Xây dựng và sử dụng trò chơi kĩ thuật trong dạy học môn công nghệ ở trường trung học phổ thông tt tiếng anh

MINISTRY OF EDUCATION AND TRAINING
HANOI NATIONAL UNIVERSITY OF EDUCATION
----- c ê d -----

TRINH VAN DICH

BUILDING AND APPLYING TECHNICAL GAMES
IN TEACHING TECHNOLOGY IN HIGH SCHOOL
Major: Technology Teaching Methodology
Code: 62.14.01.11

SUMMARY OF EDUCATIONAL DOCTORAL THESIS

HANOI – 2020


The doctoral thesis was done
at Hanoi National University of Education

Scientific advisor: ASSOC. PROF. DR. DANG VAN NGHIA

Reviewer 1: ASSOC. PROF. Pham Ngoc Thang
Hung Yen University of Technology and Education
Reviewer 2: ASSOC. PROF. Nguyen Trong Khanh
Hanoi National University of Education
Reviewer 3: ASSOC. PROF. Nguyen Quoc Cuong
Hanoi University of Science and Technology

Defense of the dissertation will take place at the open meeting of Counsil
for doctoral thesis at Hanoi National University of Education
at .....................

The thesis and its summary are avaiable at the library of:
- Hanoi National University of Education
- National Library


1

INTRODUCTION
1. REASONS FOR CHOOSING THE THESIS
At the 12th National Meeting of the Communist Party of Vietnam, on the mission
"Basic and comprehensive innovation of education and training; human resource
development ", our Party has determined:" Continue to strongly innovate
teaching and learning methods, forms and methods of examination, test and
evaluate the results of education and training assuring honesty, objectiveness".
One of the measures to positivize students' learning activities is to build
and apply attractive and beneficial learning games.
In teaching in high school, if designing suitable games, students will be
interested in learning. By participating in the games, students are provided with
knowledge, training skills in a voluntary and positive way. Learning through
"play" will psychologically make students "active" learning, so that the quality
and effectiveness of the teaching process will be enhanced. Using games is also
useful in improving cooperativeness for students.
Since 2013, the Ministry of Education and Training organizes an annual
science and technology competition for high school students. To some extent, it
can be considered that this competition is also a teaching game with a great scale,
level and benefit.
Technology is a highly practical subject; many contents facilitate the
design of games used in teaching. In teaching technology, games with the
contents of the technical field will bring many benefits to the process of teaching

the subject. However, the construction use of games in teaching technology in
high schools has not been focused and developed, primarily due to the lack of
games fulfilling educational requirements. Although many teachers want to
implement games, they are still confused in the design and use of games in
teaching.
That is the reason why the author chooses the topic as "Building and
applying technical games in teaching Technology in high school".
2. STUDYING PURPOSES
Study the rationale of building and using technical games (TG) in the process
of teaching technology subjects in high schools in order to positivize learning


2

activities of students, developing their cognitive and problem-solving skills, thereby
contributing to improve the quality of teaching the subject at high schools.
3. THE SUBJECT, OBJECT, AND AREA OF RESEARCH
3.1. Subjects of research: Activities of teaching and learning technology at
high schools.
3.2. Objects of research: The system of games in teaching technology
subjects at high schools.
3.3. The area of research: The thesis mainly researches building and using
technical games in teaching technology in 11th and 12th grades at high schools.
4. SCIENTIFIC HYPOTHESIS
Building and using the technical games in teaching technology at high
schools would create interest in learning, promoting the activeness and creativity
of students, thereby contributing to improving the quality of teaching subjects.
5. STUDYING TASKS
5.1. Researching the theory of games, educational games, teaching games,
and TG.

5.2. Surveying the reality of building and using games in teaching
technology at high schools.
5.3. Building TGs and studying methods to employ them in teaching
technology at high schools.
5.4. Testing and assessing the feasibility and effectiveness of constructed
TGs as well as methods of using them in teaching technology.
6. STUDYING METHODOLOGIES
6.1.

