summary of thesis for phd of pedagogy educating living skill for high school students through extracurricular activities

0

MINISTRY OF EDUCATION AND TRAINING
THAI NGUYEN UNIVERSITY




PHAN THANH VAN




EDUCATING LIVING SKILL
FOR HIGH SCHOOL STUDENTS THROUGH
EXTRACURRICULAR ACTIVITIES

Major: Theory and History of education
Code: 62.14.01.01




SUMMARY OF THESIS FOR PHD OF PEDAGOGY

THAI NGUYEN - 2010

The work is completed at
EDUCATION UNIVERSITY - THAI NGUYEN UNIVERSITY


Scientific advisor: ASSOC. PROF. DR. Bui Van Quan



Critic 1:
Critic 2:
Critic 3:



The thesis will be defended at the State Thesis Appraisal Council
held at:
THAI NGUYEN UNIVERSITY
At ……. hours …date …. month …. year …




For further information about the Thesis, please refer to:
- Vietnam National Library;
- Center for School Materials - Thai Nguyen University;
- Library of Education University - Thai Nguyen University.

24
that basic knowledge and formed personality dignities are essential
and adequate to conditions of particular pupils.
5. Study on reality indicated that high school pupils either are
blind about or lack basic living skills. Educational forces are fully
aware of the nature and necessity of education on living skills to
pupils but are still embarrassed in procedures, methodologies and
contents of education to particular objectives.
6. The thesis has drawn out propositions on methodologies of
educating living skills to high school pupils with integrated contents,
designed educational themes flexible to particular activities.
2. Propositions
1. Education on living skills to high school pupils would be
effective, help enhance education quality meeting the social demand
when it is disseminated widely together with the target of eliminating
exam result-dependant mentality. Proper investment in this activity to
help schools organize well recreation activities could help improve
education quality and facilitate development of private schools.
2. The Ministry of Education and Training should early draw out
programs on educating living skills to pupils of different education
levels, including high school education. This could be an important basis
for schools to actively select forms of organizing education on living
skills to pupils in appropriate to particular school circumstances.
3. Pedagogy schools should hold training course for teachers to
meet the demand for education on living skills, and organizations of
recreation activities at high schools should be short-listed to ensure
main criteria of presentation skills and procedures. Pedagogy schools
should also conduct researches, outline methodologies to improve
education skills, living skills, and skills of organizing recreation
activities for students, satisfying the requirement for renovating high

school education.
4. Localities need to provide support in forms of facilities,
precinct and investment in national-standardized school to facilitate
schools in organization of recreation activities in line with the
education targets and the targets of education on living skills.


23
CONCLUSION OF CHAPTER 3
Surveys showed that methodologies of educating living skills
to high school pupils via recreation activities are feasible, make
change high school pupils’ living skills in terms of awareness,
manners and behaviors.
CONCLUSIONS AND PROPOSITIONS
1. Conclusions
1. Living skill is a practical index of personality, a manifestation of
personality behaviors, and a decisive factor of education quality in line
with the new standards on human personality development and mature
under the impacts of living environment and education activities. For
many countries in the world, living skills is an important target and
content in the high school education programs.
2. Education on living skills is an important and urgent task of
the education system, is an education result as well as an important
tasks of every school activities, particularly recreation activities.
Results built up for high school pupils via recreation activities
comprise a lot of diversified contents but are confined in living skills
among juvenile, which could be an important basis for them to enter
the social life securely.
3. Results of the thesis indicated that living skills to be built up
for high school pupils via recreation activities are basis skills of

evaluation, communication, tense encounter, and positive conflict
resolution. The outcomes of forming these skills are to educate pupils
about positive living style in the modern society, to build up or
change their behavior positively in appropriate to the targets of
developing learners’ comprehensive personality via helping them
acquire proper knowledge, dignity, behavior and skills.
4. Education on living skills via recreation activities is a
process of designing, operating constituent formants of education
activities under an integral viewpoint. The defined principle is based
on advantages of contents and program on high school education in
order to educate living skills to high school pupils, but is to ensure

0
PRONOUNCED SCIENTIFIC WORKS RELATED TO THE THESIS
1. Phan Thanh Van (2004), "Educating legal awareness and
behavior for students", Education Magazine, Issue No. 83, Special
subject of the 1
st
quarter of 2004.
2. Phan Thanh Van (2009), " Educating living skill for students
in the emulative movement "Building friendly school, active
students”", Education Magazine, Issue No. 214, term 2-5/2009.
3. Phan Thanh Van (2009), "Educating living skill - Necessary
for children", Education Magazine, term 1-11/2009.
4. Phan Thanh Van (2010), "Integrating the objective of
educating living skill in extracurricular activities", Education
Magazine, Issue No. 239, term 1, 6/2010.


