TEACHING FOR EXPERIENTIAL LEARNING AND ITS APPLICATION TO THE VOCATIONAL TRAINING OF CIVIL ELECTRICAL SERVICES FOR RURAL LABORERS

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OPENING
1. WHY CHOOSE TOPIC
Basically, now our country is an agricultural country, rural workers
still account for large percentages. To develop a sustainable agriculture
should focus on creating jobs and improving the quality of labor. To solve
that problem, the Party and State have made many programs and projects,
including job training schemes for rural workers up to 2020 and electrical
vocational training (VT) is among them. When implementing the
economic development, social affairs in the regions, especially rural areas,
we still often refers to four key factors: "Electricity - Roads - Schools –
Medical Centres". That means innovation and improving quality of life
have close ties to the issue of rural electrification, then the other issues.
Thus enhancing understanding as well as helping people master in the
field of civil power is very important. However, the rural labor force is
complex because they are of different ages , psychology, physiology and
professional qualifications They have much experience but sometimes
are conservative. These features have created a different learning style.
This leads to having to find ways to teach suitable for this kind of
learners. As one of the establishments participating in VT for rural
workers, through academic and practical research, we find that teaching
for experiential learning is fairly suitable for these learners, because it is
very effective for teaching adults That is why the author choose to study
this topic: "Teaching for Experiential Learning and its application to the
VT of Civil Electrical Services for rural laborers”.
2. PURPOSE OF STUDY
Study theories and practice of Teaching for Experiential Learning
(TFEL) to propose process to apply it in the VT of civil electricity for
rural workers in order to improve training efficiency.
3. OBJECTS AND SUBJECTS

3.1. Study objects
VT for rural workers in a number of VT institutions in the provinces of
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Vinh Phuc Province, Phu Tho and Hoa Binh.
3.2. Study subjects
The process teaching experience in VT for civil electricity rural workers
4. LIMITED SCOPE OF THE STUDY
4.1. Limit research content
The thesis focus on the rationale of teaching for experiential learning
and process of applying in VT civil electricity for rural workers.
4.2. Limit research area
Study subject is conducted in some VT institutions in northern
provinces (Vinh Phuc, Phu Tho and Hoa Binh).
5. SCIENTIFIC ASSUMPTION
Quality of VT for rural labor today is still restricted by the manner,
methods and techniques of teaching which are not really suitable.
Therefore, if the process and techniques of TFEL proposed by the topic
are applied, they will contribute to improving the efficiency of the VT of
civil electricity for the rural labor force.
6. STUDY TASKS
To study theories and practice of TFEL in VT for rural workers; the
characteristics of rural workers to choose measures, appropriate teaching
techniques; to propose process of TFEL in the VT of civil electricity for
rural workers; to verify the feasibility of the process of learning is
suggested by surveys, surveys and empirical science.
7. METHODOLOGY
The theme was used in combination of the following methods:
theoretical studies, investigation, survey methodology, survey, expertis,
pedagogical experimental, mathematical statistics.

8. POINTS OF thesis defense
- VT for rulal workers involving many factors, including the application
of training methods corresponding to the characteristics of learners. VT
for rulal workers following TFEL contributes to improving the quality and
efficiency by matching its dominance with subjects experienced adults.
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- TFEL for rulal workers is a tightly tied operating system which is
designed and implemented to facilitate the reception of knowledge,
develop skills appropriate with environmental conditions and
characteristics of students. Applying TFEL in VT for civil electricity rural
workers will be effective for employees in terms of knowledge and
especially skills.
9. CONTRIBUTIONS OF THE THESIS
- Theoretically: To analyse and clarify the rationale of TFEL (system-
related concepts, to clarify the nature and processes).
- In practice: Thesis contributes to clarifying the status of VT for rural
workers now in some northern positive from the perspective of the
operation of the school; Recommends manipulate processes of TFEL in
VT for civil electricity rural workers; Designs Civil Power Unit with
TFEL suitable for learners.
10. STRUCTURE OF THE THESIS
Besides the introduction, conclusion, appendices, dissertation structure
includes 3 chapters:
Chapter I. Background theory and practice of teaching experience in VT
for rural labor.
Chapter II. Vocational training of civil electricity for rural workers by
Teaching for Experiential Learning.
Chapter III. Testing and evaluation.