Theoretical

studying

methods,

such

as

analysis,

synthesis,

systematization, generalization, etc. to build a theoretical basis for the
dissertation.
6.2. Practical studying methods, such as observations, surveys by
questionnaires, interviews, experiments, summarizing experiences, etc. to build
practical basis and assess the proposed measures of the topic.

3

6.3. Mathematical statistical methods are used to process the results
collected in surveys, assessment, and evaluation.
7. NEW CONTRIBUTIONS OF THE THESIS
7.1. Constructing a theoretical system of TG, in which, focuses on building
up concepts and characteristics of TG; the process of designing and using TG in
teaching.
7.2. Survey and evaluate the reality of teaching technology subjects at high
schools in terms of designing and using TGs.
7.3. With the proposed processes, the topic has built and instructed the use
of TGs in teaching technology subjects at high schools.
The results of the thesis contribute to enriching the theory of TGs,
proposing a measure to improving the quality of teaching technology subjects at
high schools.
8. THESIS STRUCTURE
Apart from the introduction, conclusion and recommendations, the thesis
consists of three chapters
Chapter 1: The theoretical and practical basis of building and applying
games in teaching.
Chapter 2: Building and applying TGs in teaching technology.
Chapter 3: Experiment and assessment

Chapter 1
THEORETICAL AND PRACTICAL BASIS
OF APPLYING GAMES IN TEACHING
1.1. OVERVIEW OF RESEARCHING GAMES IN TEACHING
This section briefly presents an overview of the research on games and
learning games by domestic and foreign researchers.

4

Research results show that learning games not only create excitement for
learning but also play a teaching role, contributing to improving the quality of
teaching; when science and technology develop, technical games have conditions
to develop but so far the design and use of technical games has not been studied
in terms of theory and its application in teaching technology in high school.
1.2. GENERAL CONCEPTS
1.2.1. Games
This section presents the research results of relevant concepts, such as:
"Playing", "playing activities" and focuses on studying the concept of "game".
Through the analysis of concepts, opinions about the game, through consideration
of the content and purpose of the current game, it can be seen that: Games are
kind of purposeful activity and include rules, that require players to follow.
Games create environment for participants (one or more people) to relax,
entertain, train intellect and strength. At the same time, games are also a training
activity for players in terms of perseverance, confidence, community support, and
team relationship development.
In this section, the thesis also presents the classification of games.
Depending on typical signs or different views, there are different ways to classify
games. For example, it can be divided into: parody games and creative or
constructive games; Modern games and modern games; competitive games,
competitive

nature

and

non-competitive

games;

entertainment

games,

entertainment and public games; games using physical strength and intellectual
games; cognitive development games and movement games.
1.2.2. Teaching games
From the analysis of different conceptions of teaching games, it can be
concluded: Teaching games are games with content attached to teaching content,
designed and selected by teachers to actively use in the teaching process to
increase learners’ interest and contribute to achieving teaching goals.
1.2.3 Technical games and technical games in teaching


5

It can be considered that Technical game is a game in the technical field,
with technical-related content.
Combining the concept of games and technical concepts, it can be seen:
TG is a type of game where the content and nature of playing activities are
related or belongs to the technical domain. TG requires its rules to adhere rules
and strict regulations of scientific and technical activities. The purpose of TG is
to help players improve their knowledge, train intellect and manipulation skills;
At the same time, train players in terms of perseverance, confidence, cooperation,
and mutual support.
Additionally, “Technical games in teaching is a kind of games where its
content and nature of playing activities closely adhere to the content of technical

subjects. The purpose of the technical games is to help players practice, master,
improve knowledge and develop thinking; At the same time, train the players in
terms of perseverance, confidence, teamwork skills and fast response to learning
situation.
1.3. THE RATIONALE OF TEACHING GAMES
1.3.1. Playing and playing activities
This session presents some concepts of terms “playing” and “playing
activities”. In other words, playing is activities to relax and entertain. Playing
activities are a special form dedicated for humans. Playing activities contain
thought, cultural and social content; it based on highly cognitive functions
existing in humans, not other living forms.
1.3.2 The classification of games
Games are a versatile activity; it can be done in various conditions,
circumstances and objects. There are several ways to classify games as follow:
a, Classifying games by approaching ways: this includes cultural approach,
historical approach, psychological approach, functional approach, etc.
b) Classifying games by teaching function, can be divided into: cognitive
development games, sensory and sensory development games, memory
development and memory training games, fantasy and thinking development
games, etc.