1

PREFACE

1. Reasons to choose the topic
The rapid development of areas of economics, society and
international integration has created multilateral effects, affect to the
process of formation and development of personality of the young
generation. This reality makes the educators and the nations in the
world pay special attention to the education of life skills for the
young generation, including of high school pupils.
Awareness of the life skills, as well as the institutionalization
of education of life skills is not specific in general education in
Vietnam, especially in guiding the life skills educational activities for
pupils at all levels, education levels is also limited. In recent years,
status of offenders in juvenile people tends to increase, especially in
urban areas and big cities. There are many different reasons, those
lead to the above situation.
One of the reasons is that, the high school pupils have not
accessed to the life skills educational programs yet; the exploitation
of the strengths of the educational activities outside the class hours in
order to implement the education of life skills for pupils in schools is
still limited. It is also the reason for the author to choose the thesis
titled: "Life skills education for high school pupils through out-of-
class-hour educational activities" to research.
2. Objective of the research
To strengthen and improve the effectiveness of life skills
education for high school pupils by the way of integrating the life
skills education with out-of-class-hour educational activities in high
schools.
3. Objects and subjects of research
3.1. Objects of the research

Life skills educational process for high school pupils and out-
of-class-hour educational activities in high schools.

22
The post-test average point of capacity of two separate groups is
meaningful at the reliability of 95%.
3.2.2.3. Pre-test and post-test analyses on experiment group
Table 3.5: Frequency distribution of pre-test and post-test results
Turn N
Test results (%)


Level 3 Level 2 Level 1 Level 0

Pre-test 96 0.8 2.2 25.9 71.2 3.7682
Post-test 96 14.9 27.1 42.7 15.3 6.3579
Comparison + 14.1 + 24.9 + 16.8 - 55.9 2.5897

Based on the data, we are aware that high school pupils’ post-
test manners and behaviors relating to living skills are better than the
pre-test ones. The proportion of high school pupils with pre-test
points at level 3 was 0.8%, but the post-test one was 14.9%
(difference + 14.1%). The proportion of high school pupils with pre-
test points at level 2 was 2.2%, but the post-test one was 27.1%
(difference + 24.9%). The proportion of high school pupils with pre-
test points at level 1 was 25.9%, but the post-test one was 42.7%
(difference + 16.8%). The proportion of high school pupils with pre-
test points at level 0 was 71.2%, but the post-test one was 15.3%
(difference - 55.9%). The pre-test average point was 3.7682, and the
post-test one was 6.3579 (difference + 2.5897).

3.3.2.3. General changes in high school pupils’ living skills of
experiment group (in terms o knowledge, behavior and skills)
Experiments showed that methodologies of educating living
skills to high school pupils via recreation activities are feasible, make
change high school pupils’ living skills in terms of awareness,
manners and behaviors. Via experiments, pupils of the experiment
group were provided with basic living skills of evaluation, effective
communication, tense encounter, and positive conflict resolution.
Based on the aforementioned results, it could be said that the
experiment supposition was proven.

21
Based on those analyses, we come to a conclusion that pre-test
variances on capacity of these two groups are not very different. The
average point of pre-test capacity of two different groups is
meaningless within the reliability of 95%.
3.2.2.2. Comparison of control and experiment groups after tests
Table 3.3: Frequency distribution of post-test results for
experiment and control groups
Group N
Test results (%)


Level 3 Level 2 Level 1 Level 0

Experiment 96 14.9 27.1 42.7 15.3 6.3579
Control 96 0.7 3.2 29.7 66.4 3.8724
The data on the table 3.3 indicated that: Colum EVA means testing
implementation under a supposition that post-test points of experiment
and control groups have the same variance and use test model S. Value

of Sig = 0.9 < 0.1 so that supposition is turned down (at the reliability
of 95%), which means that variances of two groups are equal. Value of
significance level on two-side test = 0.02 < 0.05; so value T is valuable
at the reliability of 95%. Variances averaged at 1.978 means that at the
reliability of 95%, average point of capacity of the control group is
0.1978 lower than that of the experiment group. Standard error of this
variance is 0.01636. The reliability of 95% indicated difference in the
average point of capacity of the experiment and control group varies
from 2.111 to 2.578.
Tale 3.4: Test T on control and experiment groups after test

Test S gives
equality of
variances
Test T give equality of averages
F Sig T Df
Sig
(2-t)

MD Std.ED

95% CID
L U
EVA

- Experiment

- Control

7.321

0.09


12.549

12.549


3331.887

335.114


0.02

0.02


1.978

1.978


1.636

1.636

2.111

2.111


2.578

2.578

The aforementioned data analyses comes to a conclusion that
post-test variances on points of capacity of two groups are different.

