Summary of doctoral thesis in educational sciences: Practicing Learning skills for Complementary high school students

MINISTRY OF EDUCATION AND TRAINING
THE VIETNAMESE NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

DO DUC TRI

PRACTICING LEARNING SKILLS
FOR COMPLEMENTARY HIGH SCHOOL STUDENTS
AT CONTINUING EDUCATION CENTERS

Speciality: Reasoning and History of Education
Code: 9 14 01 02

SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCES

HaNoi - 2018


Research completed in:
The Vietnamese National institute of Educational Sciences

Scientific instructor: Asst.Prof.PfD. Dang Thanh Hung

Reviewer 1: ..................................................................

Reviewer 2: ..................................................................

Reviewer 3: ..................................................................

The thesis will be examined and defended at the Thesis Examination
Council of National Level met in:
The Vietnamese National institute of Educational Sciences

At ........ hour ..... day ....... month ...... year .........

The thesis can be read at the Library:
- National Library of Hanoi
- Library of The Vietnamese National institute of Educational Sciences.


ABSTRACT
1. Reason for choosing
1.1. Learning skills have an important role in determining the
effectiveness of learning activities. Learning skills help learners acquire
knowledge and the abilities to self-studies for the rest of their life.
Therefore, Forming reasoning and training skills for learners is essential.
Especially with those Who are currently studying in education centers
1.2. At the present, high school (HS) supplementary students in
Continuing Education Center (CEC) have more difficulties in studying
compared to HS students, they are children who have graduated from
secondary school (SS) at the age of HS student or older. CEC recruits all
students who do not take the entrance exam or the students who fail to
enter public HS or older adults who are working, so most of them have not
been classified by academic skills. Therefore, the learning skills of the
trainees are still weak and the learning activities are often not produced
good results and do not meet standard of CEC.
1.3. In educational field: Researches on learning skills and training
learning skills for special students, especially HS supplementary students
who are currently studying in CECs across the country are still lacking. In
fact, practical research is needed on this issue to improve the quality of
teaching and teaching quality at the CECs.
Because of these above reasons, the thesis "Practicing Learning
skills for Complementary high school students" has found new practical

values in it. The thesis research will aim to improve the quality of teaching
and learning in the CECs.
2. The aim of research
Proposing the measures to practice learning skills for
Complementary HS student in CECs at district level in order to improve
learning quality and students’ studying results.
3.Object and subject of Research
3.1. Object of the research: Teaching process at the CECs.
3.2. Subject of the research: Practice learning skills for
Complementary HS student in CECs.
1


4. Scientific Supposition
The learning skills of students in the CECs are only enabled and
developed through the training and practicing in the pedagogical
environment under the positive influence of the teacher. In the present, the
learning skills of HS supplementary learners in the district's CECs are still
low and do not meet the learning requirements of the learners. If we
propose and apply an appropriate method to improve learning skills for
students .Providing knowledge about learning skills and training skills for
the staffs, Teachers and learners in the CECs; Completing the learning
process and flexibly apply it to the training of specific learning skills
Compiling a Teaching Portfolio on learning and training skills for
Complementary HS students ; Organizing training skills in the direction of
enhancing self-training skills of students; Using a variety of learning styles
for learners will improve the learning skills for learners and the learning
quality in the CECs.
5. Research Mission
5.1. Identify the theoretical and practical basis of the training

activity for Complementary HS students in the CECs.
5.2. Proposing measures to improve
Complementary HS learners in the CECs.

learning

skills

for

5.3. Doing an Experimental Research to confirm the effectiveness of
the training method of learning skills for Complementary HS learners in
the CECs.
6. Reseach Range
- Researching method of training skills at HS students who are
studying at district-level CECs
- The surveyed areas are limited to district-level CECs in Bac Ninh
and Hoa Binh provinces.
- A pedagogical Experimental Research is conducted at Yen Phong
CEC, Bac Ninh.

