CHƯƠNG 3 KẾT QUẢ NGHIÊN CỨU
3. Hạn chế của nghiên cứu và hướng nghiên cứu tiếp theo
Trong khuôn khổ của một luận văn thạc sĩ, đề tài chỉ dừng lại ở việc phân tích các yếu tố ảnh hưởng đến kết quả Khoa học của học sinh qua việc khai thác dữ liệu
phương pháp phân tích dữ liệu. Đây cũng là hướng nghiên cứu tiếp theo cho chúng tôi để khác phục hạn chế trên. Các hướng nghiên cứu tiếp theo được đề xuất là:
- Phân tích các yếu tố ảnh hưởng đến kết quả khoa học của học sinh Việt Nam qua dữ liệu nhà trường;
- Phân tích hồi quy đa tầng các yếu tố ảnh hưởng đến kết quả khoa học của học sinh Việt Nam.
CƠNG TRÌNH NGHIÊN CỨU CỦA TÁC GIẢ CÓ LIÊN QUAN ĐẾN LUẬN VĂN
Tăng Thị Thùy, Lê Thái Hưng, Lê Thị Hoàng Hà, Phan Thị Linh (2019), Ảnh hưởng
của dạy học dựa trên truy vấn đến thành tích khoa học của học sinh Việt Nam: Phân
tích dữ liệu Chương trình đánh giá học sinh quốc tế (PISA 2015). Tạp trí Khoa học, Đại học Quốc gia tập 35 số 4 .
TÀI LIỆU THAM KHẢO
Tài liệu tiếng Việt
1. Đặng Trần Cường (2016), Ảnh hưởng của động cơ học Toán đến kết quả Toán học
của học sinh Việt Nam qua PISA chu kỳ 2015. Luận văn Thạc sĩ. Viện Đảm bảo
chất lượng, Đại học Quốc gia Hà Nội.
2. Hoàng Thị Mỹ Dung (2016), Mơi trường học tập và thành tích của học sinh Việt
Nam trong PISA chu kỳ 2012. Luận văn Thạc sĩ. Viện Đảm bảo chất lượng, Đại
học Quốc gia Hà Nội.
3. Nhan Hồng Phương (2016), Ảnh hưởng của các yếu tố gia đình đến kết quả Tốn
học của học sinh Việt Nam qua PISA chu kỳ 2012. Luận văn Thạc sĩ. Viện Đảm
bảo chất lượng, Đại học Quốc gia Hà Nội.
4. Lê Thị Mỹ Hà, Bế Thị Điệp (2017), một số phát hiện chính về kết quả pisa chu kì 2012, 2015 của Việt Nam, Tạp chí Khoa học Giáo dục, tháng 5 năm 2017.
5. Bế Thị Điệp (2015), Thái độ học Toán và kết quả Toán học của HS Việt Nam qua
PISA 2012, Tạp chí Giáo dục và Xã hội, số đặc biệt, tháng 9/2015.
6. Vũ Thị Hương (2016), Quan hệ của thời gian học ngoài giờ học ở trường và kết quả
PISA 2012 của học sinh Việt Nam, Tạp chí Giáo dục và Xã hội, Số Đặc biệt, tháng 5 năm
2016.
7. Vũ Thị Hương (2016), Mối quan hệ giữa hoạt động ngoài giờ lên lớp và kết quả PISA 2012 của HS Việt Nam, Luận văn Thạc sĩ. Viện Đảm bảo chất lượng, Đại học
Quốc gia Hà Nội.
8. Trần Thành Nam, Vũ Thị Hương (2016), Hoạt động ngồi giờ lên lớp và thành tích PISA
của học sinh Việt Nam: Thực trạng và mối quan hệ, Tạp chí Tâm lý giáo dục, số tháng 6
năm 2016.