CHAPTER I: THEORETICAL BASIS AND PRACTICE OF TFEL IN
TRAINING FOR RURAL LABOR
1.1. OVERVIEW HISTORY RESEARCH ON TEACHING EXPERIENCE
1.1.1. The studies of the world
In this thesis the situation presents an overview of research and
deployment issues related to TFEL in some countries (US, Soviet Union,
Britain, Germany, France, India, ) and the Scientific Committee of
Cultural Education United Nations. Thereby it is found that: studies
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related to TFEL overseas suggests that the creation of a collaborative
environment, bringing people into the active learning experiences, sharing
their experiences in teaching proceses has been a matter of interest in
research and practical reasoning. Many authors have mentioned in the
learning styles of adults. But the specific study of Teaching for
Experiential Learning, particularly in the VT for rural workers is hardly
mentioned. However, the views of the author reasoning concerning the
topic was the orientation necessary basis for developing the theory of
teaching experience in VT for rural workers in our country today.
1.1.2. Studies in Vietnam
VT is a topic of scientists in many ways both at the macro and micro
related to the learning experience in VT (Nguyen Duc Tri, Nguyen Van
Khoi). In addition, some authors: Thai Thi Xuan Dao, Vo Trung Minh
mentioned learning through experiences such as education experience to
environmental education for elementary school students of the author;
learning experience for students; or experience by organizing tours for
students practical training courses in the nuclear techers.
Based on studying some researches about teaching in general and VT
for rural workers in particular in the country and the world, the author
found that theoretically and practically there has been no specific research

on TFEL and its application in VT for rural workers so far or if there is, it
is only studied under some other aspects. Although VT for rural workers
have been focused and promoted but the quality is limited.
1.2. RATIONALE OF TEACHING FOR EXPERIENTIAL LEARNING
1.2.1. Some concepts
1.2.1.1. Experience
Experiences are the personal activities which are considered, pondered
by the subject, to draw out the experience. These experiences have been
through the operation of the particular circumstances of life. To get this
experience, the subject undergoes solve problems in similar situations
several times and obtained certain results.
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1.2.1.2. Teaching for Experiential Learning
TFEL is the activities that occur in a process of social inclusion and has
dialectic contact between training activities and experience with
experience learning activities. Thereby it can be confirmed that only by
systemizing and dominating the knowledge can we meet the teaching
objectives.
1.2.1.3. Vocational training
VT is a process of intended and organized impact with contents and
methods to students to enable them to form and develop a systematic
knowledge, skills and attitudes demanded by the profession questions,
giving them the necessary knowledge about the labor market to find jobs
or create jobs.
1.2.1.4. Rural workers
Rural workers are those living in rural areas who are in the working age,
good health and cognitive level, who has working ability and takes part in
production activities and services in rural areas.
1.2.2. Some basics of Teaching for Experiential Learning

1.2.2.1. The basis of teaching experience
a. Tectonic theory in teaching:
Basic notions about tectonic theory is: the human perception are for
assimilation or application.
b. Principle of Vietnam education, learning through practice point/do
Vietnam Education Principle states: "Educational activities must be
conducted in accordance with the principle of learning with practice,
combining education with productive labor, reasoning must be associated
with the practice, schooling combined with family education and social
education".
c. Theory of D.Kolb learning experience
Views on learning of Kolb launched called "experience" are associated
with views on the intellectual origins of the work of Dewey, Lewin and
Piaget. At the same time, he stressed that experience has central role in the
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learning process. Accordingly, the learner needs the feedback based on
their experiences to draw concept. Then these concepts are applied and
tested in order to see the right-wrong, usefulness-uselessness thereby
reappear new experiences, become the input for the next learning cycle.
d. Learning characteristics of adults (mature people)
Learning is for solving problems in life, career, learning voluntary
nature, have a clear purpose, not passive learning, always influenced by
his experience, learning by doing, testing, learning through exchange,
sharing of experiences, comfortable learning environment, fun, be
respected, reflective learning, learning through refresher.
1.2.2.2. The nature of teaching experience
Experience teaching is described on the process to teach students how to
resolve problems by studying the following generalized diagram 1.3.

Figure 1.3: Diagram of Essential process of TFEL
With starting point which is the available experience of learners, teacher
poses situations and problems for learners to solveusing past experience
and intellectual and physical activities through experiential activities,
exchange and interact with each other to solve problems, the results are of
three possibilities: First: Participants solve the problems posed. Second:
Learners partly solve the problems or still have mistakes. Third:
Participants do not resolve the deadlock.