2
3.2. Subjects of the research
Life skills educational measures applied for high school pupils
through out-of-class-hour educational activities.
4. Research hypothesis
If the proposed measures which are feasible according to
orientation of component integration of life skills education with
elements of out-of-class-hour educational activities, they can improve
the efficiency of life skills education for high school pupils.
5.Tasks of the research
5.1. Systematize theoretical issues of life skills, life skills education,
life skills education for high school pupils through organizing the out
side class hour educational activities.
5.2. Survey the actual status of life skills education for high school
pupils through organizing the outside class hour educational activities
in some high schools.
5.3. Propose some measures of life skills education for high school pupils
through out-of-class-hour educational activities and experimentation of

some proposed measures.
6. Scope of research
6.1. Contents of the research
- The basic life skills needed for high school pupils education
defined clearly in the research thesis are: valuation skills,
communication skills, skills to cope with emotional stress and skills
to resolve conflicts positively.
- Experimentation of life skills education for high school pupils
through out-of- class-hour educational activities is implemented with
the program of out-of- class-hour educational activities in class 10,
class 11 high schools.
6.2. Research areas
The researches were conducted in Ho Chi Minh City with three
high schools representing 3 development areas of the city: urban
area, rural area and area with difficulties.

3
7. Methodology and research methods
7.1. Methodology
Apply methodology of dialectical materialism, historical
materialism and the system approach, integrated approach.
7.2. Research methods
7.2.1. Group of theoretical research methods
Use documentation research method, methods of analysis,
collective one, generalization and systematization in order to create
the theoretical framework for the subject of the thesis.
7.2. 2. Group of reality research methods
- Methods of investigation by questionnaire, interviewing, expert
used method, testing method, experimental one to reality explicit and
research results in order to prove the scientific hypothesis.

7.2.3. Supporting methods
- Method of observation: research actual status and research results.
- Method of mathematical statistics: To be used to treat the
experimental educational results and survey results by questionnaires.
8. Protected arguments
- Life skills education is the objective and responsibilities in the
task of comprehensive education of high school education.
- Life skills education for high school pupils through out-of-class-hour
educational activities is operating at the same time elements of life skills
education and other elements of out-of-class-hour educational activities
to implement the objectives of the two activities.
- Integration is the effective way to implement life skills
education for pupils through out-of-class-hour educational activities
and not to overload the high school pupils’ activities.
9. New contribution of the thesis
9.1. On the theoretical side
Contribute to develop the theory on life skills education
through out-of-class-hour educational activities by the conclusions:
- Life skills education is determined as a task of high school
education in order to develop the comprehensive personality for high
school pupils in the context of international integration.

20
3.2.1.3. Content
Based on assessment of the necessity and feasibility of
methodologies, two following methodologies were selected for
pedagogic experiments:
- Using types of activities and forms of organizing recreation education
flexibly so as to realize the targets of educating integrated living skills.
- Designing themes for education on living skills in appropriate to the

content, activities to realize themes of recreation education at high schools.
3.2.1.4. Experiments
Experiments were carried out at the first term of the 2008-2009
school year. Before experiments, we carried out pre-test on control
and experimental objectives.
Pedagogic experiments applied model of experiment as follows:
R1: O1 X O2
R2 O3 Y O4
In which:
R1 is experimental group
R2 is control group
X is experimental interferences
Y is other impacts
O1, O2 are results of pre-test and experiment of
methodologies for experimental objectives.
O3, O4 are results of pre-test and experiments of methodologies
on control group (time of O1 is the same as O3, and time
of O2 is the same as O4)
3.2.1.5. Assessment criteria and tools
In order to assess results of experiments, we use two systems of
assessment:
- A system of assessing efficiency of methodologies which take
effects via changes in high school pupils’ awareness, manners and
behaviors to living skills.
- A systems of assessing feasibility of experimental methodology.
3.2.2. Result
3.2.2.1. Analyses pre-tests on control and experiment groups
In order to analyze data of pre-tests on control and experiment
groups, we use T-test with two separate models. Result data is
processed by SPSS program.

19
3.1.2.2. Result of survey on feasibility of methodologies
Survey showed that most of the methodologies are of great
feasibility. All methodologies could be implemented successfully and
none received any rejects. Power impacts implementation of the
methodologies differently but assessments are consented, so the
points for general impacts total 65.9.
In short, surveys showed that almost all surveyed people agreed
with methodologies proposed by the author with the majority
considering the methodologies necessary and feasible. This means that
proposed methodologies are appropriate and can meet the requirements
for educating living skills to high school pupils via recreation activities.
3.2. PEDAGOGIC EXPERIMENTS
3.2.1. Overview
3.2.1.1. Purpose
- Check feasibility and efficiency of proposed methodologies of
educating living skills to high school pupils via recreation activities.
- Affirm positive impacts of experimental methodologies on
living skills of high school pupils in terms of awareness, manners and
behaviors.
3.2.1.2. Objectives
Due to difficulties in negotiating locations for experiments (a few
schools, high schools agreed to allow the author to organize
experiments at schools), experiments were only carried out at two
high schools namely Binh Phu and Nguyen Khuyen High Schools in
Ho Chi Minh City in the 2007-2008 and 2008-2009 academic years.
Sample of the experiments are following:
Table 3.2: Sample of experiment
No. School names