9. Thông tư 51 Thông tư số 51/2011/TT-BGDĐT của Bộ Giáo dục và Đào tạo: Quy định về
đánh giá định kỳ quốc gia kết quả học tập của học sinh trong các cơ sở giáo dục phổ thông ngày 03 tháng 11 năm 2011.
Tài liệu tiếng Anh
1. Bandura, A. (1982). Self-efficacy mechanism in human agency. American
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2. Battistich, V., Solomon, D., et al. (1995). Schools as communities, poverty levels of
student populations, and students’ attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32(3), 627-658.
3. Bratti, M., & Staffolani, S. (2002). Student Time Allocation and Educational
4. Brookover, Wilbur B.; Lezotte, Lawrence W. (1977). "Changes in School
Characteristics Coincident with Changes in Student Achievement" (PDF). Michigan State University.
5. Cairns, D., & Areepattamannil, S. (2019). Exploring the relations of inquiry-based
teaching to science achievement and dispositions in 54 countries. Research in Science Education, 49(1), 1-23.
6. Checchi, D., Franzoni, F., et al. (2000). College choice and academic
performance. Paper presented at the Politiche pubbliche per il lavoro, Pavia.
7. Calman, Ruth C. (Sep 2010). "Exploring the Underlying Traits of High-Performing
Schools" (PDF). Education Quality and Accountability Office. Archived from the original (PDF) on 2014-07-04.
8. C.M. Schroeder, T.P. Scott, H. Tolson, T.-Y.Huang, Y. Lee (2007), A meta-analysis
of national research: Effects of teaching strategies on student achievement in science in the United States, Journal of Research in Science Teaching 44 (10) 1436-1460.
9. "DCPS Effective Schools Framework". District of Columbia Public Schools. 2011.
Archived from the original on 2015-02-23. Retrieved 2013-10-06.
10. Dickie, M. (1999). Family Inputs, School Quality and Educational
11. Downer, Donovan F. (Fall 1991). "Review of Research on Effective Schools".
McGill Journal of Education.
12. doi:10.1787/9789264267510-en
13. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual
14. "Effective Schools" (PDF). Council of Ontario Directors of Education. June 30, 2011
15. Goodenow, C. (1993). Classroom belonging among early adolescent students:
Relationships to motivation and achievement. The Journal of early adolescence, 13(1), 21-43.
16. Grabau, L. J., & Ma, X. (2017). Science engagement and science achievement in
the context of science instruction: a multilevel analysis of US students and schools. International Journal of Science Education, 39(8), 1045-1068.
17. Guo, S., Li, L., et al. (2018). A multilevel analysis of the effects of disciplinary
climate strength on student reading performance. Asia Pacific Education Review, 19(1), 1-15.
18. Ho, E. S.-c. (2009). Characteristics of East Asian learners: What we learned from
PISA. Educational Research Journal, 24(2), 327.
19. Huang, H., & Zhu, H. (2017). High Achievers from Low Socioeconomic
Backgrounds: The Critical Role of Disciplinary Climate and Grit. Mid-Western Educational Researcher, 29(2).
20. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher
social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525.
21. Jethwani-Keyser, M. M. (2008). “When teachers treat me well, I think I belong”:
School belonging and the psychological and academic well being of adolescent girls in India. New York University,
22. Jump up to:a b Raptis, Helen; Fleming, Thomas (Oct 2003). "Reframing
Education: How to Create Effective Schools" (PDF). C.D. Howe Institute. Archived from the original (PDF) on 2011-08-07. Retrieved 2013-10-06.
23. Jump up to:a b c d e Lezotte, Lawrence W. (2001). "Revolutionary and
Evolutionary: The Effective Schools Movement" (PDF). Effective School Products. Archived from the original (PDF) on 2017-08-29. Retrieved 2013-10-06.
24. Kalaycioglu, D. B. (2015). The Influence of Socioeconomic Status, Self-Efficacy,
Netherlands, Turkey, and the USA. Educational Sciences: Theory and Practice, 15(5), 1391-1401.