Availa
ble
experie
-nce
The process
of self-help
learners
solving
problems
by
experience
and
experiential

activities


Res-
ults
Solvi
-ng
the
probl
-em
Tea
che
r’s
hel
p
Feasible
but not
suitable
deadlock

Appli
cation
in
realit-
y
7

Figure 1.4: Diagram of describing in detail the process of TFEL.
Some ways teachers assist students to solve problems in different levels:
+ Teacher prepares and shows footages, videos to learners
+ Teacher compiles documentation for learners to study by themselves.
+ Teacher may suggest or lead the learners’ thinking with thought
provoking questions.
After the learners solve problems and gain new experiences, teacher
assigns them a number of situations so they can apply new experience in
practice, self-discipline and the consolidation of new experiences. This
also helps them to derive knowledge and new skills to remember,
manipulate and solve learning tasks in the next round.
1.2.2.3. Advantages, disadvantages and conditions of implementing TFEL
a. Advantages: Maximizing learners’ use of their senses to their studying;
promoting useful experience, overcoming inappropriate experience;
developing creativity, dynamism; individual capacity, collaborative
working capabilities and confidence; creating inspiration for learners and
Interacting and solved

but not correctly/coming
to a deadlock.
Available experience
Teacher gives suggestions, elicits conversations, shows
documents, video and observes the execution.

Generalizing the problem / new experiences.
Getting exercises / tasks to apply experience gained.
Interacting and
solving the problems.
Experiencing problems
The problem / task to be solved
Interacting and feasible
but not suitable / with
omissions.
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make them more active in the learning activities; developing life skills,
adaptability and lifelong learning.
b. Disadvantages: Time-consuming, the teacher must prepare learning
topics carefully, and pay attention to the experience of the learners.
c. Conditions for implementation: The teacher must have both deep
understanding and practical expertise, and have a lot of experiences of skills
and teaching methods. Students must be interested in the topic of the
lessons and potentially connect their experiences in learning. Learning
contents must be simple, practical and closely tied with jobs. Geographical
conditions, teaching equipment must be adequate, updated and sticking with
with the actual practice after training.
1.2.3. Teaching for experiential learning in VT for rural workers
1.2.3.1. Psychological basis of TFEL in VT for rural workers

Marxist Psychology confirms that human psychology is essentially
active. In other words, human psychology, including knowledge, skills,
techniques, are formed and developed in the process of implementing
the subject-specific activities. Therefore the relevant scientific arguments
like the theory of psychology of activities of A.N.Leonchiep, theory of
formation of period-based intellectual actions of P.Ia.Galperin, theory of
learning via the circle of experience is one of the bases of TFEL.
1.2.3.2. Characteristics of participants who are rural workers
Unlike formal VT with the uniformity of ages and qualifications, VT for
rural workers have extremely complex objects (different in age,
psychology, physiology, cognitive level, experiences ).
1.2.3.3. Features of the VT for rural workers
a. Teachers for training rural workers
Teacher besides certain abilities such as professional capacity
profession, pedagogical competence vocational subjects competence,
learners understanding need a deep understanding the nature and
characteristics of teaching for experiental learning as well as the rules and
procedures apply. Since we can design teaching activities, choose the
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appropriate method of organization.
b. Facilities for VT for rural workers
Facilities in VT for rural workers should also be equipped like for
formal VT. Also it is necessary to consider a certain number of
characteristics related to operating areas, the venue.
c. Regarding the objectives, contents, training time
- Training objectives: often very specific and clear.
- Contents: the view is that job training must be associated with
employment after training, or how to apply it to improve labor
productivity, enhance the value

d. Testing and assessment
The evaluation is to assess students according to ability (The conclusion
of the assessment confirms whether a learner is competent or incompetent.
It is only when the learner has "hit" all the criteria set out, that they are
recognized as "competent ").
1.2.3.4. Several factors that affect the process of TFEL to rural workers
a. Positive effects
VT for rural workers are the concern of the whole political system, the
Vietnamese Communist Party and the Vietnamese people. Many training
programs for rural workers have been issued under modular structure.
Vocational teachers basically meet the requirement of quantity and
quality. Geographical conditions of learning and the application to
production and services at the local communities also facilitate the
deployment of teaching for experiental learning. Additionally, learners
have specific characteristics and if carried out under the experiential
learning their experiences may be well promoted.
b. Negative effects
Investments are still spread so facilities for VT are limited. Well-
educated teacher lack practical experience,and experieced teachers lack
professional knowledge. Most learners, besides learning, they have to
work, and they are distracted by family life, public life, In addition, the
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large number of learners will have big impact on the organization of
learning activities in the group, the whole class.
1.3. REALITY FOR VT FOR RURAL WORKERS IN TERMS OF TFEL
1.3.1. Vocational training for rural workers now in Vietnam
With its big population, the number of people in working age in rural
areas are high rate. This is a labor force with an important role in the
industrialization- modernization. But the reality of rural workers receiving