Number of pupils participants
Experimental
group
Control
group
Total
1 Nguyen Khuyen High School 50 50 100
2 Binh Phu High School 46 46 92
Total 96 96 192

4
- Integration is an effective method to implement life skills
education for high school pupils and simultaneously help to reduce
the load for high school education.
- Life skills education for high school pupils through out-of-
class-hour educational activities are integrated the structural elements
of education with structural elements of the out-of-class-hour
educational activities and operate simultaneously those elements
according to the defined educational objectives.
9.2. On the practical side
Results of the research thesis confirmed:
- Pupils in high school is limited in life skills. One of the
reasons of this situation is that, the high school education does not
pay attention adequately to life skills education issues for pupils; not
yet define the effective methods to educate the life skills for pupils.
- Integration of educational objectives with the goal of the out-
of-class-hour educational activities; design educational subjects
suitable with the contents/activities to implement the theme of
education programs of out-of-class-hour activities, are the measures
to implement the integrated method in order to educate life skills for

pupils in the high schools effectively.
10. The outline of the thesis
The thesis consists of 145 pages, in which: Introduction (8
pages). Chapter 1: Theoretical and practical basis (59 pages); Chapter
2: Life skills education measures for high school pupils through out-
of-class-hour educational activities (37 pages); Chapter 3: Pedagogic
Experimentation (29 pages). Conclusions and recommendations
(3 pages). The scientific works have been published relating to the
thesis (1 page). References (8 pages). The appendix (27 pages). The
thesis presents 28 tables, 3 diagrams and two graphs.






5
Chapter 1
THE THEORETICAL AND PRACTICAL BASIS ON LIFE SKILLS
EDUCATION FOR HIGH SCHOOL PUPILS THROUGH OUT-
OF- CLASS-HOUR EDUCATIONAL ACTIVITIES

1.1. OVERVIEW OF RESEARCH
1.1.1. Researches abroad:
The researches on life skills education in the world are
plentiful. According to summary of the UNESCO, it can generalize
the main contents in these researches as follows: The researches
identify the goals of life skills education; The researches identify the
programs and the forms of life skills education. Programs, life skills
education documents are designed for non-formal education is

widespread and in variety of forms.
1.1.2. The domestic researches
- Mainly, the topics analyze and clarify the real situation ahead
of the urgency of life skills issues, do not focus on solving the tasks
of theoretical research in a systematic way yet, the form of life skills
education for pupils, students and pupils in general and high school
pupils in particular.
- The topics mentioned to the forms of life skills education in
details and without specific trial results so convincing ability is not
high. Some research topics are relatively complete: theoretical
researches, and assess the actual situation and propose measures of
life skills education but on the pupils.
- Therefore, it is necessary to exploit the internal resources of
the school activities in high schools in order to implement effectively
educational contents for life skills pupils at this level.
1.2. SOME BASIC THEORETICAL ISSUES ON LIFE SKILLS EDUCATION
FOR PUPILS IN HIGH SCHOOLS
1.2.1. Concepts
1.2.1.1. Life skills
- Life skills is a concept used extensively in all age groups in
different areas of social life. However, up to now, this concept is still
in a status without a clear and complete definition.
- Author of thesis shows the consistency with the conception of
life skills of UNESCO. Accordingly, the life skills concept is used in

18
3.1.1.2. Objectives
Objectives of the referendum on the necessity and feasibility of
methodologies are those who involve in implementation of those
methodologies.

- Rectors, deputy rectors at high schools: 25 people.
- Education researchers and managers: 20 people.
- High school teachers: 45 people.
3.1.1.3. Content
Sending questionnaires under the referendum to objectives to define
the necessity and feasibility of methodologies. Methodologies that are
considered necessity are those can resolve problems defined during
education living skills to high school pupils via recreation activities.
Feasible methodologies are those which meet requirements set for them.
3.1.1.4. Methodology
Using the methodology of statistics to process collected data via
questionnaires and using the methodology of assessment by the
Crown Agents International Training Center (Worthing, Brightain,
Great Britain) on the basis of effects of particular groups of
participants in implementation of those methodologies to analyze the
collected results.
3.1.2. Results of survey
3.1.2.1. Result of survey on necessity of methodologies
Table 3.1: Result of referendum on necessity of methodologies
Methodologies
Levels