25. Kartal, S. K., & Kutlu, Ö. (2017). Identifying the Relationships between
Motivational Features of High and Low Performing Students and Science Literacy Achievement in PISA 2015 Turkey. Journal of Education and Training Studies, 5(12), 146-154.
26. Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher
support to student engagement and achievement. Journal of school health, 74(7), 262-273.
27. Lau, K.-c., & Lam, T. Y.-p. (2017). Instructional practices and science
performance of 10 top-performing regions in PISA 2015. International Journal of Science Education, 39(15), 2128-2149.
28. Ning, B. (2019). Examining the importance of discipline in Chinese schooling: an
exploration in Shanghai, Hong Kong, Macao, and Taipei. Asia Pacific Education Review, 20(3), 489-501.
29. OECD. (2016). PISA 2015 Results (Volume II), Policies and Practices for
Successful Schools. Retrieved from http://www.oecd.org/education/pisa-2015- results-volume-ii-9789264267510-en.htm
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In: OECD Publishing, Paris. http://dx. doi. org/10.1787/9789264266490-en.
31. OECD (2016), PISA 2015 results (Volume II): Policies and practices for successful
schools, Paris: PISA, OECD publishing.
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and self-regulated learning through homework behaviours, motivation, and metacognition. International Journal of Mathematical Education in Science and Technology, 47(3), 408-420.
33. Production Functions. Paper presented at the XIV annual EALE conference.
34. Pitzer, J., & Skinner, E. (2017). Predictors of changes in students’ motivational
resilience over the school year: The roles of teacher support, self-appraisals, and emotional reactivity. International Journal of Behavioral Development, 41(1), 15-
35. Ricard, N. C., & Pelletier, L. G. (2016). Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships and academic motivation. Contemporary Educational Psychology, 44, 32-40.
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intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
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review of the research evidence. World Bank, Human Development Network, Education Group, Washington, DC Processed.
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analysis of data from program for international student assessment. The Ohio State University.
PHỤ LỤC
Phụ lục 1: Phiếu hỏi học sinh
STUDENT QUESTIONNAIRE FOR PISA 2015
PAPER-BASED VERSION
MAIN SURVEY VERSION
CY6_QST_MS_STQ_PBA_Final Core 6 November 2014
In this questionnaire you will find questions about the following topics:
• You, your family, and your home
• How you think about your life
• Your science learning
• Your view on science
Please read each question carefully and answer as accurately as you can.
In this questionnaire, there are no right or wrong answers. Your answers should be the ones that are right for yourself.
You may ask for help if you do not understand something or are not sure how to answer a question.
Some questions relate to <school science>. Please think of all the different subjects and courses in your school that teach content related to <broad science>. Your school might teach <school science> in different subjects such as physics, chemistry, biology, Earth and
geology, space and astronomy, applied sciences and technology (e.g. <national example>), or your school teaches a <general, integrated, or comprehensive science> course (e.g. <national example>).
Your answers will be combined with others to make totals and averages in which no individual can be identified. All your answers will be kept confidential.
1. YOU, YOUR FAMILY, AND YOUR HOME
CY6_QST_MS_STQ_PBA_Final
ST001 What <grade> are you in?
ST001Q01TA
Section .01 _____________
<grade>
CY6_QST_MS_STQ_PBA_Final
ST002 Which one of the following <programmes> are you in?
ST002Q01TA (Please select one response.)
<Programme 1> 1 <Programme 2> 2 <Programme 3> 3 <Programme 4> 4 <Programme 5> 5 <Programme 6> 6
CY6_QST_MS_STQ_PBA_Final
ST003 On what date were you born?
(Please write in the day, month and year you were born.)
ST003Q01TA ST003Q02TA ST003Q03TA Day __________ Month __________ Year __________
CY6_QST_MS_STQ_PBA_Final
ST004 Are you female or male?
ST004Q01TA (Please select one response.)