VT proportion is low, most of their experience has been shaped in the
course of work and the teaching of the previous generation. With low
living standards, lack of jobs, the expansion of industrial areas as
agricultural land area is shrunk, leading to the increase of waves of
migration to urban areas looking for work. The process of migration has
created consequences for the city. To solve this we need to create jobs for
rural workers towards economic restructuring in rural areas. Thus, VT for
rural labor force is essential for the development of agriculture, farmers
and rural areas.
1.3.2. Organizing condition surveys
1.3.2.1. Survey purpose
To assess the status of VT for rural labor in terms of TFEL, and to
indicate the applicable ability of TFEL.
1.3.2.2. Content of survey
Preparation status, designing teaching activities, using teaching
methods, teaching organization; learning, teaching environment in VT for
rural labor.
1.3.2.3. Survey tool
Surveying the status of VT via survey handouts with the criteria and
focuses on preparing, organizing teaching activities in terms of TFEL.
1.3.2.4. Identifying study sites
The study is conducted in the provinces of Vinh Phuc, Phu Tho and Hoa
Binh.

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1.3.2.5. Selecting experimental study
Teachers, managers of VT institutions have participated in VT for rural
workers, learners of the rural labor force.
1.3.2.6. Condition survey methods

Mainstream methods are consulting through the survey handouts,
observation method, interview.
1.3.3. Survey results
Topic investigated 68 managers, teachers and 300 students in the survey
content. From the survey results and analysis of the status of teaching in
VT for rural labor ,some conclusions can be drawn:
- Teachers of VT for rural labor force, while conducting teaching
activities have used many methods and techniques of teaching. But the
methods and teaching techniques are still teacher-centered , not learner-
centred so that can not exploit the learners’ experiences and encourage
them to take initiative, self-help to solve the problem through experience,
discovery academic activities and research.
- The level of knowledge and skills to apply the dominant teaching
methods when conducting the process of teaching experience in VT for
rural labor force is still very limited and hardly implemented.
- The study of learning needs, the survey's input level under the thematic
study, field of study, as well as the development of content and design
teaching activities based on experience, based on the spread academy's
experience is almost unfulfilled.
- The deployment of teaching method with learning method is
inadequate, sometimes does not match with the strength and learning style
of the learners – those whose tend and learning styles are based on
experience, experiential and who draw reasoning from work. Therefore
the learning activities are not effective and it is necessary to deploy
another teaching method which is more appropriate - TFEL.
CONCLUSIONS OF CHAPTER I
VT for the labor force in rural areas in Vietnam in recent years has been
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at all levels and sectors of interest focus, especially in the matter of raising

the quality and effectiveness of training. The quality of the training is
closely related to many factors, including the application of methods,
models corresponding training for learners. By studying some work
overseas and domestic-related topics, we found that up to now there has
been no study on the field of VT for rural workers especially the
theoretical study on TFEL and applied in VT for rural labor in Vietnam.
Studying on reality of teaching activities in VT for rural labor force
shows that the training process also exposes some problems in the
preparation, implementation stages, especially in developing
implementation of teaching activities. The using of methods and forms of
teaching is still inadequate and that affects the improvement of the quality
of training.
VT for rural workers with TFEL is a new way to go to substantially
improve the effectiveness of the training. The thesis explains the
deployment of TFEL in the reform of vocational teaching activities for
rural workers.
The analysis of the characteristics and nature of the learning activities of
rural workers, theories on TFEL as well as the nature of the process of
TFEL help make the necessary pedagogical basis on TFEL in VT for rural
labor and the application of this teaching process in VT civil electricity
job for rural workers, this will be implemented specificially in chapter II.

CHAPTER II: TRAINING FOR CIVIL ELECTRICAL WORKERS IN
RURAL THROUGH TEACHING FOR EXPERIENTIAL LEARNING
2.1. ABSTRACT ON CIVIL ELECTRICAL JOBS
2.1.1. The role of civil electricity jobs in rural areas
2.1.1.1. Position and role of civil lectrical jobs in production and life
Civil electrical jobs mainly serves life, living and production in
consumer households such as: installation of electrical networks and
domestic production; installation of household electrical appliances;