6

c) Classifying games according to the way it is conducted, can be divided
into: concurrent games, sequential games, cooperative games, non-cooperative
games and N-player games.
1.3.3 The teaching function of games
On the basis of studying different perspectives, it can be seen that games in
teaching has the following basic functions: 1) Building collective relationships;

2) Improve communication ability; 3) Develop presentation skills; 4) Train
memory; 5) Train creativity; 6) Learn judgment skills; 7) Learn "distracting"
skills; 8) Learn and practice the respect of rules; 10) Learn how to master
attitudes towards success and failure; 11) Improve self-management skills.
1.3.4. Some basic issues of game theory
Game theory has been studied for long but mainly in fields of sociology,
economics, teaching college students of social science schools such as
economics, business administration, international relations, and so on. It can be
seen that, the rules and structure of games in society, economy, business
administration are also the basis for studying the construction and use of games in
teaching.
1.4. BUILDING AND APPLYING TECHNICAL GAMES IN TEACHING
TECHNOLOGY IN HIGH SCHOOL
1.4.1 The classification of technical games in teaching technology
a) Classification by subject content:
The main content of Technology 11 and Technology 12 consists of five
primary areas: technical drawings, mechanics, internal combustion engine,
electrical engineering and electronic engineering. Thus, according to the subject
content, it is possible to divide the technical game used in teaching the subject
into five categories: technical games on technical drawing, technical games on
mechanics, technical games on internal combustion engines, technical games on
electrical engineering and technical games on electronic engineering.
b) Classification according to teaching activities:


7

It is possible to divide technical games used in teaching technology into
following types: TG used in warm-up activities, TG uses in the formation of new
knowledge, TG uses in activities to consolidate knowledge, TG uses in practice,

systematize, reinforce activities or applying knowledge to solve practical
problems.
c) Classification according to how the game is conducted:
As stated in subsection 1.3.2, according to the way of playing games, it is
possible to divide them into, individual game (one player) and collective game (N
players). Teaching games in general, or particularly, TG in teaching technology
belong to collective games. Given that, according to the way of conduction, it can
be divided into: concurrent TG, sequential TG, cooperative TG, uncooperative or
opposing TG.
In teaching technology, to facilitate the use of games in teaching, it often
uses the classification according to the teaching activities.
1.4.2 Characteristics and criteria of technical games in teaching
1.4.2.1 Characteristics of technical games in teaching
It can be seen that TG in teaching has the following characteristics:
- Contain the full nature of games.
- Content and method of implementation are linked to the objectives and
content of teaching.
- Time and point of implementation are determined in accordance with the
teaching process.
- The game must have technical content that is appropriate for players.
- Players must have certain technical knowledge and skills.
1.4.2.2. Some basic criteria of technical games in teaching
TG used in teaching must present the following criteria:
- Games must create excitement for students;
- The game should reflect teaching content, and closely connect with the
teaching process;


8

- It should allocate appropriate time for playing games, so that it does not
interfere with the main content of usual lessons;
- The game should be appropriate for students in terms of age and
psychophysiological;
- It is safe for learners and teaching equipment;
- It should contribute to training memory, training technical skills;
- The game should exploit equipment with maximum effect.
1.4.3. Building technical games in teaching technology
1.4.3.1 The basis of designing technical games
Design of TG for teaching must be based on the following basis:
- Based on the objectives and contents of teaching.
- Based on facilities and teaching equipment.
- Based on the level and awareness capacity of students.
Besides, the construction of TG must care about time allocation to organize
games in effective and appropriate ways.
1.4.3.2 The principles of building technical games in teaching
* Principle 1: The game must contribute to the goal of teaching.
* Principle 2: Game content must be attached to the content of the
teaching.
* Principle 3: Does not affect the time table of class and other classes in
the school.
* Principle 4: The game must ensure education.
1.4.3.3 The process of designing technical games in teaching
Based on the theory of games, characteristics of the game in general and
the TG in particular, it is possible to draw the process of building TG in teaching,
including the following three main steps:
* Step 1: Determine the goal, content, and duration of the game.
Teaching games must contribute to achieving teaching goals. When
designing, selecting TG must clearly define the purpose of the game. Its content