Very
necessary

Necessary

Unnecessary

1. Integrating the targets of educating

living skills with the targets of
recreation activities
75.8 22.2 2.0
2. Designing themes for education on
living skills in appropriate to the
content, activities to realize themes of
recreation education at high schools
73.9 24.7 1.4
3. Using types of activities and forms
of organizing recreation education
flexibly so as to realize the targets of
educating integrated living skills
77.2 22.2 0.6
4. Other supporting methodologies 63.3 35.0 1.7

17
- High school managing boards must consider educating living
skills to pupils is the school’s comprehensive task in order to make
plans for guiding educating living skills to high school pupils via
recreation activities.
- Participant in educating living skills to high school pupils via
recreation activities, particularly head teacher, cadres of the school’s
trade unions must be trained about educating living skills and
recreation activities.
CONCLUSION OF CHAPTER 2
Based on theoretic analyses and reality on educating living
skills to high school pupils via recreation activities, the author of this
thesis has drawn out some methodologies of implementation of
educating living skills to high school pupils via recreation activities.
These methodologies reflect quite fully the need of integrating

education on living skills to high school pupils with recreation
activities at high schools, as following:
- Integrating the targets of educating living skills with the
targets of recreation activities.
- Designing themes for education on living skills in appropriate
to the content, activities to realize themes of recreation education at
high schools.
- Using types of activities and forms of organizing recreation
education flexibly so as to realize the targets of educating integrated
living skills.
- Other supporting methodologies.
Chapter 3
PEDAGOGIC EXPERIMENTS
3.1. SURVEY ON NECCESITY AND FEASIBILITY OF METHODOLOGIES
3.1.1. General issues on surveying necessity and feasibility of
proposed methodologies
3.1.1.1. Purpose
To define necessity and feasibility of proposed methodologies to
create a basis for selection of methodologies for pedagogic experiments.

6
the research thesis is: "ability to make the behavior and the oneself
change suitable with the positive behavior and help people control,
manage effectively needs and challenges in daily life".
- There are many classifications of life skills, although the
classification is under any way, some skills are still considered the core
skills such as: evaluation skills, communication skills, skills to cope
with emotional stress; conflict solving skills in a positive ways; self-
awareness skills, decision-making skills, goal setting skills… Author
of the thesis has limited the life skills studied in the research to educate

high school pupils through out-of-class-hour educational activities are
skills: evaluation skills, communication skills, coping skills with
emotion, stress and conflict solving skills in a positive way.
1.2.1.2. Life skills education
The concept of education is also understood in different
broad, narrow meanings, at the level of social and school. From
connotation of the concept life skills and the concept of educational
activities presented in the thesis, the author thinks that, life skills
education is a process with specific educational activities in order to
organize and control the pupils to know how to transfer knowledge
(what pupils know) and attitudes, values (what pupils think, feel,
believe) into real action (what to do and how to do) in a positive
way and constructive nature.
Life skills education for pupils is to educate them with active
lifestyles in modern society, to develop or change them behavioring
toward positive goals suitable with comprehensive development of
personality of learners as a basis to help the pupils have the
knowledge, values, attitudes and appropriate skills.
1.2.2. The necessity of life skills education for high school pupils
and other structural elements of life skills education for high
school pupils
1.2.2.1 The necessity of life skills education for high school pupils
Life skills education for pupils is inevitable demand set out
from the following aspects: as social requirements; educational points
of view; cultural perspective, politics, according to the requirements
of sustainable development.

7
1.2.2.2. The structural elements of life skills education for high
school pupils

Life skills education for high school pupils as well as the
processes, and other educational activities in high schools have the
determined structure, in which the elements of the objectives, contents
and methods are the elements that make the difference between life
skills education with other educational processes, and activities.
1.2.3. Factors affecting the characteristics of life skills education
in high school pupils in big cities
1.2.3.1. Factors affecting life skills education for high school pupils
- Psychological characteristics of high school pupils.
- The elements of the educational programs in high schools.
- The elements of family and social environment.
1.2.3.2.Characteristics of life skills educationfor high school pupils
in big cities
From the characteristics of social and economic development,
educational development of big cities, it is possible to identify two
main features of the life skills education for high school pupils in big
cities as follows: In the big cities, there is not only needs to be
educated on life skills of the high school pupils but life skills
education requirements for high school pupils are also very high. Life
skills education for high school pupils in big cities has some
advantages but also face many difficulties.
1.3. OUT-OF-CLASS-HOUR EDUCATIONAL ACTIVITIES AND LIFE
SKILLS EDUCATION ISSUES FOR HIGH SCHOOL PUPILS
1.3.1. out-of-class-hour educational activities in high schools
1.3.1.1. Position and role of out-of-class-hour educational activities
in high schools
Out-of-class-hour educational activities are the continuation of
activities in class, aim to help pupils develop comprehensive
personality. out-of-class-hour educational activities are in order to
implement aspects of education in schools, so the contents of

educational activities are focused on the following basic contents:
Activities associated with cultural contents in schools, physical