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repair, maintenance and operation of household electrical appliances;
repair, maintenance, operation and troubleshoot electrical networks
2.1.1.2. The role of civil electrical jobs in production and life
The government has been implementing many programs and schemes,
ammong them "Rural Electrification" program is a great goal. The power
development one step ahead, ensuring basic conditions, improving life,
social security, rural economic transformation is the goal, the consistent
policy of our Party and State. This is extremely favorable conditions to
meet demand for electricity in the manufacturing, services and activities
of the people. Besides, the industrial parks sprouting stole large amounts
of agricultural land. And inevitably there will be a restructuring of labor
and industries to mechanization, electrification of rural areas towards
industrialization. Coupled with this issue is the need to recruit local labor,
as well as technical labor power to the production facility to meet the
production, use, operation, maintenance, repair, the set electrical, local
electricity network, especially electrical appliances and electricity
networks serving people's lives.
2.1.2. Vocational training objectives of civil electricity for rural workers
VT objectives of civil electricity include three elements: knowledge,
skills and attitude towards the profession.
2.1.3. Vocational training programs for civil electricity rural workers
Former job training programs of civil electricty were designed,
structured by subjects, integrated modular contents such as electrical
network installation, electrical systems and living furniture, installation,
commissioning, repair and maintenance of electrical equipment -
refrigeration and small manufacturing activities, so the duration and
content spread, sometimes inconsistent with the conditions regions,
localities, object learners, labor demand locally, Therefore, currently

vocational civil electrical jobs of elementary level have been developed
and issued diverging structure smaller fields. And therefore the content,
training time is short, more detail and adherence to the real situation,
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needs and learning conditions of learners and employers in rural areas.
This division creates Narrow profession in College Electrical civil,
including some jobs: Electrical installations for small manufacturing
facility; Interior electrical network installation; Repair of fans, motors and
voltage regulator; Repair and maintenance of refrigerators and air
conditioning Since the time factor and scope of the research, the thesis
will develop a process to apply for a teaching experience to do a specific
job such proof. The author chooses the job named "Repairing fans,
electric motors and voltage stabilizers".
* Characteristic of VT programs Repairing fans, electric motors and
moltage stabilizers:
The training program consists of four modules: basic practice on
electricity, voltage stabilizers repair, repair of electric fans and repair of
electric motors with a total of 480 hours of training time. Teaching
objectives are written quite in details and specifically, and specify what
the learner must achieve after each module, unit, and the target level is
appropriate and pragmatic for the level of the learners who are rural
workers. The content of teaching is the profession-specific content that
includes the knowledge, skills on electrical safety and power
measurement, how to maintain and repair all kinds of electric fans,
electric motors and Stabilizers in daily life. The content keeps abreast
with vocational practical needs, mainly the issue of formation and
development of skills of the learners, with practice time accounting for
most of the learning time (about 83%) while maintaining enough
theoretically necessary contents.

2.1.4. The ability to apply teaching for experiential learning
Objectives and content structure of VT programs, repairing fans, electric
motors and Electric Stabilizers of the civil electrical job groups havve
characteristics consistent with the organization of TFEL.
2.2. PRINCIPLES FOR APPLYING TFEL FOR VOCATIONAL
TRAINING FOR RURAL WORKERS
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2.2.1. Ensuring the inheritance associated with operating experience
of the learner’s experience
The design of teaching activities, implementation activities should
adhere to experience heritage, promoting the experiences of the learners
so that they can contribute effectively to the building of reasoning based
on their experience.
2.2.2. Ensuring the positive interaction of experiential teaching
activities
The applying process of experiential teaching in VT for rural workers
need to understand deeply that, to ensure positive interaction,
multidimensional between teachers and learners, learners with learners ,
teachers with environment and learners with environment
2.2.3. Ensuring the central role of the learner in experiential teaching
activities
This principle emphasize on learning process, rather than the products of
the learning process. Study results should be set by each learner with their
own motivation and effort to achieve. Therefore, in addition to selected
learning content, learning methods, responsible for the school, students
must be aware and understand what they are doing. In short, the central
role of the learners is emphasized in order to ensure their positive and
proactive creativity.
2.2.4. Ensuring the leading role of teachers in the organization of

experience teaching activities
Experiential Teaching has shown that the way to show the key role of
teachers. Teaches are those who design, organize and control the
experiential learning activities of the learners. Besides it is the
pedagogical impact of this activity aimed at learners progress.
2.2.5. Ensuring the practicality during the VT for rural workers
The design and organization of activities of experiential teaching in VT
for rural workers should deal with the balance between theories and
practice. Theories must be close to the demand to solve the problems in
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life. Learning activities should be carried out in collaboration and sharing
between individuals; the process of teaching is close to or resemble the
actual working conditions of the workers .
2.3. APPLICATION PROCESS OF TEACHING FOR EXPERIENTIAL
LEARNING
2.3.1. Process of implementation












