) World history education Education Publishing House , Hanoi Nguyen Ngoc Quang (1968 ) The basic concepts of management theory education Central management education , Hanoi Nguyen QuocChi , Nguyen Thi My Loc (2001), The development of modern education perspective Nguyen Quoc Chi and Thi My Loc (2003), General Theory of Management Pham KhacChuong (2004 ) Family education , Education Publishing House, Hanoi Pham Viet drink V (2005 ) State Administration and Management Education and Training sector Hanoi: Pedagogical University Publishing House Phan Ngoc Lien (2006 ) Education and Examinations Vietnam ( except CM thỏng ã Step 8-1945 ) Encyclopedia Publishing House , Hanoi Prime Minister Decision No 28/12/2001 dated 28/12/2001 Date 201/QD-TTg approved "education development strategy for 2001-2010" Tran Khanh Duc (2001) Bases and indicators, the assessment process conditions to ensure quality higher education Create No.1 Education Press, April 2001 Vu Ngoc Hai Dang Ba Lam, Tran KhanhDuc (2007), Vietnam Education reform and modernization development, Education Publishing House Bui Minh Hien (2006) Educational Administration, Hanoi Pedagogical University Publishing House 73 APPENDICES 74 Appendix “A” Communication Republic of the Philippines SOUTHERN LUZON STATE UNIVERSITY GRADUATE SCHOOL Lucban, Quezon May 10, 2013 _ _ _ Dear Sir/ madam: The undersigned is a student of Doctor of Philosophy in Education Management, presently conducting a study on “LINKING THE SCHOOL, FAMILY AND SOCIETY IN ENHANCING MORAL EDUCATION PROGRAM FOR HIGH SCHOOL STUDENTS IN HANOI” which is a requirement for the said degree In connection to this, he would like to ask permission from your good office to distribute the questionnaires to the headmasters and teachers The data that will be gathered from them will satisfy the purpose of the research Attached is the sample questionnaire for your reference Hoping for your kind approval to this request Thank you! Respectfully yours, (SGD.)Hoang Hong Trang 75 Appendix “B” Instrument QUESTIONNAIRE IN STATUS OF MORAL EDUCATION AMONG SECONDARY SCHOOLS Directions: Kindly answer the questionnaire as sincerely as possible There is no right and wrong answer Your answer will be treated with utmost confidentiality Please refer to the scale below to guide you in answering the questionnaire Scale: – Strongly Agree (SA) – Agree (A) – Disagree (D) – Strongly Disagree (SD) Statements Principles and Direction Do you agree that the moral education has been paid due attention in all schools so far Moral education subject is regarded as equally important as other subjects in high school It is effective to cultivate students’ moral and national qualities through implementing the moral education as a subject The aim of moral education can cultivate students’ positive values and attitudes, and their ability to differentiate the right from the wrong Moral education is extremely important in high schools because students of 16-18 years are learning to become adults Most of high school students are interested in moral education and see it as a key item in the school Curriculum Framework It can be effective to cultivate students’ moral and national qualities by the integration of cognition, affection and action Moral Education comprises five domains, namely personal, family, social, national and global, which can cater for students’ The learning objectives suggested by moral education can fully and effectively cultivate students’ moral and national qualities SA A D SD 76 Statements 10 11 12 The learning content of moral education can cater for students’ developmental and daily needs Moral education should be complementary to Key Learning Areas (KLAs)/subjects and related learning activities to cultivate students’ moral and national qualities The learning content of moral education in high school consists of all necessary issues to help cultivate students moral and national qualities Actual Implementation 13 14 15 16 17 18 The overall curriculum planning is very important in the effective implementation of moral education It can enhance the effectiveness of moral education through the learning of life events as learning contexts Do you agree that the text book published by different organization can enhance the learning effectiveness of moral education? The learning resources provided by the Education Bureau can facilitate teachers in teaching moral education effectively Moral education should adopt diversified assessment strategies The assessment of moral education should be conducted at different stages in the course of learning Assessment and Teaching Resources 19 The content of learning materials for moral education covers a wide range of theoretical issues, but