Nâng cao biện pháp quản lý hoạt động tự học của sinh viên Trường Đại học Hùng Vương

i
ENHANCING MANAGEMENT MEASURES ON STUDENTS'SELF- STUDY
ACTIVITIES AT HUNG VUONG UNIVERSITY, PHU THO, VIET NAM



A Dissertation
Presented to
The Faculty
Graduate School
Southern Luzon State University
Lucban, Quezon


In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy
in Educational Management



by
DO KHAC THANH ( TOM)
March 2013
APPROVAL SHEET

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Republic of the Philippines
Southern Luzon State University
Lucban, Quezon

The Dissertation of
DO KHAC THANH
Entitled

ENHANCING MANAGEMENT MEASURES ON STUDENTS'
SELF- STUDY ACTIVITIES AT HUNG VUONG UNIVERSITY

Submitted in partial fulfillment of the
Requirements for the Degree



DOCTOR OF PHILOSOPHY
Development Education

Graduate School
SOUTHERN LUZON STATE UNIVERSITY
by the Committee


DR. WALBERTO A. MACARAAN
DR. RICARYL CATHERINE P. CRUZ

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Member


DR. APOLONIA A.ESPINOSA
Member

Member


DR. BELLA R. MUELLO
Member

DR. CECILIAN N. GASCON
Chairman

DR. TERESITA V. DELA CRUZ
Adviser
DR. TERESITA V. DELA CRUZ
Dean, Graduate School

Accepted in partial fulfillment of the requirements for the degree
Doctor of Philosophy in Development Education

DR. WALBERTO A. MACARAAN
Vice President for Academic Affairs
___________________
Date






ACKNOWLEDGMENT

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Grateful acknowledgement is hereby extended to the following individuals
who have provided the researcher much needed in the completion of this work:
D. Teresita V. dela Cruz, his adviser, whose wisdom and knowledge,
perseverance and patience, courage and optimism, constructive criticizing led to the
final completion of this study;
Dr. Apolonia A. Espinosa and other professors of the panel of examiners,
for their valuable suggestions and recommendations;
D. Teresita V. dela Cruz, Dr. Walberto A. Macaraan, and other
professors of the Southern Luzon State University and Thai Nguyen University for
their valuable lectures and advice;
Dr Dang Xuan Binh, the director of ITC, Mrs. Nguyen Thi Thu Ha and
the other teachers and staffs of ITC, for the enthusiastic support during the course.
Pr. Dr Cao Van, the Rector of Hung Vuong University and members of the
Rector Board, for the assistance in both finance and encouragement;
The Monitor and other classmates, for their helps and sharing;
The staff and teacher respondents, students for their patience and generosity
in answering the questionnaires;
All members of my family and friends, for their advice and close concern;
DO KHAC THANH ( TOM)

DEED OF DECLARATION

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I, Do Khac Thanh ( English name: Tom), hereby submit my thesis for oral
examination, entitled: " Enhancing Management Measures on Students' self-
study activities at Hung Vuong University, Phu Tho, Vietnam", truthfully
declare that the said paper is a product of my original research investigation.
Signed this May, 2014 at Thai Nguyen University

DO KHAC THANH
DEdM Cadidate













TABLE OF CONTENTS

vi
TITLE PAGE ……… i
APPROVAL SHEET ………. ii
ACKNOWLEDGMENT iii
DEED OF DECLARATION iv
TABLE OF CONTENTS v
LIST OF TABLES viii
LIST OF TABLES viii
LIST OF FIGURES x
LIST OF APPENDICES xi
AB STRACT xiii
Chapter 1 INTRODUCTION 1