2


7. Research Methodology and Method of Research
7.1. Research Methodology: Systematic approach; Comprehensive
approach; Operational approach.
7.2. Method of Research: Methodology of reasoning; Practical
research methods and data processing methods.
8. New contributions of the thesis

- Establishing the theoretical foundation of learning skills and
training skills for secondary school students in CECs
- Detecting the current studying and training skills status of HS
students in the CECs
- Proposing and confirming the effectiveness of the solution to
improve learning skills for upper secondary students in the CECs.
9. Structure of the thesis
In addition to the introduction, conclusion, recommendation, list of
references and annexes, the thesis consists of 3 chapters.
Chapter 1
RATIONALES FOR PRACTICING LEARNING SKILLS
FOR COMPLEMENTARY HIGH SCHOOL STUDENTS
AT CONTINUING EDUCATION CENTERS
1.1. Study overview issues
1.1.1. Studies on learning activities
Learning is a fundamental activity that ensures the survival of
individuals and societies and determines the development of individuals
and societies, it has been researched by many scientists from different field
like : Philosophy, pedagogy, psychology, and so on. The theoretical and
scientific of Learning has also been developed by many scientists such as
Aritxt, J.Locke, G. Berkeley, D.Ghatli , H. Stein, J. Watson, J.Piaget... and
Soviet psychologists such as L.X. Vưgôtxki, A.N. Lêonchiev, P.Ia.
Galperin; Phạm Minh Hạc, Nguyễn Quang Uẩn, Hồ Ngọc Đại, Phan Trọng
Ngọ, Lê Khánh Bằng, Hà Thị Đức, Vũ Trọng Rỹ, Đặng Thành Hưng,
Nguyễn Cảnh Toàn, Thái Duy Tuyên...
3


Researches on the learning activities from both domestic and foregin
writers has given the light of theoretical and practical to the concepts,

nature, structure and reality of learning activities of learners from all
different ages in educational institutions.domestic.
1.1.2. Studies about learning skills and practicing learning skills
Studies about learning skills and practicing learning skills: B.Ph.
Lomov, E.N. Kavanova, A.V. Petropxki, V.A. Cruchetski, N.D. Lêvitov,
A.G. Kovaliov, Annett, và các tác giả phương Tây hiện đại đã nói ở
trên.V.G. Loox, V.V. Tsebưseva, K.K. Piatonôv, E.A. Milerian.P.M.
Kecgientxev, N.I. Mikheev, L. Umanxki, A.I. Kitov, X I. Kixengof, N.V.
Cudơmina, Kevin Barry và Len King...Tác giả Vũ Trọng Rỹ, Đặng Thành
Hưng, Hoàng Anh, Dương Thị Thoan, Dương Thị Thanh Thanh,Nguyễn
Quang Uẩn, Lê Khánh Bằng, Hà Thị Đức, Trần Quốc Thành, Nguyễn Văn
Tuân, Nguyễn Văn Hoan, Trịnh Thị Xim,… In studies, it is important for
learners to carry out their learning activities and improve their learning
outcomes, while helping learners to continue learning. after they complete
formal university education or are conditions for learners to actively study
and study for the rest of their lives.
Comments: Previous studies focus on both theoretical and practical
aspects of learner learning in different aspects (concept, nature,
characteristics, faculty the study of learning activities, the mechanism of
learning from the point of physiology, psychology ... Studies of human
activity skills such as communication skills, leadership skills are mainly
focused. However, the studies on learning skills of complementary high
school students in continuing education centers and undergraduate student
are less focused. Despite the fact that there studies are also necessary for
education and society.
1.2. Continuing Education and Continuing Education Center
1.2.1. Continuing Education
1.2.1.1 Concept: History of Continuing education comes from the
name of non-formal education, it is the unity of the nature of
complementary education and on-the-job training that is the continuity of

learning (learning is a lifelong job, learning at school is only a stage).
4


1.2.1.2. Position: Continuing Education is a body part of the
Vietnamese national education system, which has the responsibility of
fostering cultural and professional knowledge for all people. Especially for
those who in the situation where they haven't gotten the opportunities to
study in a systematical way.
1.2.1.3. Function: replace; continue; additon; complete
1.2.2. Continuing Education Center
1.2.2.1. Concept: The CECs is a non-formal educational institutions
in the national education system with the goal of helping people learning
and improving the quality of thier life, finding jobs, sefl-creating jobs and
adapting to nowaday society.
1.2.2.2. Organizational structure of the CECs: The center's leaders
include: the director and not more than 02 deputy directors. Administration
- General; Vocational Training Team - Career; Educational Committee;
Production teams, service providers, vocational training.
1.2.2.3. Function, mission.
1.2.2.4. The role of the CECs to social development: raising people's
intellectual level, training human resources, meeting the needs of regular
learning, lifelong learning for people and communities.
1.3. Learning activities of student in CECs
1.3.1. Learning activities
Learning is a purposeful and aweness activity, with the plan of the
learner to acquire the knowledge, experience, skills, tricks to develop
themselves under the teaching guidence of the teacher.
1.3.2. Learning activities of students in the CECs
The activities that have aweness, aim and plan of the student who

are studying at CECs in order to gain knowledge, experience, skills and
techniques for personal development and preparation for the job. Under the
teaching organization of teachers.
1.3.3. Characteristics of learning activities of student who are
studying at CECs