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must adhere the teaching content. TG name should be short, attractive and
present game content.
* Step 2: Build the rule and regulation of games
Teachers must build the rules and regulations of the game, study carefully
how to play and how to organize the game, determine the progress of the game,
the organization and the necessary conditions and means to conduct games. This
can be considered as an outline of "game scope", "game rules" and "punishment"
in the structure of the game.
After analyzing the content of teaching, building games, teachers build the
way and time to play the game. the process bases on the objectives and content of
the game, the number of students in the class and the conditions of equipment and
learning environment. The time of implementation depends on the intention of
built games, specific objectives such as games in warm-up time, games to learn
knowledge, games to reinforce knowledge for students
* Step 3: Complete and edit game content
Teachers can exchange ideas colleagues and the faculty about the name
and content of the game to get feedback on its attractiveness, feasibility and
effectiveness. After that, the teacher selects the game to complete the entire game
content. The content of the game is a text that includes: game title, game
instruction, rules for punishment, and possibly things achieved after playing in
learning aspect.
The process of constructing technical games in teaching is shown in the
diagram figure 1.1.


10

Step 1:
Determine the goal and content of the game.

Step 2:
Build the rule and regulation of games

Step 3:
Complete and edit game content

Figure 1. The process of building technical games in teaching
1.4.4. Applying technical games in teaching
1.4.4.1 Applying technical games in class
* Step 1: Preparation
- Select or build games. When preparing lessons for class, teachers choose
suitable games or build games by themselves.
- Game analysis: consider and anticipate what the game is intended for,
when to use it, conditions for organization; What support is needed, etc.
- Prepare lesson: expected time of the game, students may encounter
difficulties, teachers may have to suggest some points, etc.
- Prepare support facilities (if necessary). For TG, sometimes the means of
support will determine the success or failure of organizing games.


11

Step 1: Preparation
1. Select or build the game.
2. Game analysis.
3. Prepare lessons and necessary
supporting equipment.

Step 2: Game implementation
1. Game introduction
2. Game implementation.
3. Wrap up: assessment and comment.

Step 3: Learn by experience
1. Evaluate the done job.
2. Modify the content, teaching tools and
the way to play (if necessary).

Figure 1.2 The process of applying games in class
* Step 2: Implementation
- Game announcement: introduction of game name; disseminating rules
and regulations; declare reward and punishment; delivery of game facilities.
- Organize play activities. Depending on the specific situation, teachers
have appropriate and timely suggestions, support and guidance.
- Finish: evaluate results and comments. In addition to assessing the play,
teachers need to help students draw the usefulness of knowledge and skills that
students need.
* Step 3: Learn by experience
- Evaluate the results of work conducted.
- Adjust game content, support facilities and game usage process (if
necessary).
The process of using TG in class time is shown in diagrams Figure 1.2.
1.4.4.2 Applying technical games outside class