Figure 2.1: The process of TFEL for the training of civil electrical jobs

for rural workers
2.3.2. Some examples illustrating the processes of applying TFEL
The thesis was conducted with the compilation and implementation of
experimental teaching on three characteristic units/contents of job through
the process of experiential teaching proposed, namely:
- Unit 1: Using a multimeter
- Unit 2: Repair of electric fans within short
- Unit 3: Maintenance of electric motors
2.3.3. Notes in the preparation, organization of TFEL
2.3.3.1. Preparatory work
- Define the experience of learning activities can be organized for students
in the specific content of the training schedule.
- Identify the basic theoretical knowledge that students need to master
Step 1: Identification of the student experiences

Step 2: Developing teaching plans

Step 3: Conducting Experiential activities

Step 4: Analyzing the experiences and drawing concepts

Step 5: Applying in practice

Step 6: Reviewing and summary

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related to the activities in each module experience and lessons. Indicate
the specific experiential activities corresponding with theoretical contents
including amount and timing of activities undertaken.

- Consider the resources involved in experiential learning activities.
- Set out the criteria for evaluating academic performance of students in
each part of the process of experiential learning.
2.3.3.2. The organization
- For the teacher: It is necessary to identify targets of experience theme
activities, planned preparation, organization and assignment of tasks to the
students, the administration planned learning activities, difficulties which
learners can meet, assess learning outcomes.
- For the learners: need democratic discussion and assigning specific
tasks to carry out the work. During the implementation process, learners
need to harmonize available experiences with the standards of operation,
technical skills associated with each task. Student has to draw upon their
own strengths and shortcomings to supplement and complete to suit the
requirements of the profession
CONCLUSIONS OF CHAPTER II
Based on the results of theoretical studies of TFEL in Chapter I, in
chapter II of the project has applied to VT of Civil Power jobs for rural
workers, from which some conclusions can be drawn as below:
The applying process of TFEL in VT for rural workers in general and
for workers of civil electricity job in particular needs to comply with
certain principles. These principles must embrace and reflect the opinion,
the basic philosophy of experiential teaching. On the other hand when
applying it is necessary to a take into consideration and closely link with
the practical requirements close to the practical needs of the profession as
well as exploit experiences of learners to build up lesson contents.
Therefore, it is necessary to apply this principle to cover the content on a
number of aspects such as: to ensure the inheritance of experience and
understanding of the learner with experience activities; ensure the positive
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interaction among the elements: the learners, the teachers and the learning
environment in the teaching activities. Besides, it is necessary to
emphasize the central role of the learners in the experiential teaching and
learning activities. In addition it is necessary to ensure the leading role of
the teachers in the organization, control of activities, as well as to ensure
the practicality during the VT for rural workers in general and civil
electricity in particular.
The process of applying TFEL in the VT of the civil electricity for rural
workers is a visual illustration, a step to concretize the process of TFEL
from the level of theory into practice. Each example illustrates each step
of the process to apply as illustrations for the entire design work,
organizing teaching activities, student assessment test are expressed
concretized in teaching job of civil electricity for rural workers. To
implement effective processes of TFEL, the use of flexible combination of
dominant teaching methods in specific stages of the process of
experiential teaching is the best thing to note, so as to apply flexibly,
strengths and overcome the limitations of these active teaching methods,
thereby contribute to improving the efficiency of the process of TFEL.
This will be tested in Chapter III.

CHAPTER III: TESTING AND ASSESSMENT
3.1. THE PURPOSE, MISSION AND TESTING METHOD
3.1.1. Purpose Test
To assess the validity of hypotheses, scientific verification of theoretical
framework of TFEL have built as the feasibility and effectiveness of the
application of TFEL in VT for labor rural general and civil electricity
particular profession.
3.1.2. Testing and assessment mission
The test on the basis of a number of lessons of the typical vocational
electrical civil for rural workers by TFEL; processing, analysis results to

assess the feasibility of the proposal.
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3.1.3. Methods of testing
To test reviews, the authors use pedagogical experimential methods and
expert methods to improve reliability for the results derived from testing.
3.2. TESED BY PEDAGOGYCAL EXPERIMENTAL METHOD
Pedagogical Experimental Methods controlled: in the experimental
group, the experimental post deployed by the process of TFEL that the
author proposed. For the control group, the Unit was done in the usual
way. Using mathematical statistical methods to process experimental
results. The evaluation was conducted by combining testing knowledge
with testing practical skills. Therefore, the author chooses to evaluated
scores combined with performance-based assessment. The test and
evaluation criteria are the same in two groups. Conclusions will be drawn
after the experimental data processing. The process of pedagogical
experiment was conducted in 3 times.
3.2.1. Experimental Preparation
- Prepare content input test (before each lesson), design of teaching
activities, stock assessment of learning outcomes for all empirical 3.
- Teachers: Contact and exchange ideas with other teachers about the
ideas of preparation, equipment, designs and implementation, media
preparation, teaching equipment.
3.2.2. Experimental development
Deploy training the experimental group and the control group at the
same time. Class is splited into two groups so teachers may teach the
control group today and the experimental group on the next day and vice
versa.
3.2.3. Pedagogical Experimental results
3.2.3.1. Quantitative assessment