16
realize the targets of educating living skills. Besides, the methodology
will enhance efficiency of integrating the targets of educating living
skills with the targets of recreation education as well as designing
themes of educating living skills during implementation of the contents
and activities under particular themes of recreation activities.
2.2.3.2. Contents and procedures of implementation
- Changing forms of activities so as to realize particular themes
in the recreation education program.
- Designing forms of organizing to organize main forms of
activities that are defined in the recreation education program.
2.2.3.3. Conditions for implementation
This methodology requires high schools to have sufficient
facilities; particularly have functional classrooms. On the other hand, in
order to implement this methodology, tight coordination between head
teacher and teachers of physical training, music, and fine arts at the
schools is also required. The relation between the school with the
community, units and organizations in the locality is an important factor
to implement this method effectively.
2.2.4. Other supporting methodologies
2.2.4.1. Purpose and meaning
Supporting methodologies are aimed at enhancing capacity of
participants in education on living skills and recreation activities for
high school pupils as well as satisfying conditions to educate living
skills to high school pupils via recreation activities effectively.
2.2.4.2. Contents and procedures of implementation
- Changing viewpoint about educating living skills, enhancing

awareness of the integral viewpoint in educating living skills to high
school pupils.
- Enhancing capacity of participants in education on living skills
and organizing recreation education at high schools.
- Promoting the most role of pupils
2.2.4.3. Conditions for implementation
In order to implement the aforementioned supporting
methodologies synchronically, the following conditions are required:

15
2.2.1.3. Conditions for implementation
2.2.2. Designing themes of education on living skills appropriate to
contents and activities to realize the theme of recreation education
at high schools
2.2.2.1. Purpose and meaning
This methodology fosters creating comprehensive education
contents, which would be consistent to the contents of educating
living skills with the contents of recreation education.
2.2.2.2. Contents and procedures of implementation
Designing themes of educating living skills appropriate to themes of
recreation activities at high schools is implemented under the following steps:
- Analyzing the program on recreation education at high
schools so as to define which themes could be designed into themes
of educating living skills.
- Designing themes of educating living skills in integration
with the contents and the themes of recreation education.
2.2.2.3. Conditions for implementation
In order to implement this methodology, the following
conditions are required:
- Teachers must have a full understanding about the program,

schedule programs on recreation education for particular class
blocks, particularly the blocks directly have lectures on and organize
recreation activities.
- Teachers should acquire contents of basic living skills when
educating pupils, have skills of designing educational activities, and
designing teaching on the basis of a positive viewpoint.
- Infrastructure at schools must meet minimal requirements of
facilities for designed themes.
- Teachers must have skills of designing handouts to pupils.
2.2.3. Using types of activities and forms of organizing recreation
education flexibly so as to realize the targets of educating integrated
living skills
2.2.3.1. Purpose and meaning
This methodology is aimed at diversifying forms of implementing
recreation education, attracting pupils in recreation activities, so as to

8
activities, sports, arts, and social - political activities , professional
labor, issues of friendship, love , marriage, family, issues to preserve
and develop the cultural and national values, prevention of social
evils, the issues of the role of youth in building nation in the period
of industrialization, modernization, problems of peace and friendship,
vocational education, etc
1.3.1.2. The tasks of out-of-class-hour educational activities in high schools
Out-of-class-hour educational activities undertake following
three objectives:
* Educational tasks of perception
To help high school pupils have the knowledge of
understanding of the traditional values of the nation as well as good
values of humanity, consolidate, broaden the knowledge learned in

class (through the forms of club activities by subject, picnics,
activities on the theme …); have political consciousness, ethical,
legal and healthy lifestyle, sense of right and responsibility for
oneself, family, school and society; have consciousness of the career
orientation, choose profession suitable with personal ability and
profession development requirements in the society.
* Educational tasks of skills
Continue to practice the basic skills created from the secondary
schools in order to base on that basis to develop a number of key capabilities
such as: self-improvement capability, adaptability, communication skills,
problem solving skills, consistency skill, capability for political- social
activity, organizing and management capacity, capacity of cooperation,
share, negotiation in order to help pupils live safely, healthy, adaptive with a
non-stopping changing life.
* Tasks of attitude.
To educate the pupils with the ideal of the life for a tomorrow
of career,to have belief in the future, the sense and spirit of national
pride. To know how to express the attitude ahead of life issues, take
responsibility for their own behavior; actively struggle with the
wrong expression of themselves and of the others (for self-
improvement); to know how to accept and evaluate the beauty in life.