lack the practical skills and reality of daily life 20 The learning materials remain unchanged for a long time, so there is a lack of updated information and new standards for students living in the time of globalization 21 The combination of content from learning material with the life events can facilitate the effectiveness of moral education 22 Most of high schools have been successfully combined the extra curriculum activities with content of learning material for moral education 23 Do you agree that the extra curriculum activities contribute to the content of the learning updating materials and make the subject more consistent and easier 24 If the extra curriculum activities are reasonably arranged, there will be strong support from not only the school, but from the family and society as well Linkages 25 The family plays a vital role in the implementation of the moral education program SA A D SD 77 Statements 26 The society takes active role in the implementation of the moral education program 27 Linkage between the school, family, and society in the implementation of the moral education is very evident and successful so far 28 We can link the school with the family and society by jointly organizing the extra curriculum activities 29 The new moral education program is useful and effective only when it is supported by the school, family, society and evaluated by the experts in the field of education 30 Do you think we need to design a moral education program with extra curriculum activities to link the content of learning material with life event? SA A D SD 78 QUESTIONNAIRE ON THE ACCEPTABILITY OF THE PROPOSEDMORAL EDUCATION PROGRAM Dear Evaluator, Please indicate the degree of agreement with each of the following statements by putting a check mark (/) in the column that corresponds to each statement You may use the code below as your guide Thank you – Highly Acceptable - Acceptable - Slightly Acceptable _ Not Acceptable STATEMENTS I – Objectives Objectives are clear and unambiguous They are relevant to the needs They are attainable and are measurable Subject matter is workable and applicable to daily life Value components integrated and appropriate to the needs II – Contents Contents are suited to the objectives There is a satisfactory balance between practice and theoretical input The balance of the course reflects the different degrees of importance attached to the objectives The program has the right length 10 The activities indicated provide opportunity to achieve the objectives III – Strategies 11 The approaches are interesting and challenging 12 They are adequate in realizing the objectives 13 Presentation of the activities is properly sequenced and well organized 14 The varied activities can stimulate active participation among the respondents 15 The schedule is flexible 16 The behavioral methods being used can expect behavioral change 17 The methods can encourage learning to participants 18 The characteristics of the participants are being considered in the approaches utilized 79 Appendix “C” Computations Table 1.1 Frequency and Mean Distribution of Status of Moral Education among High Schools in Hanoi in as to Principles and Direction Statement Do you agree that the moral education has been paid due attention in all schools so far Moral education subject is regarded as equally important as other subjects in high school It is effective to cultivate students’ moral and national qualities through implementing the moral education as a subject The aim of moral education can cultivate students’ positive values and attitudes, and their ability to differentiate the right from the wrong Moral education is extremely important in high schools because students of 1618 years are learning to become adults Most of high school students are interested in moral education and see it as a key item in the school 39 WM DR 190 198 28 2.53 A 35 178 242 13 2.57 A 47 268 133 2.78 A 52 355 15 2.87 A 402 47 3.86 SA 15 152 282 2.39 D 2.83 A Average Weighted Mean Table 1.2 Frequency and Mean Distribution of Status of Moral Education among High Schools in Hanoi as to Curriculum Framework Statement It can be effective to cultivate students’ moral and national qualities by the integration of cognition, affection and action Moral Education comprises five domains, namely personal, family, social, national and global, which can cater for students’ The learning objectives suggested by moral education can fully and effectively cultivate students’ moral and national qualities WM DR 173 188 94 3.17 A 92 357 3.19 A 271 173 2.61 A 80 Statement 4 The learning content of moral education can cater for students’ developmental and daily needs Moral education should be complementary to