The result of the tests with experimental class and the control classes is
processed by methods of mathematical statistics with the following
contents: tabulation probability distribution, frequency, frequency of
advanced converged; calculating the specific parameters; checking
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switchboards Student Fisher with significance level α to compare the
value of t and F coefficient between calculated and in the table. And also
the results are presented according to the corresponding graphs.

















Figure 3.2: The graph of the frequency line of the control and the experimental group
Table 3.7: Comparison of specific parameters between the experimental and the
control group
Group

Number of learners

S
2
б
2
б
V(%)
Experimental
111
7,1532
0,7423
0,7491
0,8655
12,1
Control
111
6,4775
0,8261
0,8336
0,9130
14,1
General collation table clearly shows the scores of the experimental
group was higher than the control group. Besides, the squared error of the
results of the experimental group was significantly smaller than the
control group, the scores fairly concentrated. In addition , the value (%) of
the coefficient of variation and V-experimental V-control also affirm the

Figure 3.1: Graph of checkpoint frequency

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observance of the quantities on during the experiment. Through that
shows the data in testing and pedagogy is accurate fit.
On the other hand, the parameter t there during experiment shows the
calculations are correct and consistent practice. Learning outcomes of the
experimental group and the control is quite substantial and has been an
outstanding evaluation of the application of TFEL in VT civil electricity
for rural laborers.
3.2.3.2. Qualitative assessment
Qualitative assessment based on evidence gathered through
observations, monitoring students’ learning, exchange of teachers and
students, reviewing the results of the students from that analysis,
synthesis provides some conclusions:
- Regarding the inspiration, activity and positivity of the learners: In
comparison with control group, the experimental group, the learners are
eager and are attracted and actively participate in learning activities; there
are many opinions and arguments, among members of the group, among
the groups together to address the learning of situations.
- Regarding the contribution, sharing experience of the learners: In
comparison with control group, as the experimental group can actively
solve the topics, therefor thay can jointly build up ideas, comments, share
their experiences and knowledge. Each member has a little knowledge and
certain wisdom, our single identifiable and discrete but complementary to
complete the task.
- On the possibility of thinking, creativity in how to solve the problem:
In the experimental group, participants are comfortable to develop
thinking, ways of thinking as well as creativity in the performance of his
duty, so they often come up with good and highly practical ways, but not

necessarily always precise, as learners are experienced people, they may
test things the wrong way and try to draw exprience. But that can promote
creativity in a bold way and sometimes teachers can learn from their
experience. The control group, there is often less creative because most
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contents, practical activities are directed from the instructor.
- Regarding the effectiveness of learning and the recognition of
knowledge and ability to apply the skills: In the control group, students
are difficult to acquire and memorize, ability to apply to handle the
problems will be limited, less flexible. For the experimental group, as they
can proactively solve real situations while still sticking to the lesson, they
can acquire knowledge through work, which helps them understand,
deeply remember the problems. Especially learners may have high
flexibility in adapting and handling problems with the skills learned.
- The feedback of teachers: All teachers involved in teaching have a
good evaluation about processes of TFEL for rural workers. The processes
of implementing the teaching activities are diverse, rich, and inspiring to
the learners and also teachers' job is easier. Now teachers’ role is only to
give advicee, orientation and control the activities of the learners, so their
labor intensity is reduced while the class still works efficiently. However,
the preparation, the design of teaching activities is quite strenuous because
(due to the unfamiliarity) teachers have to examine the the level of
experience of the learners, design themes, situations to stick to teaching
contents with high practicality.
3.3. TESTING BY EXPERT METHOD
3.3.1. Subjects and contents, plans to consult experts
3.3.1.1. Subjects seeking for experts’ opinions
Consulting the staff and experienced teachers in VT of the civil
electricity job on teaching for experiential learning and applying this