9
To foster them positivity , actively and creatively engaged in group
activities, school and social work, eto ducate them the spirit of
solidarity, peace and friendship.
1.3.1.3. Content of out-of-class-hour educational activities in high schools
Content of out-of-class-hour educational activities in high
schools education is conducted according to the major topics, each
topic includes a variety of content broken down, major themes are

designed for all three grades, but the operational goal, the operation
contents in the grades are not the same that are designed the
concentric structure on spiral along with the objectives and content of
activities on a gradually improving. Content of activities are
systematically designed, inheritance, the performance of previous
classes is the foundation and the precondition for conducting
educational activities in the next classes, while the content of
activities in the following classes to consolidate the results of the
lower classes…
1.3.1.4. Characteristics of out-of-class-hour educational activities
in high schools
Content of activities conducted according to the topic, normally,
with the implementation activities of a certain topic of out-of-class-hour
education programs depends very much on the script and the MC (Master
of ceremony) as to the design of the script. The results of out-of-class-hour
educational activities are reflected through the growth of personality of the
pupils, not by grades. These results must be tested through relationships
and exchange activities then reviewed and evaluated. Content of out-of-
class-hour educational activities can exploit the strengths to educate life
skills for high school pupils.
1.3.2. The Nature and principles of life skills education for high
school pupils through out-of class-hour educational activities
1.3.2.1. The nature of life skills education for high school pupils
through out-of- class-hour educational activities
Life skills education for high school pupils through organizing
out-of class-hour educational activities is that the teachers organize a
variety of activities in order to stimulate pupils to participate positively

14
viewpoint about the purposes of educating living skills to high school

pupils via recreation activities. Teachers have not yet fully
understood about the integration of educating living skills to pupils
with recreation education.
3. Based on the reality, it is believed that educating living skills
to high school pupils is of great necessity, educating living skills to
pupils is to educate them about positive living in the society, either
building or changing their behaviors adequate to the purpose of
fostering learners’ comprehensive personality development by
providing them with proper knowledge, dignity, behavior and skills.

Chapter 2
METHODOLOGIES OF EDUCATING LIVING SKILLS TO
HIGH SCHOOL PUPILS VIA RECREATION ACTIVITIES
2.1. PRINCIPLES OF PROPOSING METHODOLOGIES
2.1.1. Principle of ensuring targets
2.1.2. Principle of ensuring inherence
2.1.3. Principle of ensuring feasibility
2.1.4. Principle of ensuring sysmtematism
2.2. SOME METHODOLOGIES OF EDUCATING LIVING SKILLS
TO HIGH SCHOOL PUPILS VIA RECREATION ACTIVITIES
2.2.1. Integrating the targets of educating living skills with the
targets of recreation education
2.2.1.1. Purpose and meaning
Integrating the targets of educating living skills with the targets
of recreation education is among methodologies of educating living
skills to high school pupils via recreation activities on the basis of
integral education viewpoint.
2.2.1.2. Contents and procedures of implementation
Access based of orientation of integrating the targets of educating
living skills with the targets of recreation education including:

- Designing targets of education on living skills.
- Analyzing the targets of recreation education so as to integrate
with the targets of educating living skills.
- Indicating the integral target of educating living skills and
recreation education.

13
1.4.3.3. Methodology of educating living skills to high school pupils
via recreation activities
* Reality on application of methodologies
Only 40 out of 250 surveyed teachers said they had used
trained methodologies of educating living skills to pupils, 80 teachers
said they learned methodologies from their colleagues and 130
teachers said they had used personal experience in modern
educational methodologies.
* Reality on access to methodologies
Most of surveyed teachers acquired knowledge about
methodologies of educating living skills to pupils but their
understanding was different. The methodology of using objects and
pictures is the most popular, followed by playing someone’s part,
games, team-work activities and providing living skills via
organizing activities to attract pupils’ participation.
CONCLUSION OF CHAPTER 1
1. The term of living skill is used in this thesis refers to “the
ability to make someone’s manners and changes appropriate to
positive behavior so as to help him/her control and manage his/her
demand and challenges in daily life effectively”. Living skills are
classified into different types but “regardless of types, some living
skills are always considered core skills such as evaluation skills,
communication skills, tense encounter skills, positive conflict

resolution skills, self-conscious skills, decisive skills and targeting
skills, etc.” The author has confined living skills in this thesis on
educating living skills to high school pupils via recreation activities
to evaluation skills, communication skills, tense encounter skills, and
positive conflict resolution skills.
2. Practical studies showed that almost all high school pupils lack
basic living skills. A few pupils could have access to information
about common living skills and particular skills regularly. Although
teachers have been aware of the nature and the necessity of educating
living skills to pupils, they are still hesitant in methodologies. Survey
showed that only a small number of teachers had appropriate