Key Learning Areas (KLAs)/subjects and related learning activities to cultivate students’ moral and national qualities The learning content of moral education in high school consists of all necessary issues to help cultivate students moral and national qualities WM DR 19 153 265 18 2.38 D 20 85 295 55 2.15 D 21 105 302 27 2.26 D 2.63 A Average Weighted Mean Table 1.3 Status of Moral Education among High Schools in Hanoi as to Actual Implementation Statement The overall curriculum planning is very 98 297 52 important in the effective implementation of moral education It can enhance the effectiveness of 362 87 moral education through the learning of life events as learning contexts Do you agree that the text book 15 93 276 published by different organization can enhance the learning effectiveness of moral education? The learning resources provided by 221 224 the Education Bureau can facilitate teachers in teaching moral education effectively Moral education should adopt 365 74 12 diversified assessment strategies The assessment of moral education 328 85 37 should be conducted at different stages in the course of learning Average Weighted Mean WM DR 3.07 A 3.78 SA 71 2.11 D 2.50 D 3.76 SA 3.62 SA 3.14 A 81 Table 1.4 Frequency and Mean Distribution of Status of Moral Education among High Schools in Hanoi as to Assessment and Teaching Resources Statement The content of learning materials for moral education covers a wide range of theoretical issues, but lack the practical skills and reality of daily life The learning materials remain unchanged for a long time, so there is a lack of updated information and new standards for students living in the time of globalization The combination of the content from learning material with the life events can facilitate the effectiveness of moral education Most of high schools have been successfully combined the extra curriculum activities with the content of learning material for moral education Do you agree that the extra curriculum activities contribute to the content of the learning updating materials and make the subject more consistent and easier If the extra curriculum activities are reasonably arranged, there will be strong support from not only the school, but from the family and society as well WM 287 126 41 3.54 SA 259 118 65 13 3.37 A 135 259 59 3.14 A 33 121 236 65 2.27 D 47 299 109 2.87 A 55 315 33 2.86 A 3.01 A Average Weighted Mean 52 VD 82 Table 1.5 Frequency and Mean Distribution of Status of Moral Education among High Schools in Hanoi in as to Linkages Statement WM DR The family plays a vital role in the implementation of the moral education program The society takes active role in the implementation of the moral education program Linkage between the school, family, and society in the implementation of the moral education is very evident and successful so far We can link the school with the family and society by jointly organizing the extra curriculum activities The new moral education program is useful and effective only when it is supported by the school, family, society and evaluated by the experts in the field of education Do you think we need to design a moral education program with extra curriculum activities to link the content of learning material with life event? 82 323 50 3.07 A 85 326 44 3.09 A 128 305 22 2.23 D 76 231 120 28 2.78 A 256 169 28 3.49 A 125 232 95 3.05 A 2.95 A Average Weighted Mean 83 CURRICULUM VITAE I PERSONAL INFORMATION Full name : HOANG HONG TRANG English Name : Moonlight Date of Birth : 8/7/1976 Place of Birth : Hanoi Nationality : Vietnamese Sex/ marriage status: Female/married Contact address: - Current residence: Số VongDuc, HoanKiem, HaNoi - Phone: 0912.641.768 - Email address:hoanghongtrang76@gmail.com, hhtrang@moet.edu.vn II EDUCATIONAL ATTAINMENT Degree School BA in English Hanoi Open University Master of Education Management HanoiNationalUniversity Year Graduated 1998 2007 III WORKING EXPERIENCES Year 1998 - 2011 12/2011 to now Workplace Position Hanoi Open University Education admin Ministry of education and training National Foreign Language 2020 Project ... or making something better In this study, enhancing means the strengthening the linkage and the cooperation among school, family and society in the moral education for high school students In reality,... Scope and Limitations This researchaimed at determininglinkof school, family and society in enhancing the implementation of moral education of high schools in Hanoi, Vietnam There were ten high schools... reality of moral education for students in high school and in the family were collected and analyzed The information from school, together with the information from outside school have enabled the researcher