BACKGROUND OF THE STUDY 2
OBJECTIVES OF THE STUDY 4
NULL HYPOTHESIS 5
SIGNIFICANCE OF THE STUDY 5
SCOPE AND LIMITATIONS 6
Chapter II REVIEW OF LITERATURE AND STUDIES 7
SELF-STUDY ACTIVITIES OF STUDENTS. 7
DEFINITION OF TERMS 14
SELF- STUDY ACTIVITIES MANAGEMENT 18
Chapter III RESEARCH METHODOLOGY 24
LOCALE OF THE STUDY 24
POPULATION AND SAMPLING 27
RESEARCH INSTRUMENTATION 28
VALIDATION OF THE INSTRUMENT 29

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STATISTICAL TREATMENT 29
Chapter IV RESULTS AND DISCUSSIONS 33
Chapter V SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS 73
SUMMARY 73
FINDINGS 73
CONCLUSIONS 74
RECOMMENDATIONS 76
BIBLIOGRAPHY 77
APPENDDICES 80


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LIST OF TABLES

Table 1 (A) Frequency, Percentage and Distribution of the respondent 27
Table 1 (B) Frequency, Percentage and Distribution of the respondent 28
Table 1.1 Frequency and Weighted Mean Distribution on the Status of Students‟ Self-study
Activities as to its Awareness on Self-study 33
Table 1.2 Frequency and Weighted Mean Distribution on the status of students' self- study
activities as to its study skills 34
Table 1.3 Frequency and Weighted Mean Distribution on the status of students' self- study
activities as to students' habits during self- study 35
Table 1.4 Frequency and Weighted Mean Distribution on the status of students' self- study
activities as to Services for self-study support 36
Table 1.5 Frequency and Weighted Mean Distribution on the status of students' self- study
activities as to Teacher initiative 37
Table 1.6 Frequency and Weighted Mean Distribution on the status of students' self- study
activities as to self- study location 38
Table 1.7 Frequency and Weighted Mean Distribution on the status of students' self- study
activities as to administration 39
Table 2.1 Frequency and Weighted Mean Distribution of the factors affect the activities of
students' self-study as to External factors 40
Table 2.2 Frequency and Weighted Mean Distribution of the factors affect the activities of
students' self-study as to internal factors 41
Table 3 43
Table 4.1 Frequency and Weighted Mean Distribution of the management measures of self-
study as to planning the management on self- study 44

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Table 4.2 Frequency and Weighted Mean Distribution of the management measures of self-
study as to organizing the orientation for self- study activities. 46
Table 4.3 Frequency and Weighted Mean Distribution of the management measures of self-
study as to organizing managemennt activities for self- learning skills enhancement 47
Table 4.4 Frequency and Weighted Mean Distribution of the management measures of self-

study as to managing on the use of facilities and equipment for students' self- study activities.
48
Table 5.1 Frequency and Weighted Mean Distribution on the necessity 49
of self- study management measures 49
Table 5.2 Frequency and Weighted Mean Distribution on the feasible of self- study
management measures 51















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LIST OF FIGURES
1. Research Paradigm 23
2. Location of Phu Tho Province 25
3. Location of Hung Vuong university in Phu Tho Province 26


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LIST OF APPENDICES

1. Appendix A Communication Letters 81
2. Appendix B Questionnaires 83
3. Appendix C: Statistics, Descriptives 90















xii
Title:
ENHANCING MANAGEMENT MEASURES ON
STUDENTS' SELF-STUDY ACTIVITIES AT HUNG
VUONG UNIVERSITY
Researcher:
DO KHAC THANH ( TOM)
Degree
Doctor of Philosophy in Education Management
Nam/ Address of
the Institution

Southern Luzon State University
Graduate School
Lucban, Quezon
Date Completed
April, 2014
Adviser
Dr. TERESITA V. DELA CRUZ



