Dạy học xác suất thống kê hỗ trợ nghề nghiệp cho sinh viên ngành kinh tế, kĩ thuật tại trường đại học hàng hải việt nam tt tieng anh

MINISTRY OF EDUCATION AND TRAINING
THE VIETNAM NATIONAL INSTITUTE
OF EDUCATIONAL SCIENCES
============

MAI VAN THI

TEACHING PROBABILITY - MATHEMATICS STATISTICS TO
SUPPORT CAREER FOR VIETNAM MARITIME UNIVERSITY'S
ECONOMIC, TECHNICAL STUDENT
Majors: Theory and methods of teaching Maths
Code: 9.14.01.11

THE SUMMARY OF DOCTORAL THESIS
IN EDUCATIONAL SCIENCE

Ha Noi - 2020


Ha Noi, 2019




The work was completed in: The Viet Nam National Insitute of Educational
Sciences

Science instructor:
Assoc. Prof. Tran Kieu

Sc.D Pham Van Trao

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

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

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

The dissertation will be defended in front of the Dissertation Council at
the Vietnam National Institute of Educational Sciences, 101 Tran Hung
Dao, Hanoi.
At ....... date ..... month .... year.....

The dissertation can be found at:
- The National Libary
- The Libary of Vietnam National Institute of Educational
Sciences


PREAMBLE
1. The reason for topic selection
The Resolution of "Vietnam Sea Strategy to 2020" was adopted in February 2007 at
the 4th Central Executive Committee Meeting (Session X), this is Vietnam's first strategy on
the sea. It’s also a guideline to guide the development of Vietnam's maritime economy in
the current market economy. Along with the implementation of the commitments when
joining the World Trade Organization, the effective implementation of the maritime
industry, the marine economic sectors associated with the construction and development of

"Vietnam Marine Brand ". The orientation of the Sea Strategy is extremely important to
bring our country "Quickly going to the sea, becoming a strong nation on the sea and
enriching the sea”, in the Resolution 4 on "Vietnam Sea Strategy to 2020” was required.
Evaluating after more than 10 years of implementing and implementing the
Resolution on "Vietnam Sea Strategy to 2020", the 8th Central Conference of the XII
Session (October 2018) summarized the positive results for 5 priority areas. Firstly, to
develop is oil and gas exploitation and processing; exploitation and processing of marine
products; developing maritime economy; developing sea tourism and resorts; strengthen the
construction of economic zones and industrial parks. In particular, the maritime economy
has developed significantly, the output value of the shipping industry, port services and
shipbuilding has continuously increased, with a growth rate in the period of 2007-2010 is
22% / year, the period 2011 - 2015 is 13% / year. However, the overall contribution of the
maritime economy to the national GDP is still very small and tends to decrease, with 1.05%
in 2010, 0.98% in 2015 and 0.97% in 2017.
Analyzing the results and limitations, the 8th Conference also stated that the
implementation of the Resolution still has many limitations, weaknesses, difficulties and
challenges in the sustainable development of the marine economy. Development of marine
economy has not been in harmony with social development and environmental protection,
in which the implementation of the policy of developing some key marine economic
industries has not met the requirements set forth. Science and technology, basic
investigation, and development of marine human resources have not yet become a key
factor in sustainable development of marine economy.
The limitations and weaknesses mentioned above have an objective reason, but the
subjective reasons are the main reasons. In particular, according to the assessment of the
General Department of Sea and Islands of Vietnam, a major subjective factor and the most
influential to the reality is the development of marine human resources. Vietnam's human
resources are inadequate in quantity and weak in quality, the structure of human resources is
still imbalanced, and the management team is weak in professional and professional skills.
Human resources for innovative research are few and low in quality, so the achievements in

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marine science and technology for marine related activities have not met the requirements.
The main reason is that the investment in developing human resources is still
inadequate; lecturers are still weak and weak; training institutions, research institutes,
equipment and facilities, qualifications of personnel in service of human resource training
and development ... are both lacking and weak while international cooperation in the field of
training Creation of the sea has not been strongly promoted.
Overcoming these difficulties, in the past 10 years, the development of marine
human resources in our country has been concerned and invested effectively. The
Government has assigned the Ministry of Education and Training to assume the prime
responsibility for, and coordinate with ministries, branches and localities in, conducting
review of human resource development projects, with a focus on developing marine human
resources through training. training (undergraduate and postgraduate), vocational training,
building training facilities and human resource training programs for marine management
and exploitation. The focus on developing human resources through training at universities
is shown by the career support process for employees as soon as they are sitting on the
school chair. Training in schools is conducted through educational activities, in which
teaching activities play a major role. And so, teaching subjects including mathematics
subjects at university, especially applied mathematics, including the subject of statistical
probability, must perform the purpose of supporting future careers for students. . This is not
only an urgent and plausible requirement of the practice but also related to the theoretical
issue of the process of teaching probability statistics to students and preparing for the career
support process for them when still studying at school.
The practice of teaching probability statistics at Vietnam Maritime University is
setting requirements for training students to support their careers. There is already some
experience with this process, but it is these experiences that need to be enlightened by
scientific reasoning. In order to serve the best practice, it is necessary to find specific
solutions to help train students of the maritime industry oriented to support careers with

high efficiency in the process of teaching probability statistics. Looking back on the
relationship between teaching probability statistics and career support, there has not been a
systematic and comprehensive study of that issue in our country systematically.
For the aforementioned reasons that we have chosen the subject:
“TEACHING PROBABILITY - MATHEMATICS STATISTICS TO