12

The TG also has the type used outside of class time for the purpose of
creating excitement to learn and apply the knowledge learned to solve a practical
problem. These types of games are often the subject and technical project in
robocon, science and technology competitions, STEM education, etc.
1.5. THE REALITY OF DESIGNING AND APPLYING TECHNICAL GAMES
IN TEACHING TECHNOLOGY IN HIGH SCHOOL
With the questionnaire survey method and interview (111 teachers
nationwide), the research has conducted a survey on the situation of designing
and using the TG in teaching high school education. Survey results indicate:
- The use of games in teaching technology at high school has been
interested and desired by many teachers but the implementation still faces
difficulties and the viewpoint with the way of doing is still different.
- The use of TG helps students have an interest in learning, thereby
improving the quality of teaching. In addition, the use of games in teaching also
helps teachers improve professional qualifications and pedagogical skills.
- Because of technical nature of technology is, the TGs should be
associated with reality.
- Most of the opinions point out that teachers have been still struggling and
confused in designing, preparing and using TG. Therefore, there is a need to have
training and exchange of experience programs and there should have guidelines
on designing and using TG.
Summary of chapter 1
Through the theoretical and practical research on building and using TG in
teaching technology at high school, there are some conclusions:
1. Teaching games have been studied and applied in teaching for a long
time in order to increase the interest in awareness, positive learning activities of
students, developing thoughts, increasing cooperation for students. However, for


13

each subject, each level of learning, the design and use of teaching games has not
been properly invested, so their effectiveness is still inadequate.
2. Technology of 11th and 12th grades at high school is subjects that do not
include in the graduation and entrance exam, so students often take less focus on
learning the subject. This requires teachers need to take measures to create
interest in awareness, facilitate students actively learning to improve the quality
of teaching subjects.
3. Games used in teaching technology, which mention and relate to
knowledge in the field of technology, are called TG. Designing the TG system
and using them in teaching technology will be an effective measure to improve
the quality of teaching subjects.
4. Reality shows that, due to many reasons, the TG has not been deeply
researched, and there is no suitable TG system for use in teaching technology
subjects in high school; Most teachers of the subject are still confused in
designing and using TG in teaching.
From the above comments, there is an urgent need for studying of building the
TG system and the method of using them in teaching technology at high schools.
Chapter 2:
BUILDING AND APPLYING TECHNICAL GAMES
IN TEACHING TECHNOLOGY
2.1. TECHNOLOGY SUBJECT IN HIGH SCHOOL CURRICULUM
2.1.1. The scope of technology in high school curriculum
This section presents the objectives of technology 11 and 12 in high school
program.
2.1.2. The main content of technology in high school curriculum
This section presents the content of technology 11 and 12 in high school
program.
2.2. BUILDING TECHNICAL GAMES IN TEACHING TECHNOLOGY
2.2.1. Building technical games for warming up

14

This section introduces the design of a TG used in lesson 32 technology 11
in accordance with the procedure shown in Figure 1.2. The first game is "Who
knows more", and the second one is “Pick the correct element”. Students in the
class are divided into groups, each group will discuss and name the machines and
equipment in production and daily life using internal combustion engines and
choose the correct element for that engine. The team that tells the most, the
fastest and the most correct takes the lead.
2.2.2. Building technical games for forming new knowledge
This section introduces the design of a TG used in teaching lesson 2 of
technology 11 according to the procedure shown in Figure 1.2. The first game is
"Draw the side projection", and the second one is “Design a lubrication system”.
Students in the class are divided into groups, each group will work
independently, discuss in group and then draw a side view of the object when
they know the vertical projection and the projected view of the object.
2.2.3. Designing technical games for practice and reviewing
This section introduces the design of three TGs used in teaching lessons 12,
26 and 28 of Technology 12, according to the procedure shown in Figure 1.2.
Their names are "Who knows how to split", “Design a cooling system”, and
“Design the fuel system for diesel engines”.
2.2.4. Designing technical games for applying knowledge
This section introduces the design of a TG used in teaching lesson 34
technology 11; its name is "Technical design contest".
2.3. THE USE OF TECHNICAL GAMES IN TEACHING TECHNOLOGY
2.3.1. The use of technical games in warming up
This section introduces how to use TG "Who knows more" in warm-up
activities when teaching lesson 32 technology 11 in accordance with the

procedure shown in Figure 1.2.
2.3.2. The use of technical games in forming new knowledge
This section introduces how to use TG “Find the side projection” in
forming knowledge when teaching lesson 2 technology 11.