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AB STRACT
The primary intent of this study was to investigate determine the status of the self-
study activities of students in terms of students' awareness on self- study, study skills, habits
during self- study, services for self- study, teacher innitiative, self- study location,
administration at Hung Vuong university.
The factors that may affect the activities of students' self- study are classified into
external factors and internal factors. It also included the perception of planning the
management of self-study, organizing the orientation for self-study activities, organizing
management activities for self-learning skills enhancement, managing the use of facilities and
equipment for students‟ self-study activities. This study also assess the necessity and
feasibility of the management measures for self-study activities and develop management
measures for students self- study activities based from its necessity and feasibility.
This study used the weighted mean to describe the perception of the status of self-
study activities, the factors that may affect the students' self- study activities, the management
measures. The chi-square test was used to determine the significant relationship of the self-
study activities and the factors that may affect the students' self- study activities.
The questionnaire was divided into parts namely questionnaire to survey the reality
of studetns' awareness about the role and significance of the self- study; questionnaire to
survey the reality of students' self- study skills, the status of management on self- study

activites of students at Hung Vuong University, ropose measures of management on self-
study activities, the survey on the necessity and feasibility of the measures.
There were 206 teachers and 328 students used as respondents in this study. Weighted
mean, chi-square and multiple regressions were used in the study to analyze the data.


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Chapter 1
INTRODUCTION
Entering the twenty-first century, human beings faced with drastic changes of modern
civilization due to the achievements of science and technology, with breakthroughs in all
areas of social life. Education is considered a key factor for the development of the society as
required by that trend. With the explosion of information technology, the amount of human
knowledge is increasing day by day, hour by hour. Time for learning in the school is limited,
so that need to be equipped with self-study method to acquire the knowledge is the inevitable
trend. By means of self-learning, learners can study regularly, practice lifelong learning,
learning anywhere and anytime.
To improve the quality of human resources for the industrialization and modernization
of the country, the Party and the State consider "Education is a top national policy", and
"Investment for education is an investment for development ". Education has been an
important driving force for economic and social development of the country, the quality of
education will determine the quality of human resources. To get quality of education, two
basic elements of the training: teaching and learning must be focused. In the process of
learning, the learners must be directed in line with self-awareness, positive, proactive self-
organizing, and self-control of their own learning activities that makes the educational process
to become self- education process. Thus, the self- study is the way to develop a lifetime of
every human being.
For the level of higher education, pedagogy requirements in Article 40 of the
Vietnamese Law on Education (2005) states: "Methods of college and university education
must pay attiention to the advancement of the self- consiousness in study, of ability of self-

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study, self-taught, developing creative thinking, drilling of practical skills, facilitate students
in participating in research, experimentation and application"
Thus, the self-study has great significance for the students themselves to complete
their learning tasks with quality and efficiency.
Self- study is the most complete expression of a possible role in the cognitive processes
of students. In the process, students must be active and independent, self-exploration and
discovery to acquire knowledge under the direct control of the teacher. However, to help
students to achieve the good study result many factors both external factors and internal factors
are involved but the most important factor as said is the management organization. Therefore,
the study on enhancing management measures on students' self- study activities to improve the
quality of training at Hung Dugong University is necessarily conducted.
BACKGROUND OF THE STUDY
In the learning process, self-study is justified in the way that learning themselves to
dominate the intellectual mind. Self- study has an important role, a strong impact on learning
outcomes of students. There were researches on the topic, but overall achievement is the work of
the school. In the learning process, learners need to dominate their own knowledge and skills, to
master the trend and requirement of the future career. To promote the initiative, their creativity,
students need self-discipline, self-study method which are to rise the efficiency of learning.
In the self-study process of the students, besides the autonomy, self-awareness, the use
of management measures on students' self- study it refers to self- study activities management
system including management's plans for all stages of the process of students' self-study to
complete their learning task.