5


Table 1.1. The table compares the differences between continuing
education centers and formal education
TT
Aim
1 Studying subject
2 Studying time

Formal education
Age regulation
Continuously follow the
rules
3 Studying program According to the program
of the state management
agencies
on
education
evaluation
4 Studying method Focus in school

5 Financial
resources

learning

Government supply is the
for main

6 The basic learning
skills are applied
in the learning
process of the
learner

Listening, recording on the
class. reading textbooks at
home, reading references,
doing exercises, reviewing,
testing and examining
(St mainly doing the
learning tasks)

CE
All age
Time
flexibility
and
interruptions
Flexible according to the needs
and abilities of the learners

Study in group, study at work,
study in the evening, self study,

study online,,,,
Diversify financial sources
from the Government, people's
organizations, social organizations, individuals ...
Listening,
recording
and
memorizing lessions, homework, exams and tests.
(Not yet active, do not know
the study guide, do not know
the weakness in themselves in
order to learn to overcome ...)

1.4. Study skills of trainees in the CECs
1.4.1. Concept of skills, learning skills, learning skills of student in
the CECs
Skill is the ability to apply pre-existing knowledge or experience to
carry out an action or activity in real-world situations.
Learning skills are understood as the ability to perform effective
learning actions on the basis of the use of the knowledge and skills that are
available to properly address learning tasks under certain learning
conditions.
The studying skills of Complementary high school Students are the
ability to effectively implement learning actions based on the use of pre6


existing knowledge and skills to better cope with the tasks. Study in certain
learning conditions in the CECs
1.4.2. The role of learning skills in improving the quality of
teaching and learning in the CECs: Learning skills are tools and

means to improve the quality of teaching and learning in the CECs
1.4.3. Classify the study skills and learning skills of
Complementary high school Students in the CECs
1.4.3.1. Types of learning skills: There are many ways to classify
learning skills based on different criteria, for example, a classification of
skills can be categorized into the following groups: Group of skills enable
organize learning; Group skills in doing tests, test, evaluate self learning.
1.4.3.2. Types of study skills of Complementary high school Students
in the CECs: Targeting and finding the content of learning skills; Listening
and recording skills in class; Reading skills and learning materials;
Presentation skills in problem-solving; Skills for doing tests and exams in
learning; Communication skills with teachers, friends; Skills to overcome
difficulties that interfere with learning; Time management skills in learning.
All of these learning skills are necessary and characteristic for
students attending the CECs but within the scope of the dissertation, they
will be tested as the skills training for Complementary high school
Students in order to not only Improve the study skills but also focus on
learning management skills. Therefore, in the theoretical basis of the thesis
will focus on clarifying the theory of management skills learning time.
1.4.3.3. Time management skills
The ability to manage the learning time for Complementary high
school Students in the CECs is the ability to effectively implement
learning time management activities based on the use of knowledge and
skills to solve the problem in Well-placed learning manners in certain
learning conditions of the CECs.
1.4.3.4. The process of developing learning skills
The problem of forming learning skills in learning activities for
learners is a fundamental problems in the theory of teaching, education,
psychology ...That is why many scientists inside and outside the country
7