10
and actively in the processes of operation, thereby forming or changing
the behavior to their pupils in the positive way to develop the
comprehensive personality of the pupils, help them live safely and
healthy, actively in the daily life. Essentially, life skills education
through out-of- class-hour educational activities are to implement the
integrated out-of- class-hour educational activities with life skills
education. In other words it is the process of implementation of life
skills education and out-of- class-hour educational activities in
integrated perspective. Iintegrated point of view in organizing
educational activities in high schools is reflected in two forms: firstly,
an educational goal should be implemented through various
educational activities (and other different educational activities but
together make a certain educational goal); secondly, an educational
activity while implementing several educational objectives.
1.3.2.2. Principles for implementation of life skills education
through out-of- class-hour educational activities in high schools
- Principle of approaching the activity and personality in life

skills education for pupils through organizing out-of- class-hour
educational activities.
- Life skills education for high school pupils through out-of-
class-hour educational activities must come from the rights and
duties of the pupils.
- To promote the advantages of out-of- class-hour educational
activities to educate life skills for high school pupils.
1.4. ACTUAL STATUS OF LIFE SKILLS EDUCATION FOR HIGH
SCHOOL PUPILS THROUGH OUT-OF-CLASS-HOUR EDUCATUONAL
ACTIVITIES
1.4.1. Actual status of life skills and the needs to be educated in youth
1.4.2. Survey results of the actual status of life skills of high
school pupils
To assess the actual status of life skills education for high
school pupils through out-of- class-hour educational activities, topics
were surveyed over 500 high school pupils and 250 teachers in high
schools in the area of Ho Chi Minh city.

11
1.4.2.1. Awareness of the teachers and the pupils about the life skills
To understand the awareness of teachers and high school pupils
about the life skills, the thesis author have listed the different notions
of life skills (including precise, full notion) and ask the teachers,
pupils to select those notions according to their own opinions.
Survey results showed that, the percentage of teachers who
have the right idea about the life skills is 53.6%, the left opinions also
chose the same content but not the life skills (precise definition). For
pupils, the percentage of correct opinions is only 13.2%. Thus, most
of the high school pupils do not have the correct perception of the life
skills yet.

The actual status of information receipt related to the life skills
of high school pupils: The survey results showed that: 50.52% of
pupils have received information about the life skills and concept of
life skills at occasionally level. There are 33.8% of the pupils
considering that, they have never heard about the concept of life
skills and specific names of life skills. In which, skills such as
conflict solving skills in a positive way, the skills to cope with
emotions that the percentage of pupils said that they "never heard" at
the highest (62.4%, and 46, 8%). In the listed life skills, there are
57.6% of high school pupils were asked to mention that they
regularly listen this skills.
1.4.2.2. Assessment of the teachers on the actual status of life skills of
high school pupils
The above results show that, life skills of high school pupils are
very much limited. Most of the pupils need the assistance on order to
implement the basic life skills. Some life skills pupils have already
received information on the frequency (communication skills), but no
pupil was assessed by the teachers to implement the skills in a handy
way. The basic life skills such as conflict resolution in a positive
way, dealing with emotions, stress; evaluation are skills that pupils
are still embarrassed when performing.

12
1.4.3. Actual status of life skills education for high school pupils
through out-of- class-hour educational activities
1.4.3. Reality of educating living skills to high school pupils via
recreation activities
1.4.3.1. Teachers’ awareness of education on living skills for high
school pupils via recreation activities
Teachers’ awareness of the nature and necessity of educating

living skills to high school pupils via recreation activities.
Surveys showed that: Only ten out of total 250 surveyed
teachers know roughly about educating living skills to high school
pupils via recreation activities while 180 teachers though that
educating living skills to high school pupils via recreation activities is
an integration of education on living skills with recreation education.
In fact, some high schools have applied this form of educating living
skills to pupils. Regarding the necessity of educating living skills to
high school pupils via recreation activities, 50 of 250 surveyed
teachers are still either hesitant or thought that educating living skills
to high school pupils via recreation activities is unnecessary but 180
teachers confirmed the necessity of educating living skills to high
school pupils via recreation activities.
Teachers’ viewpoint about purposes of educating living
skills to high school pupils via recreation activities
Surveys indicated that, almost all teachers are not fully
aware of integrally pedagogic view in modern education so they
did not think that educating living skills to high school pupils via
recreation activities is utilizing the view in education on living
skills to high school pupils.
1.4.3.2. Application of educating living skills to high school pupils
via recreation activities
Generally, teachers at high school have applied educating
living skills to high school pupils via recreation activities but the
move is not very popular. As many as 100 out of 250-survyed
teachers did not apply the methodology regularly, 90 teachers said
they had applied it and only 60 teachers said they applied it regularly.