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Hung Vuong University (HVU) was established on 29 April 2003 on the foundation of
Phu Tho teachers Training College. It is located in Phu Tho province - the Birthplace of Viet
Nam. HVU has total staff of over 400 in which, there are 10 associate professors, 30 doctors,
80 masters and 110 teachers are taking Ph.D and Master degree coures. The number of

students in 2012 is 12000.
Its goal is to become a university which educates and trains students in multy
disciplines and branches, and serves as a research centre of science and technology, meeting
the need of economic, cultural and social development in Phu Tho province and her
neighbors; aiming at building Hung Vuong University into one meeting the required national
standards of well-qualified staffs and appropriate equipment in 2015
From 2004, it was assigned to disciplinary higher education; the initial difficulties of
the university were teaching and learning in higher education level. Most of the students who
just passed the entrance examination do not have active and positive habits of self-study and
self-learning skills, they learn what they are taught. In addition, factors such as physical
facilities, books and curricula for teaching and learning are still insufficient in training have
affected the quality of the school. According to the roadmap innovation, higher education in
Vietnam, from 2010 Hung Vuong University has transformed from school- based to credit -
based system. With this change, the role of the students is promoted to maximum with the
support of faculty and academic management. From the above problems, the identification of
management measures of students' self-study activities at Hung Vuong University to improve
the quality of training is a matter of urgency.



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OBJECTIVES OF THE STUDY
This study focuses on enhancing management on students' self- study activities at
Hung Vuong university with an end view of developing a management measures of activities,
school year 2012- 2013
Specifically, it sought answer to the following questions:
1. Determine the status of the self- study activities of students in terms of:
1.1. Students' awareness on self- study
1.2. Study skills
1.3 Habits during self- study

1.4. Services for self- study
1.5 Teacher initiative
1.6. Self- study location
1.7. Administration
2. Find out the factors that may affect the activities of students' self- study
2.1. External factors
2.2. Internal factors
3. Find out the relationship between self- study activities and factors affecting the self-
study activities
4. Identify the different management measures of self-study activities in terms of;
4.1 .Planning the management of self-study
4.2 Organizing the orientation for self-study activities.
4.3 Organizing management activities for self-learning skills enhancement

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4.4 Managing the use of facilities and equipment for students‟ self-study activities
5. Assess the necessity and feasibility of the management measures for
self-study activities.
6. Develop management measures for student's self- study activities based from its
necessity and feasibility.
NULL HYPOTHESIS
There is no significant relationship between self- study activities and factors that
affect self- study activities.
SIGNIFICANCE OF THE STUDY
This study will be beneficial to the following:
Students. They will be benefited by this study since they are the main concern of
teaching process. From the results of the study will help students recognize the status of
students' self-study activities in both strengths and weaknesses, so that each student should
clearly identify the motivation, attitude and self-study methods to achieve high academic results
Teacher. The outcome of the study is of great help to teacher because they will be

made aware of the factors affecting the activities of students' self- study. Since then, each
teacher will take measures to raise awareness and self-study skills for students, making them
more active and proactive in self-study activities. Also this study will help teachers identify
measures to improve the efficiency of self-learning activities for students to contribute to
improving the quality of school education.

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Administrators. It is hoped that the study will help the administrators to see the status
of self-study activities, the management of self-study activities of the school, and provide
them with the management measures for reference in managing self-study activities of
students in the school
Future Researchers. This study could provide references for future proponents who
wish to conduct a study similar to the nature of this ongoing research. Thus, basic management
measures of self- study activities of students could serve as resources for other studies
SCOPE AND LIMITATIONS
This study is limited only in enhancing the management measures on students' self-
study activities at Hung Vuong University- Phu Tho province-Viet Nam. The respondents
were composed of 206 administrators and 328 students from the different satellite schools
such as: Dept of Natural Sciences, Dept of Mathematics and Technology, Dept of Social
Sciences, Dept of Foreign Languages, Dept of Primary and Pre-school Education, Dept of
Economics and Business Administration, Dept of Agro-Forestry-Aquaculture, Dept of Art &
Music.
The instrument of the study focused only on the management measures on students'
self- study activities composed the following variables such as students' awareness on self-
study, study skills, services for self- study, teaching method and administration.
The time frame of this study covered the period from December 2012 to November 2013