such as: VA Cruchetxki, Pham Minh Hac, N. Đ. Leviton, A. V. Petrxvxki,
Geoffrey Fetty, K.K. Plato and G.G. Gölubev are interested in this
research. Authors with different scientific and theoretical views have
different opinions about formation stages of learning skills for learners, but
they are all agreed on one basic point: learning skills are formed from
learning activities.
1.5. Training skills for Complementary high school Students in
the CECs.
1.5.1. The concept of "training" and " training learning skills"
Training is "practicing on a regular basis to achieve certain qualities
or levels".
Training for Complementary HS students in the CECs is to organize
regular practice to help complementary high school Students in the center to
acquire the necessary learning skills in order to ensure that they can acquire
knowledge skills, tricks according to learning purposes set by the Center.
1.5.2. The role and meaning of training learning skills
Training learning skills change the style, methodology, ... increase
the initiative, efficiency, capacity ...
1.5.3. Training process for learning skills for students in the
teaching process in the CECs
Stage 1: Preparation
Stage 2: Training theory
Stage 3: Practice training learning skills
Stage 4: Evaluation of training results
1.6. Factors influencing the training learning skills for learners
in the CEC: Factors that belong to students in the CECs. Factors come
from within the environment inside the center and outside the society.
Conclusion of Chapter 1

The learning ability of Complementary high school Students in the
CECs is the key ability to effectively implement learning actions based on
the use of pre-existing knowledge and skills to better cope with the
learning tasks in certain educational conditions of the CECs.
8


Based on the learning process of Complementary high school
Students, it is possible to identify the learning skills required
Complementary high school Students in the CECs including some core
skills such as: Based on the learning process of secondary enrichment
students, it is possible to identify the learning skills required by secondary
school enrichment students in the center of general education including
some core skills such are : Targeting skills and learning content; Listening
skills and taking lecture notes in class; reading and writing skills;
Presentation skills in problem-solving; Skills for doing tests and exams in
learning; Communication skills with teachers, friends for learning
purposes; The ability to overcome difficulties hindered the learning
process of the individual; Time management skills in learning.
Training the learning skills for Complementary high school Students
in the CECs is to practice regularly to help Complementary high school
Students in the CECs to acquire the necessary learning skills. Ensuring the
acquisition of knowledge and skills for learning purposes set in the Center.
Factors affecting the training of student' skills in CECs include: Factors
that belong to the Students in the CECs; The elements of the Center's inner
environment and outside social.
Chapter 2
THE REALITY OF TRAINING AND PRACTICING TRAINING
SKILLS FOR COMPLEMENTARY HIGH SCHOOL STUDENTS
IN THE CECS

2.1. Continuing Education centers system
2.1.1. About the history of the establishment and development of a
Continuing Education centers system.
Table 2.1. Statistical Data of Continuing Education in Vietnam
School year

20112012

20122013

20152016

20162017

Provincial, District Continuing Edu Centers

712

703

733

707

Complementary schools

x

x

11

10

Commune Community Learning Centres

10,826

10,815

11057

11081

Foreign language, informatics centers

1,891

1,935

1538

2199

9


20112012

20122013

20152016

20162017

19,910

21,973

29503

20220

Literate learners

15,922

17,797

x

x

Part-time learner

296,617 273,518 215550 210884

School year
Illiterate learners

Primary

x

x

x

x

Lower secondary

54,673

42,883

27703

21959

Upper secondary

241,944 230,635 187847 188925

The number of continuing education centers has fallen since 2010 to
2012 (from 706 in 2011 to 703 in 2013), but stabilizes in the following
years (over 700 centers). The number of Complementary high school
Students dropped between 2010 to 2012 (from 241,944 to 230,635), but
stabilized in the following years to about 190,000 Complementary high
school Students

2.1.1.2.CECs within the scope of the thesis research: There are 10
district-level education centers in Bac Ninh and Hoa Binh provinces.
2.2. Overview of the organization of studying and practicing
learning skills for Complementary high school Students in the CECs.
2.2.1. Purpose of the survey
Survey on the training status of Complementary high school Students
in the CECs to build a practical basis to propose measures to improve the
learning skills of Complementary high school Students in the CEC.
2.2.2. Survey content
Surveys of the current level of learning skills of Complementary
high school Students ; The level and relevance of the measures to improve
the learning skills of Complementary high school Students and the factors
that affect the learning skills of Complementary high school Students who
are studying in the CEC
2.2.3. Survey method
Questionnaire surveys; Interview method; Product
methodology; Observation method; Statistical methods.
10

research


2.2.4. Grading and rating scale
Level
Suitable , proficient, influential

Grade
3

Rating scale

2,34 - 3,0

Moderate, less proficient, less influential

2

1,68 - 2,33

Mismatched and low, unsatisfactory, no impact

1

< 1,68

2.2.5. Surveyors and survey sites
2.2.5.1. Surveyed areas: 10 centers for education in Bac Ninh and
Hoa Binh provinces.
2.2.5.2. Sample survey (survey participants)
Table 2.3. A sample survey on the status of training skills for
Complementary high school Students in the CECs.
Staffs and
teachers
19