learning process in VT for the civil electricity job for rural labor.
3.3.1.2. Contents to consult experts
Contents to consult experts include:
- Documents: summary of the technique of the experiential teaching
processes applied in TFEL in VT of civil electricity jobs for the VT; plans
and ideas to implement the teaching activities of experiential teaching;
tests before and after lessons.
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- Voucher for comments
3.3.1.3. Planning to consult experts
The expert consultation was conducted in early March, 2014. These
materials and patterns for comments was sent to the experts. By the end of
August 2014 authors receive results and feedback from experts.
3.3.2. Results of expert methods
3.3.2.1. Quantitative evaluation
Through general assessment combined with the direct exchange of the
contents related to the techniques and the application of experiential
teaching in the VT of civil electricity job groups for rural workers with the
experts, the author can draw some conclusions after an overview of the
comments received, evaluated by experts in the field of VT for the civil
electricity group for rural workers. It can be seen that process teaching for
experiential learning as well as the application of this teaching process in
the VT of the civil electricity for rural workers is very suitable for the
learners. It brings a new form of innovation in the organization and
methods, to make the learning activities more positive, while promoting
the learners’ experience and understanding.
3.3.2.2. Qualitative evaluation
According to the comments, reviews, the majority of experts agree that
experiential learning as well as the structure and stages of the the process

and the design of teaching activities are appropriate and practical,
especially it is a very appropriate way to teach the subjects as rural
workers, in accordance with the characteristics of the subjects both in
psychological characteristics as well as the characteristics of their learning
styles. Many experts say that the rural workers have a lot of practical
knowledge as well as practical skills from experience they have got from
work or watching others do. Most of them know how to do, but their
professional knowledge is still limited. Most people do not like to learn
the theories and if it is hard for them to acquire the theoretical knowlege
though the teachers explains a lot. However if they do then draw
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principles and ways to do, (theory) they can remember for a long time
and apply very well in their actual work .
CONCLUSIONS OF CHAPTER III
In this chapter, the author has used the studying methods including:
pedagogical experimental method; mathematical statistics method; expert
method to test the correctness of the theory as well as the appropriateness,
effectiveness and feasibility of the process TFEL in the VT for rural
workers, especially civil electrical job.
Though the empirical experimentation with pedagogical method has not
yet been extended, it is possible to assess the practicality of applying
TFEL strategies. The experimental classes are those with learners who are
employees of the countryside, midland and mountainous areas. The
process of work shows that it has partly created the innovation of the
organization and teaching methods in VT for rural workers in job where
civil electrical teaching activities focus on the positivity, the creativity of
the learners, while promoting the wisdom, the experience well and change
the ineffective experiences of the learners.
To show objectivity in evaluating the efficacy and feasibility of

experience teaching process and processes applied in the VT of the civil
electricity job for rural labor, the application of specialized comments part
was used. Experts made comments and suggestions in a particular way
and about the contents assessed. Most experts agree that strategies TFEL
for those who are rural workers are suitable. The use TFEL in the civil
electrical occupation has brought a new thing in the preparation,
implementation and teaching activities of civil electrical professions for
rural workers, and it is also effective .
Quantitative results of the experimental process have been processed,
analyzed, synthesized in an objective, accurate way with the mathematical
statistics metod and the experimental results are acceptable


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CONCLUSIONS AND RECOMMENDATIONS
I. CONCLUSIONS
In the process of research and practical reasoning of TFEL, we can draw
some conclusions as below:
1) Applying the TFEL in VT for rural workers and the civil electricity
profession particular is a new way, a way of teaching which is quite
consistent with the object characteristics, and also helps to improve the
effectiveness, quality of training to meet practical requirements during the
industrialization and modernization of rural agriculture.
2) The theme has consulted some studies involved of our country and in
the world are. Besides it analyzes expand some concepts related (such as
VT, rural workers) specifically analyzed deeper and unravel some
conceptual tools (such as experience, teaching experience). It also studies
some theoretical basis of TFEL; characteristics of VT for rural workers, in
particular research and thorough analysis of the characteristics of the

trainees are rural workers, characterized the process of training for this
object. These theoretical bases will be the premise, an important basis and
a key factor in the design and construction processes in VT for civil TFEL
for rural workers.
3) Although the processes of TFEL have significant advantages and the
ability to apply highly practical with real conditions, in the
implementation process we should also consider some weak impact factor,
affecting the teaching process. The effects can be positive (to take
advantage of promotion) or negative (to get a fix, prevention).
4) The study of abundant practices and realistic, the theme has shown
the factual situation of the preparation and design of teaching activities;
the using of teaching methods , techniques of teaching; the reality of
organizing the teaching activities of the teachers; preference learning
situation of the learners as rural workers. This is also the basis of
important in the identification of the existent weaknesses contribute to
reduce effective teaching. It is also the motivation for the proposed subject
teaching process is suitable, feasible and more effective.