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Chapter II
REVIEW OF LITERATURE AND STUDIES
This chapter presents the review of related literature and studies that have bearing in
this research. It includes the review of the variables such as self-study activities of the students,
the external and internal factors that may affect the self-study activities of the students.
In the history of educational development, the factor of self -study is always
theoretically and practically interesting. In each stage of development, self-study problems are
addressed and studied under many different aspects by research scholars.
SELF-STUDY ACTIVITIES OF STUDENTS.
Self-study activities
Like any new field of research, self-study has gone through growing pains and stages
of development marked by a need for a shared understanding and shared language around the
field of self-study. Many authors mentioned and got access to self-study, generally self-study
can be understood is the process of knowledge comprehension of the historical experience of
individual practices by establishing the initial relationship improved, compared with the
model reflecting the real situation, turning human knowledge into the knowledge, experience,
skills and techniques of oneself.
Nguyen Canh Toan ( 2001) stressed: "Self-study is self brainstorming, thought to use
the intellectual capacity (observation, comparison, analysis, synthesis, etc.) and the muscle
(when to use the tool) and its quality, then your motor, emotional, human, world agencies to
dominate a certain field of knowledge into their own

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Nguyen Ky (2002) self- study is the process of internal development, in which the
subject of self-expression and transformation, self-enriching its value by acquisition,
processing and transforming the information knowledge outside of his inner man "
Dang Vu Hoat, Ha Thi Duc (2004) stated that self- study is a basic method of study in
college and university. It is a form of cognitive activity of individuals, in order to master the
knowledge and skills system conducted by students in the classroom or outside the classroom.
Study closely related to the teaching process, but it is highly independent and bold personal

nuances. Self-study can be understood as a way of study in which people study with self-
awareness, positive, proactive, independent capture knowledge in a certain area of life in
order to achieve goals.
(Cynthia A. Lassonde, Sally Galman,Clare Kosnik ( 2009) Self-study involves a
strong personal reference in that it involves study of the self and study by the self although
there are variations of that theme. Baird (2004) brought attention to the possible
interpretations of self in self-study when he analyzed types of studies and distinguished the
foci of self-study research, i.e., a focus on “the self in teaching”; “the self as teacher”; “the
self as researcher of my teaching”; “the self as researcher of teacher education”; and “the self
as researcher of self-study” (p. 1445). Hamilton and colleagues (1998) define self-study as
“the study of one‟s self, one‟s actions, one‟s ideas, as well as the „not self‟… Self-study also
involves a thoughtful look at texts read, experiences had, people known, and ideas
considered” (p. 236). Hamilton and colleagues conclude “a critical examination of the self‟s
involvement both in aspects of the study and in the phenomenon under study” is central to
self-study.
(Self-Study Research Methodologies for Teacher Educators (SENSE PUBLISHERS
ROTTERDAM/BOSTON/TAIPEI- 2009)

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Self-study is a procedure whereby an education program describes, evaluates, and
subsequently improves the quality of its efforts. Self-assessment involves the identification of
a program's strengths and limitations and the delineation of the steps necessary to correct
those limitations. Self- study requires a commitment to change rather than to maintaining the
status quo.
(Source:
Through the self-study procedure, a program conducts a systematic and thorough
examination of all its components in light of its stated mission. Such an evaluation allows a
program to determine the success, it is having in accomplishing its self-established goals and
objectives through careful evaluation of input obtained from individuals and groups directly
and indirectly involved with the program.

Self- study is a process that should be ongoing. Active and continuous involvement in
self-study reflects a commitment to the concept of providing students with a quality
educational experience.
(Source: www.asha.org › › CAA Accreditation Manual)
Imbued with the thoughts of Ho Chi Minh the Party's guideline to improve the quality
of education, the educational renovation first in teaching and learning is centered. Many
researchers have studied the role of self-study to make it the process in lineage. The authors
as: Ha The Ngu, Dang Vu Heat, Dang Be Lam, Nguyen Cahn Tan (2004) and some other
educators. There have been many researches on the learner's self-study activities. Typically
the book: "Learning and teaching how to learn" by Nguyen Canh Toan has confirmed the
important role of self-study, it helps students develop independence, creative initiative to
acquire knowledge and understanding.