St

Total

198

217

2 Thuan Thanh, Bac Ninh province

16

57

73

3 Gia Binh, Bac Ninh province

6

59

64

4 Tu Son, Bac Ninh province

12

57

69

5 Tien Du, Bac Ninh province

7

60

67

6 Kim Boi, Hoa Binh province

18

176

194

7 Lac Son, Hoa Binh province

15

55

70

8 Mai Chau, Hoa Binh province

12

54

66

9 Tan Lac, Hoa Binh province

14

59

73

10 Cao Phong, Hoa Binh province

14

38

52

132
(13,07)

813
(86,03)

945

TT

CECs

1 Yen Phong, Bac Ninh province

Total of 10 Centers

2.3. Results of the survey on the status of learning and training
skills in the CECs
2.3.1. Results of the survey on the status of learning skills of
Complementary high school Students

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Table 2.5. Status of achievement level of study skills
of supplementary high school students
TT
1
2
3
4
5

6

7
8

Learning skills

Managers and
teachers
̅ rank


student



rank

general


̅

rank

Targeting
skills,
288 2,2 2 1989 2,4 1 2277 2,4 1
learning content
Listening and writing
258 2,0 4 1680 2,1 3 1938 2,1 3
skills in class
Reading
/
273 2,1 3 1638 2,0 4 1911 2,0 4
comprehension skills
Presentation Skills
315 2,4 1 1884 2,3 2 2199 2,3 2
Doing lesions file and
f234 1,8 6 1377 1,7 6 1611 1,7 6
exam Skills
Communication Skills
with the teachers and
252 1,9 5 1554 1,9 5 1806 1,9 5

friends for learning
purpose
Time
management
219 1,7 7 1296 1,6 7 1515 1,6 7
Skills in study
Handling
with
problems Skills in 198 1,5 8 1218 1,5 8 1416 1,5 8
studying
̅
1,95
1,93
1,94
The Studying Skills of Complementary high school Students in the
CECs. Have many sub-skill in its which is needed for studying. Managers
and teachers and students participated in the survey, assessing the level of
available learning skills of Complementary high school Students in the
CECs with average level of X
. . The level of achievement of
student’learning skills is uneven.
2.3.2. Survey results on training skills Complementary high school
Students in the continuing education center
2.3.2.2. Evaluate the level of implementation of training measures
for studying skills with Complementary high school Students in the CECs

12


Table 2.7. Current status of implementation in skills training

Studying for Complementary high school Students in the CECs
TT

Method of training

Managers and
teachers


1 Studen’s self study

rank

Study


General
rank



rank

291

2,2

4

1779 2,2

3

2070 2,2

3

Develop training materials
and disseminate skills for
2 students Subject teachers 315
organize learning skills
through teaching subjects

2,4

1

1965 2,4

1

2280 2,4

1

Subject teachers organize
3 learning skills through 303
teaching subjects

2,3

2

1872 2,3

2

2175 2,3

2

Include the content of the
in
compulsory 219
4 study
subjects from the first year

1,7

9

1365 1,7

9

1584 1,7

7

Training skills through

various forms of activities
5
306
(youth union activities)
etc.

2,3

2

1764 2,2

3

2070 2,2

3

Organize the training of
study skills in the school
6
270
year according to their
own programs

2,0

6

1719 2,1

5

1989 2,1

5

Organize seminars to
exchange learning skills
7
279
and practice learning skills
for students

2,1

5

1620 2,0

6

1899 2,0

6

10

1332 1,6

10

1548 1,6

8

Invite consultants on skills
8 learning and training skills 216 1,6
for students
̅
2,08

2,06

2,07

Assessment of the level of implementation of training measures of
for Complementary high school Students in the continuing education
13


center, administrators, teachers and student taking part in the survey was
quite good with X
.
min
, max = 3).
Assessment of the level of implementation of training measures of
for Complementary high school Students in the continuing education
center, administrators, teachers and student taking part in the survey was
quite good with X