Female Male
1 2
CY6_QST_MS_STQ_PBA_Final
ST005 What is the <highest level of schooling> completed by
ST005Q01TA your mother?
If you are not sure which box to choose, please ask the <test administrator> for help. (Please select one response.)
<ISCED level 3A>
1 <ISCED level 3B, 3C> 2
<ISCED level 2>
3
<ISCED level 1> 4
She did not complete <ISCED level 1> 5
CY6_QST_MS_STQ_PBA_Final
ST006 Does your mother have any of the following
qualifications?
If you are not sure how to answer this question, please ask the <test administrator> for help.
(Please select one response in each row.)
Yes No
ST006Q01TA
ST006Q02TA
<ISCED level 5A> 1 2
ST006Q03TA ST006Q04TA <ISCED level 4> 1 2 <ISCED level 6> 1 2 <ISCED level 5B> 1 2
CY6_QST_MS_STQ_PBA_Final
ST014 The following two questions concern your mother’s job:
(If she is not working now, please tell us her last main job.)
ST014Q01T A
What is your mother’s main job?
(e.g. school teacher, kitchen-hand, sales manager)
Please write in the job title.___________________________
ST014Q02T
A
What does your mother do in her main job?
(e.g. teaches high school students, helps the cook prepare meals in a restaurant, manages a sales team)
Please use a sentence to describe the kind of work she does or did in that job.
_______________________________________________
CY6_QST_MS_STQ_PBA_Final
ST007 What is the <highest level of schooling> completed by
ST007Q01TA your father?
If you are not sure which box to choose, please ask the <test administrator> for help. (Please select one response.)
<ISCED level 3A>
1 <ISCED level 3B, 3C> 2
<ISCED level 2>
3 <ISCED level 1> 4
He did not complete <ISCED level 1>
5
CY6_QST_MS_STQ_PBA_Final
ST008 Does your father have any of the following
qualifications?
If you are not sure how to answer this question, please ask the <test administrator> for help.
(Please select one response in each row.)
Yes No
ST008Q01TA
ST008Q02TA <ISCED level 5A> 1 2
ST008Q03TA
ST008Q04TA <ISCED level 4> 1 2
<ISCED level 6> 1 2 <ISCED level 5B> 1 2
CY6_QST_MS_STQ_PBA_Final
ST015 The following two questions concern your father’s job:
(If he is not working now, please tell us his last main job.)
ST015Q01TA What is your father’s main job?
(e.g. school teacher, kitchen-hand, sales manager)
Please write in the job title.__________________________
ST015Q02TA
What does your father do in his main job?
(e.g. teaches high school students, helps the cook prepare meals in a restaurant, manages a sales team)
Please use a sentence to describe the kind of work he does or did in that job.
_________________________________________________________
CY6_QST_MS_STQ_PBA_Final
ST011 Which of the following are in your home?
(Please select one response in each row.)
Yes No
ST011Q01TA
ST011Q02TA A room of your own 1 2
ST011Q03TA
ST011Q04TA A computer you can use for school work 1 2
ST011Q05TA
ST011Q06TA A link to the Internet 1 2
ST011Q07TA
ST011Q08TA Books of poetry 1 2
ST011Q09TA
ST011Q10TA Books to help with your school work 1 2
ST011Q11TA
ST011Q12TA A dictionary 1 2
ST011Q16NA
ST011Q17TA <Country-specific wealth item 1> 1 2
ST011Q18TA
ST011Q19TA <Country-specific wealth item 3> 1 2
A desk to study at
1 2
A quiet place to study
1 2
Educational software
1 2
Classic literature (e.g. <Shakespeare>)
1 2
Works of art (e.g. paintings)
1 2
<Technical reference books>
1 2
Books on art, music, or design
1 2
<Country-specific wealth item 2>
CY6_QST_MS_STQ_PBA_Final
ST012 How many of these are there at your home?
(Please select one response in each row.)