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So far, there have been a number of essays, thesis referring to self-study research in
different aspects: Understanding students 'self- study situation; measures to improve students'
self-study results; research study activities of students From different angles, the author of
the study, analyze the status of self-learning activities, to propose measures for the efficiency
of self-study activities. Therefore, the study in depth the rationale for self-study, self-study
management measures based on that proposed management measures students' self-learning
activities is very practical. Especially, at Hung Vuong University, where no projects on this
issue are conducted. Therefore, the researcher choose topics: "Enhancing management
measures on students' self- study activities at Hung Vuong University"
Characteristics of students' self- study activities
For students, self- study is a basic form of study. It is a personal cognitive activities, in
order to master the knowledge and skills system conducted by the students in or outside of
class; it may follow or not to follow the program and textbook regulations in the different
training programs. It can be said that self-study is an activity of the subject (students) and self-
study problems posing great significance, at the very time when we advocate: regular
education, lifelong learning.

To complete the task of learners, students need to pay attention to the following issues:
how to listen to lectures, read textbooks, books, reference materials, and make their own plans
of study.
Thai Duy Tuyen (2004), self- study at university is very important in the process of
education and self-education; it is evident that the self-education of the students in their life
helps students master the knowledge, skills, techniques and future career. In the course of
study each student self-advocacy, capital gradually transforming experience, human
knowledge that has been accumulated in the course of history into his own knowledge capital.

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In the process, students have shown a high level, be aware of their role, combining
harmonious and unified leading role with the role of objects in teaching control.
Ha Thi Duc (2004) In the learning process at the university, each student must
dominate the system of knowledge, skills and master the basis of future career at the
university with potential to rise to adapt demands the immediate and long term due to social
practices and scientific and technological revolution poses. Therefore, when conducting
learning activities in college, the students can not only have normal cognitive capacities but
also need to conduct the study -activities based on the ability of thinking independently,
creative development at a high level.
Nguyen Ky (2002) self -study not only helps students constantly improve the quality
and effectiveness of learning but also help them to prepare for their future. Students will
become scientific and technical staff with the capacity, interest, habits and methods self-
learning regular, self-study, especially in the era of knowledge economy and learning society
today. It will help owners get regularly updated knowledge to solve the urgent need of life in
place, avoid the backward before the increasing development of the society currently.
Dang Vu Hoat, Ha Thi Duc ( 2004) stated self- study activities aim to help the
students overcome difficulties in life, to assert themselves by the virtue of perseverance, hard
work, building the striving for science, for life, soon identified orientation, faith and passion
for scientific research. University study in content diversity, abundance, so that it requires
students to be very proactive in planning a scientific way, in particular with high sense of

responsibility. The students outside the classroom can conduct self-study content, including
all the academic work by individuals. There is major independent student conduct even during
class hours as remember the revised signed lectures, homework, preparation seminar,
practical preparation. It can be said that the workload study is huge and diverse in nature of

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operations. Time for self-study students relatively high, the rate is usually 1-1 compared to
their corresponding class 24-30 periods / week. Therefore, the students' schedules often arise
with many difficulties in resolving the conflict between the following issues:
- Time in class and time for self-study,
- Time for self-study and time for other activities (recreation, sports, cultural and
social activities);
- The volume of work and quality of work;
- The volume of work and health;
- The amount and quality of work and material conditions.
Therefore, self-study activity should have scientific plan, a reasonable timetable to
ensure the quality of self-learning, self-study as desired.
The requirements for self-study activities of students
(Source:
Based on the schedule, each student needs to build self-study plan, including detailed
construction plan study time to meet the certain requirements:
Reasonable: Ensure self-study time for subjects in accordance with the corresponding
volume of information.
Not inhibit: Ensure alternating, rotating a reasonable form of self-study, the subjects of
a different nature.