.
min
, max = 3).
The level of performance of the training method for learning skills
for student is different. Practical training measures for learners are
evaluated better than "Compiling training materials for study skills and
disseminating to learners", "Assigning subject teachers to organize training
learning through teaching subjects with X
, and , ranked st,
...
Practical training measures for student are underestimated" Include
training content in compulsory subjects from the first year of study, ""
Invite a mentor on learning skills and training skills for learners with X
1,6 and 1,7 rank 7, 8/8 ...
2.3.3. Survey results on the factors affecting the training of study
skills for Complementary high school Students in the CECs
Factors that affect learning skills include student and environmental
factors, in which student and teacher factors influenced more than
environmental factors X
. versus X
. .
2.3.4. A general assessment of the status of learning skills and
training skills for Complementary high school Students in the CECs
2.3.4.1. Assessment of student learning skills
Complementary high school Students in the CECs with low input on
education level, so they need specific learning skills for learners and
learning characteristics in the center. However, the learning skills of the
trainees have all the skills, but the level of achievement of the learning
skills is low, limited learning quality of students at the Center, the ability
to absorb The students are weak and their performance is not high.

2.3.4.2. Assessment on training skills for learners
- The demand for learning itself is not high due to the awareness of
the meaning and the importance level of the problem is low , so it has not
14


created the motivation inside the student to promoting the self-learning
activities in general and training skills in particular.
- The learning environment, training environment of learning skills
in CECs is still weak. The learner's self-awareness level, the learning input
in the center is low, that's why the learning atmosphere, the link learning is
not high. The learning environment is lacking in competitive emotions, so
it affects individual learners and the collective environment.
Chapter 2 Conclusion
The basic skills of Complementary high school Students were tested
at medium and low levels. The CECs has applied a number of measures to
improve the learning skills for learners and the level of performance is
assessed at an average level. Factors affecting the training of learners'
skills in the CEC.include elements of students and objective environment.
The magnitude of the influence of these factors on student learning skills
and the level of influence are different: 1. Student factors; 2- Elements of
the social environment.
Chapter 3
MEASURE SKILLS TRAINING
SOLUTIONS FOR COMPLEMENTARY HIGH SCHOOL
STUDENTS AT CONTINUING EDUCATION CENTERS
3.1. Principles of suggesting measures to improve learning skills
for secondary school students in the center of continuing education
3.1.1. Principles of systematic integrity
3.1.2. Principle of ensuring suitability

3.1.3. Principles of inheritance
3.2. Measure training skills for Complementary high school
Students in the CECs
3.2.1. Provide knowledge on learning skills and training skills for
Complementary high school Students, teachers and trainees in the CECs
The goal of the measure is to help teachers see the important role of
learning skills, to have a complete knowledge system on learning skills,
15


how to train the learning skills for students. . This is the basis for the
success of teaching in the center of continuing education.
3.2.2. Improve the learning process and apply it flexibly to the
training of specific learning skills
Providing a common learning-learning process, on the one hand,
will ensure a smooth and effective learning experience, as well as a basis
for flexible use of individual learning skills. Specific training for learners
in teaching activities at the center for continuing education, which is the
basis for teachers to participate in lecture design and selection of
appropriate methods.
3.2.3. Prepare training materials for Complementary high school
Students
To effectively implement the learning skills for learners, especially
to facilitate the formation of lifelong learning ability for learners; The
learning process is self learning, and it is essential to have first-hand
materials, skills training and study skills. Document preparation is aimed
at achieving the above objectives, with learning and teaching facilities for
both teachers and learners at the CECs.
3.2.4. Organizing training skills in the direction of increasing selftraining of learners in CECs
Forming and enhancing self learning skills in each student in the

learning process, thereby improving the efficiency of learning skills, the
quality of learning students and students have the tools to learn. Because
according to C.Mac: "people by their own activities produce their own
personality."
3.2.5. Flexible and flexible combination of learning styles for high
school students
Using a variety of forms of training on one side to ensure the
suitability of specific requirements of the learning skills to improve the
training effect. Besides, it enhances the attractiveness and excitement for
the students through the effective optimization of various forms of learning
skills. It helps students have good conditions to acquire knowledge, theory
16