Three or None One Two
more
ST012Q01TA
ST012Q02TA Cars 1 2 3 4
ST012Q03TA
<Cell phones> with Internet
ST012Q05NA access (e.g. smartphones) 1 2 3 4
ST012Q06NA
<
Tablet computers> (e.g.
ST012Q07NA <iPad®>, <BlackBerry® 1 2 3 4
P l a y B ookTM>) ST012Q08NA
Musical instruments (e.g.
ST012Q09NA guitar, piano) 1 2 3 4
Televisions
1 2 3 4
Rooms with a bath or shower
1 2 3 4
Computers (desktop computer, portable laptop, or notebook)
1 2 3 4
E-book readers (e.g. <KindleTM>, <Kobo>, <Bookeen>)
CY6_QST_MS_STQ_PBA_Final
ST013 How many books are there in your home?
There are usually about 40 books per metre of shelving. Do not
ST013Q01TA
include magazines, newspapers, or your schoolbooks. (Please select one response.)
0-10 books 1
11-25 books 2
26-100 books 3
101-200 books 4
201-500 books 5
More than 500 books 6
CY6_QST_MS_STQ_PBA_Final
ST019 In what country were you and your parents born?
(Please select one response in each column.)
You Mother Father
ST019Q01TA ST019Q01TB ST019Q01TC <Country A> 1 1 1 <Country B> 2 2 2 <Country C> 3 3 3 <Country D> 4 4 4 <…etc.> 5 5 5 Other country 6 6 6
CY6_QST_MS_STQ_PBA_Final
ST022 What language do you speak at home most of the time?
(Please select one response.)
ST022Q01TA ST022Q02TA <Language 2> 2 ST022Q03TA ST022Q04TA < …etc. > 4 ST022Q05TA <Language 1> 1 <Language 3> 3 Other language 5
CY6_QST_MS_STQ_PBA_Final
ST124 Did you attend <ISCED 0>?
ST124Q01TA (Please select one response.)
No 1
Yes, for one year or less 2
Yes, for more than one year 3
CY6_QST_MS_STQ_PBA_Final
ST126 How old were you when you started <ISCED 1>?
ST126Q01TA (Please write in the appropriate number.)
Years: ____________
CY6_QST_MS_STQ_PBA_Final
ST127 Have you ever repeated a <grade>?
(Please select one response in each row.)
Yes, twice No, never Yes, once or more ST127Q01TA ST127Q02TA At <ISCED 2> 1 2 3 ST127Q03TA At <ISCED 1> 1 2 3 At <ISCED 3> 1 2 3
CY6_QST_MS_STQ_PBA_Final
2. HOW YOU THINK ABOUT YOUR LIFE
CY6_QST_MS_STQ_PBA_Final
ST114 What kind of job do you expect to have when you are
ST114Q01TA about 30 years old?
(Please type in the job title.)_________________________
CY6_QST_MS_STQ_PBA_Final
ST034 Thinking about your school: to what extent do you
agree with the following statements?
(Please select one response in each row.)
Strongly Agree Disagree Strongly
agree disagree
ST034Q01TA
I
make friends easily at
ST034Q02TA school. 1 2 3 4
ST034Q03TA
I feel awkward and out of
ST034Q04TA place in my school. 1 2 3 4
ST034Q05TA
ST034Q06TA I feel lonely at school. 1 2 3 4
I feel like an outsider (or left out of things) at school.
1 2 3 4
I feel like I belong at school.
1 2 3 4
Other students seem to like me.
CY6_QST_MS_STQ_PBA_Final
3. YOUR SCIENCE LEARNING
CY6_QST_MS_STQ_PBA_Final
ST059 How many <class periods> per week are you typically
required to attend for the following subjects?
(Please write in the number of <class periods> per week for each subject. Write “0” (zero) if you have none.)
ST058Q01NA
ST058Q02NA
ST058Q03NA
Number of <class periods> per week in <test