15

2.3.3. The use of technical games in practice and reviewing
This section introduces how to use TG "Find the term" in consolidating
knowledge when teaching lesson 25 technology 12.
2.3.4. The use of technical games in applying knowledge
This section shows how to use the TG "Crossword" in applying knowledge
when teaching lesson 2 technology 12
2.3.5. Demonstrative lesson plans
This section presents 2 lesson plans, each plan is used in teaching a lesson
in Technology 11 and 12, using technical games.
Summary of chapter 2
Through researching and implementing the construction and use of TG in
teaching technology at high school, some following statements can be drawn:
1. Through studying the objectives, content and conditions of teaching
technological subjects in grades 11 and 12, it shows that in the process of
teaching the subject, it is possible to build and use TG. Technology 11 and 12
with the content, which is tight and close to real life, create favorable conditions
in building and using TG to create excitement for students, facilitate students to
think, interact, cooperate and operate both intellectual and material manipulation
in cognitive activities.
2. Through the process of designing and compiling lesson plans, it can be
shown that the process of building and using TG in teaching is feasible and
effective. The results also confirm that the design and use processes of TG set up

and presented in chapter 1 are correct.
3. The TGs presented in the build and use section are not a complete game
system, but are valuable reference materials for teachers to design their own TGs
suitable for use in teaching subjects. In implementation, teachers need to refer to
the construction and use process presented in chapter 1.


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Chapter 3:
EXPERIMENT AND ASSESSMENT
3.1. THE PURPOSE, OBJECT AND METHODS OF EXPERIMENT
3.1.1. The purpose of experiment
The purpose is to verify the correctness posed by the scientific hypothesis
of the dissertation: If building and using TG in teaching technology at high
schools, it will create excitement for learning, promote the positiveness and
creativeness of students, thereby contributing to improving the quality of teaching
subjects.
The specific purpose of testing is to assess the correctness, feasibility and
effectiveness of the construction and use of the process in teaching Technology at
high schools as well as the designed TGs and compiled lesson plans using TG.
3.1.2. The object of experiment
- With expert method (EM), experimental objects are teachers of
pedagogical universities, researchers in general education and especially teachers
directly teaching technology in high school. Total experts consulted: 135 people.
- With pedagogical experiment method (PEM), test subjects are
experimental classes (EC) and control (CC) with the specific number of students
presented in Table 3.1.
Table 3.1: Information of control and experimental classes
No.

1.
2.

Class

No. of
students

School - Location

Experimental

167

Control

166

Chi Linh High School– Hai Duong
Province

Experimental

124

Control

122

Remark

Nguyen Huu Tho High School –
HoChiMinh City

3.1.3. Experimental methods
To test the scientific hypothesis, the dissertation employed two testing
methods: EM and PEM. The dissertation also uses mathematical statistical
methods to analyze experimental results.


17

3.2. ASSESSING BY SPECIALIZED METHOD
3.2.1. The content and implementing procedure
The content of EM is conducted through 3 specific methods:
- Review board: The review board carried out several seminars at faculty
of Technology and Education, HNUE.
- Interview: the author directly exchanged and consulted with some
experts on teaching technology at high school.
- Questionnaire method: asking for comments and evaluation of 135
teachers on the design and use of TG in teaching Technology at high schools.
Content used in EM includes:
1) The content of questionnaire sheet for expert.
2) General content of TG theory; building process of TG, process of using
TG; some TGs built by authors and some illustrated lesson plans.
3.2.2. Experimental results
Synthetizing results from EM may draw some conclusions as follows:
1) The building and using TG processes in teaching technological subjects
at high schools basically ensures the scientific and feasible properties.

2) In addition to some games that need to be improved, in general the TGs
built by the dissertation ensure the requirements of teaching games and can be
used quite smoothly in the stages of the teaching process. The use of this TG will
both create excitement and help students developing technical thought, problemsolving skills.
3) The building and using TG process can be applied for teaching other
subjects.
3.3. EXPERIMENT BY PEDAGOGICAL PRACTICAL METHOD
3.3.1. The content and implementing procedure
PEM is conducted in the second semester of the 2017-2018 school year at
Chi Linh High School - Hai Duong province and Nguyen Huu Tho High School Ho Chi Minh City.