and practice in order to develop their study skills, while promoting the
positive, active and creative in their activities. to learn the skills.
3.3. Relationship between learning skills training measures for
Complementary high school Students in the CECs
They have a close relationship with each other, interwoven and
support each other to improve the efficiency of training skills. learning
quality study skills for students so that students have good learning tools in
the CECs.
Figure 3.1. The relationship between learning skills training
measures for Complementary high school Students in the CECs
3.4. Experimental training for Complementary high school
Students in the CECs
3.4.1. Purpose of scientifical experiment
Verify the effectiveness of the training measures for Complementary
high school Students in the CECs to improve the quality of learning skills
for Complementary high school Students. Due to the limited time, the

thesis is limited to two combined measures: "Providing knowledge on
learning skills and training skills for learners", "Organizing learning skills
training Enhancing the self-training of students in the scientific process "
The skill chosen to perform is the ability to manage time spend in learning.

17


Provide knowledge on
learning skills and training
skills for Complementary
high school teachers and
students in CECs

Improve the process
of training the
knowledge of SS and
apply flexible process
into the training of
specific SS.

MEASURE

SOLUTIONS
FOR SKILLS

Compiling materials
on learning skills and
training in the CECs
for Complementary

high school students

TRAINING

Organize training skills
in the direction of
enhancing the selflearning skills of
students

Use a variety of
learning styles for
learners

Figure 3.1. The relationship between learning skills training measures for
Complementary high school Students in the CECs
3.4. Experimental training for complementary high school
students in the cecs
3.4.1. Purpose of scientific experiment
Verify the effectiveness of the training measures for Complementary
high school Students in the CECs to improve the quality of learning skills
for Complementary high school Students. Due to the limited time, the
thesis is limited to two combined measures: "Providing knowledge on
learning skills and training skills for learners", "Organizing learning skills
training Enhancing the self-training of students in the scientific process. "
The skill chosen to perform is the ability to manage time- spending in
learning.
18


3.4.2. Scientific basis to choose the experimental method

Selection of measures "Providing knowledge on learning skills and
training skills for learners", "Organizing training skills in the direction of
enhancing self-training of students in accordance with the procedures
learning "for the following reasons: a) Awareness is the beginning of a
successful implementation of learning skills; b) Self-study skills of
learners play a decisive role in learning skills, training skills; c) Learning
management skills are very important and are very weak in learners.
3.4.3. Experimental hypothesis
"Providing knowledge on learning skills and training skills for
staffs, teachers and learners", "Organizing training skills for learners in the
scientific process" will improve The ability to manage the learning time of
for Complementary high school Students in the CECs
3.4.4. Experimental stages
- Phase 1: preparation for experiment
- Phase 2: Experimental organization
- Phase 3: Experimental assessment
3.4.5. Criteria and Evaluation standards of experimental results
Criteria 1: Know how to do the job in time management
Criterion 2: Have a good attitude of learning
Criterion 3: Learning outcomes in Literature and Mathematics
Table 3.1. Criteria for Evaluation standards
STT

level

Evaluation
standards
3,25 - 4

1

Welldone, Very often

2

Very good, often

2,5 - 3,24

3

Medium , somtimes

1,75 - 2,49

4

Don’t know, don’t do

< 1,75

3.4.6. Sample and experiments field

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Table 3.2. Experimental samples
male

TT

group

1

Controlled
experiment

2

experiment

38

General

73

female

number %
35
60,3

total

number
23

%

39,7

65,5

20

34,5

58

62,9

43

37,1

116

58

3.4.7. Experimental assessment methods
Experimental assessment; through observing and recording
behavioral manifestations of time management skills; study the activities
of students; statistical formula.
3.4.8. Experimental conclusion
3,00
2,50

2,57
2,48

2,56
2,35
2,13

2,59
2,22

2,17

2,65
2,25

2,00
Control

1,50

experimental

1,00
0,50
-

Criteria 1 Criteria 2 Criteria 3 Criteria 4 Criteria 5

Figure 3.5. Post-experiments results measure the variability of time
management Studying of student
Through the modification of the 3 pre-test and post-test indicators in
both control and experimental groups, the first step was to confirm the

effectiveness of the two measures: "Provide knowledge of skills and
learning skills learning for staff, teachers and learners "and" Organizing
training skills in the direction of self-training of students in the scientific