18

When conducting pedagogical experiment, the author met the teacher who
involved in the experiment and discussed the work: clearly analyzed the
similarities and differences in teaching methods in experimental and control
classes; survey student levels to divide into experimental classes and control
classes; select lessons for TG; discuss on how to use the game. Finally, the author
and teachers agreed on the lesson plan and the tests used for the experiment and
control classes.
Information for the evaluation of PEM results is collected through
following sources: attending lessons in class; comments of teachers participating
in experiments, comments of teachers who observed the same class; exchange
and ask students' opinions in experiment class; analyze the results of the end-ofexperiment test.
Using statistical probability to calculate the test results to compare the
learning results of two experimental and control classes. Analyzing to see the
advantages and limitations of using the TG in teaching technology at high
schools, thereby examining the correctness of the scientific hypothesis.
3.3.2. Experimental results

3.3.2.1 Qualitative assessment
Synthesizing the results obtained through observation of the experimental
and elective classes, through the exchange with the experimental teachers and the
experimental students, through the analysis of the assignments of the
experimental classes, there are following comments:
- In the experimental class, thanks to the attractiveness of the games and
the appropriate support of teachers in leading the game, students are very excited
and passionate about learning. Students participate in the game in a fun and
informal way that forms and inculcates knowledge naturally.
- Observing in the process of estimating in combination with exchanging and
interviewing students in the experimental class, the students were quite hesitated and
embarrassed at the beginning. However, after being encouraged and guided by


19

teachers, students started to enjoy and enthusiastically participate in the game.
- Generally, compared to control classes, students in experimental classes
have obtained some following results:
+ Ability to read materials and summarize knowledge in a logical and
scientific way. Ability to think fast and well relate knowledge to reality.
+ There is a more positive learning attitude as students are allowed to
participate in games during class time; the lively classroom atmosphere helps
students enjoy the lesson, and then acquire and deepen the lesson knowledge.
- Through reviewing and analyzing the tests of experimental students, it is
clear that using TG in teaching helps to improve the quality and effectiveness of
the teaching process.
3.2.2.2 Quantitative assessment
The results of the tests in the experimental class and the control class are
evaluated according to the mathematical statistics method, the specific results are

as follows:
After finishing the pedagogical experiment, in both EC and CC classes, a
test was conducted with a total of 579 examinees (291 examinees in the
experimental class and 288 examinees in the control class). The results of 2
classes of experiment and control are shown in Table 3.5.
Table 3.5. Testing results of experimental and control classes
Class
N
Number of students got Xi (fi)
1
2
3
4
5
6
7
8
Control
288
0
0
0
0
70 64 83 46
Experimental
291
0
0
0
0

0
24 56 125

9
25
86

10
0
0

Looking at Table 3.6, it can be seen that the test results of the experimental
classes are higher than those of the control classes. However, to compare
scientifically and accurately, it is necessary to use statistical operations. As a
result, we have the results on Table 3.7 for the control class and Table 3.8 for the
experimental class.
Table 3.7. The result of control class


20

Xi

fi

0
0
1
0
2

0
3
0
4
0
5
70
6
64
7
83
8
46
9
25
10
0
Total 288

X ifi

𝑿𝒊 − 𝑿

(Xi –
𝑿)2

0
0
0
0

0
350
384
581
368
225
0
6,63

-6,625
-5,625
-4,625
-3,625
-2,625
-1,625
-0,625
0,375
1,375
2,375
3,375

43,891
31,641
21,391
13,141
6,891
2,641
0,391
0,141
1,891

5,641
11,391

fi(Xi 𝑿)2
0,000
0,000
0,000
0,000
0,000
184,844
25,000
11,672
86,969
141,016
0,000
449,500

Frequency Convergence
frequency
Wi (%)
Wi (%)
0%
0%
0%
0%
0%
0%
0%
0%
0%

0%
24%
24%
22%
47%
29%
75%
16%
91%
9%
100%
0%
100%

Table 3.7. The result of experimental class
Xi
0.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Total

X ifi

𝑿𝒊 − 𝑿

(Xi –
𝑿)2

0
0
0
0
0
0
0
0
0
0
0
0
24 144
56 392
125 1000
86 774
0
0
291 7.94

-7,938
-6,938
-5,938
-4,938

-3,938
-2,938
-1,938
-0,938
0,062
1,062
2,062

63,014
48,138
35,262
24,385
15,509
8,633
3,756
0,880
0,004
1,128
4,251

fi

fi(Xi 𝑿)2
0,000
0,000
0,000
0,000
0,000
0,000
90,154

49,286
0,478
96,968
0,000
236,887

Frequency Convergence
frequency
Wi (%)
Wi (%)
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
0%
8%
8%
19%
27%
43%
70%
30%
100%

0%
100%

- Analysis of results after the test in the experimental class and the control
class drew the following results (Table 3.8):
Table 3.8 Results of pedagogical experimental data analysis
Experimental
Control class
Parameters
class (2)
(1)
Weighted mean
7.94.
6.63.
Variance
0.82.
1.57.
Standard deviation
0.90.
1.25.
Standard error
0.05.
0.07.
Coefficient of
11.39%
18.89%


21

Variation
- Using the calculating statistical probability method, we have the results from
which the frequency graph is drawn (Figure 3.1) and the graph of convergence
frequency (Figure 3.2).
Frequency graph of scores
50%
40%
30%
Tỉ lệ

Lớp đối
chứng

20%

Lớp
thực
nghiệm

10%
0%
0

1

2

3

4

5

6

7

8

9

10

Score

Figure 3.1 Frequency graph of students got Xi

Tỉ lệ

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Lớp đối
chứng

0

1

2

3

4

5
6
Score

7

8

9

10

Figure 3.2 Frequency graph of students got under Xi

Summary of chapter 3
From the test results, some of the following statements can be drawn:

1. The use of TG in teaching technology at high schools is a way to innovate
teaching methods, contributing to improving the quality and effectiveness of the
teaching process.


22

2. The results of pedagogical experiment show that the use TG in teaching
technology in high school is appropriate, feasible and effective; it helps students
have more interest in learning, mastering knowledge, developing thoughts and
problem solving skills. Therefore, the quality of teaching technology is enhanced.
3. The pedagogical experiment process indicates that in order to use the TG
effectively, teachers need to invest more effort in analyzing the teaching content,
cultivate pedagogical skills to appropriately build and apply the TG in teaching.
4. From the results of PEM, especially from the test results by EM, it can be
identified: the building and applying processes of TG; the designed TGs and the
curricula using built TG are correct, appropriate and feasible.


23

CONCLUSION AND RECOMMENDATIONS
1. Conclusion
From the results of building and using the TG in teaching technology at
high school, some conclusions can be drawn as follows:
1. It is important to Positivize learning and creating excitement for students
in teaching technology in high school since this helps promoting intellectual
development for students, stimulating thought, improve their interest in studying
Technology. Among active teaching methods, using games is considered as one
of effective teaching techniques, in order to create the process of interaction,

attraction and encouragement of students to enhance their autonomy and
positivity, creating opportunities for students to practice using the experiences,
the learned knowledge, to improving the quality of teaching technology at high
schools.
2. With the content closely related to real life, the content of technology 11
and 12 creates favorable conditions for the construction of TG. In the process of
teaching, if teachers actively study, it is possible to build many TGs for use in
teaching technology.
3. The use of TG in teaching technology 11 and 12 has many useful effects
but should not be abused.
4. During the study, the author has built a number of TGs and proposed
ways to use them in the process of teaching technology 11, 12. The above
presentation is only suggestive. In teaching, teachers should base on the specific
situation to edit, build more and more other TGs as well as appropriate methods.
2. RECOMMENDATIONS
Through the research process, the author proposes some following ideas:
- Using TG in teaching brings many benefits, in which the outstanding role
is to create interest in learning, thinking development and problem solving skills.
However, up to now, there has not been a complete system of TGs used in
technology teaching at high schools. Therefore, teachers should actively study the