20


process "in improving the management skills of learning time for
Complementary high school Students in the CECs.
Chapter 3 Conclusion
Based on the theoretical framework and the survey of the status of
training skills for Complementary high school Students in the CECs, the
dissertation proposes measures to improve the learning skills for students:
Skills for learning and practicing learning skills for staff, teachers and
learners in the CECs. Improve the learning process and apply the process
flexibly to the training of specific learning skills. Developing materials on
learning skills and learning skills for Complementary high school
Students. Organizing the training of learning skills in the direction of
enhancing self-training skills of students learning. Use various forms of
training skills learning for students.
The dissertation is to organize the experiment on "Providing
knowledge on learning skills and training skills for staffs, teachers and
students in CECs" and "Organizing learning skills training Enhancing selflearning skills of learners "for the management skills of learners 'time and
the experimental results have confirmed the effectiveness of the training
method for learners' learning skills. Improving the learning skills for
Complementary high school Students in the CECs.
CONCLUSION AND RECOMMENDATIONS
1. Conclusion
1.1. Analysis of theoretical documents inside the country and abroad
has defined the basic framework of the thesis Which are:

The learning ability of Complementary high school Students in the
CECs is the ability to effectively implement learning actions based on the
use of existing knowledge and skills to better cope with the learning tasks.
certain educational conditions of the CECs .
Based on the learning process of Complementary high school
Students it is possible to identify the learning skills required by
Complementary high school Students in the CECs including core skills:
target and internal skills learning; Listening and writting skills in class;
21


Reading skills and learning materials; Presentation skills in problemsolving; Skills for doing tests and tests in learning; Communication skills
with teachers, friends for learning purposes; The ability to overcome
difficulties hindered the learning of the individual; Time management
skills in learning.
With the understanding as to the training skills for Complementary
high school Students in the CECs is to practice regularly to help
Complementary high school Students in the CECs to have the learning
skills. It is necessary to ensure the acquisition of knowledge and skills for
learning purposes set in the Center.
Factors affecting the training of learners' skills in the CECs include:
factors that belong to the students in the continuing education center; The
elements of the Center's environment and social.
Theoretical issues on the theoretical framework to investigate the
status of learning skills and training skills forComplementary high school
Students in the CECs
1.2. A survey of 945 managers, teachers and trainees in 10 centers of
education and training in Bac Ninh and Hoa Binh provinces, initially
concluded:
The basic and advanced skills of Complementary high school

Students in the CECs were tested at medium and low levels. Level of
achievement of skills: 1- Skills to define goals, content learning; Problemsolving skills in learning; 3- Skills of listening and recording lectures in
class; 4- Skills of reading / learning materials; 5- Communication skills
with teachers, friends for learning purposes; 6- Skills to do exercises and
tests in learning; 7- Time management skills in learning; Difficulty in
overcoming obstacles to learning activities of individuals.
The CECs has applied a number of measures to improve the learning
skills for learners and the level of performance is assessed at an average
level.
Factors affecting the training of learners' skills in the CECs include
elements of students and objective environment. The magnitude of the
influence of these factors on student learning skills and the level of
22


influence are different: 1- Student factors; 2- Elements of the social
environment.
1.3. Based on the theoretical framework and the survey of the status
of training skills forComplementary high school Students in the CECs, the
dissertation proposes measures to improve the learning skills for students:
learning skills and practicing learning skills for staffs, teachers and
learners in the CECs; Improve the learning process and apply the process
flexibly to the training of specific learning skills; Developing materials on
learning skills and training skills for Complementary high school Students
in the CECs; Organizing training skills in the direction of enhancing selftraining skills of students; Use a variety of learning styles for learners
The dissertation is to organize the experiment on "Providing
knowledge on learning skills and training skills for staffs, teachers and
trainees in continuing education centers" and "Organizing learning skills
training Enhancing the self-learning skills of learners "for the management
skills of study time for Complementary high school Students, and the

experimental results have confirmed the effectiveness of the training
method for learning skills. Trainees in improving their study skills for
Complementary high school Students in the CECs.
2. Recommended
2.1. The Center for Continuing Education
- As the governing body of training activities for learners, therefore,
the CECs should put the training process of learning skills into official
regulations applied to learners and teachers in Centers. Implementation of
the process is considered as a criterion for assessing the quality of teaching
at the CECs.
- To build a material and spiritual environment conducive to the
training of learners in the Center.
- Establish and expand the relationship between the Center and
external social forces in the direction of socialization of education in the
training and application of learning skills for students in the school and
practice.
23