SUPPORT CAREER FOR VIETNAM MARITIME UNIVERSITY'S
ECONOMIC, TECHNICAL STUDENT”
2. Overview of research issues
2.1. In the world

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In the process of teaching Mathematics in general and statistical probability in
particular in the world today, there is a general trend: reducing academic nature, increasing
practice and applying it to professional practice. Because there are many works on the
subject of statistical probability teaching, but within the limited scope of the topic and with
the available resources, the topic only points through a number of authors and representative
works such as Henry. M. (1994, Coutigno C. (2001), Briad J. (2005), Wozniak F. (2005),
Wilbert J. McKeachie (England) et al, Susan Miles, Artaud M., …
These studies show that many studies on the subject of statistical probability teaching
emphasize the need to pay attention to practicality, raise learners' awareness of the
application of statistical probability in life. , establishing the relationship between teaching
statistical probability and training in economics, engineering, medicine ... associated with
the development of capacity used in teaching mathematics in general and corpus. The
statistical productivity in particular in the world today has a common trend: reducing the
academic nature, enhancing practice and applying it to professional practice. Because there
are many works on the subject of statistical probability teaching, but within the limited
scope of the topic and with the available resources, the topic only points through a number

of authors and representative works such as Henry. M. (1994, Coutigno C. (2001), Briad J.
(2005), Wozniak F. (2005), Wilbert J. McKeachie (England) and their partners, Susan
Miles, Artaud M., ...
These studies show that many studies on the subject of statistical probability teaching
emphasize the need to pay attention to practicality, raise learners' awareness of the
application of statistical probability in life. , establishing the relationship between teaching
statistical probability and training in economics, engineering, medicine ... associated with
the development of students' ability to use statistical probability for the future careers.
2.2. In Vietnam
In recent years the study of issues related to vocational competencies, the relationship
between university mathematics, especially statistical probability, with the process of
formation and development of occupational competence has been very concerned.
There have been many educational scientists and basic scientists interested in
researching on this issue as: Nguyen Chien Thang, Nguyen Anh Tuan, Le Ba Phuong, Đo
Thi Trinh, Ngo Tat Hoat, Đang Van Uy, Ta Huu, Đao Hong Nam, Hoang Nam Hai, Pham
Van Trao ...
Research works mentioned above, can draw some comments as follows:
- In universities, teachers of basic science subjects were one of the subjects who
played an important role in supporting students' careers while still in school.
- Need to teach basic science knowledge oriented career support for students.

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- Analyze the characteristics of statistical probability subject and master these
characteristics into training activities to support students' careers.
It has come up with some solutions that are suitable for the trainees when teaching statistical
probability with different specific purposes.
In summary, the research issue that explores the relationship between teaching
statistical probability at university and the requirement of basic preparation for career

support has been interested by many authors. However, it is necessary to have more
specific, comprehensive and systematic research works on career support issues for students
of economics, engineering in general and students of economics and engineering, maritime
engineering in particular.
3. Research purposes
Propose number of teaching methods for this subject to contribute to career support
for students in maritime economic and technical fields in the current context.


4. Research subject, research object
4.1. Research subject
The process of teaching statistical - probability subject to career support for students
in maritime economics and engineering disciplines.
4.2. Research object
The process of training students in maritime economics and engineering at Vietnam
Maritime University.
5. Scientific hypothesis
On the basis of clarifying the requirements to prepare for the career support that
workers trained at the undergraduate level in the maritime field should have with the
exploitable potential of the process of teaching corpse. statistical capacity, thereby
proposing reasonable and feasible measures in teaching statistical probability, will
contribute to innovating the teaching of statistical probability at the University in the
direction of better service of technical training maritime engineer and bachelor.
6. Research mission
- Studying concepts, structures, purposes, characteristics and requirements of teaching
statistical probabilities to support career for students of maritime economic and technical
fields; The relationship between implementation capacity and maritime professional
development needs to be prepared for students.
- Study the role of statistical probability subject in contributing to preparing the basis for
career support for Vietnam Maritime University students.

- Learn about the situation of teaching probability oriented statistics for career support
for students in maritime economics and engineering.

4


- Proposing a number of measures related to adjusting goals, improving content,
innovating methods when teaching statistical probability at Vietnam Maritime University in
the direction of career support for students in various fields economic and maritime
engineering.
- Conduct pedagogical experiments to verify the scientific hypothesis, the rationality and
feasibility of some proposed measures.
7. Research scope
Study the teaching of probabilistic statistics to support career for students in the
fields of shipping economics, logictics and maritime supply chains, maritime economics and
globalization, ship navigation, cargo security marine, exploiting ship machines, water
constructions in Vietnam Maritime University.
8. Research Methods
8.1. Methods of theoretical research
Research documents (books, textbooks, magazines, ...) on education, training in
general, about career support, career support in the maritime field, teaching and supporting
career, capacity and capacity development, on occupational competence requirements of
maritime workers, on the role of statistical probability subject at Vietnam Maritime
University in the process of formation and development of vocational competence. maritime
industry,
8.2. Practical Research Methodology Group
- Methods of investigation and observation.
- Professional solution.
- Experimental method of pedagogy.
9. Place for conducting research

- Department of Marine Engineering, Department of Marine Engineering, Department
of Shipping Economics, Department of Marine Engineering, Department of Basic Faculty at
Vietnam Maritime University.
- Vietnam National Institute of Educational Sciences.
10. New contributions of the thesis
10.1. Theoretical
- Giving an opinion on career support, the relationship between career support and
career capacity development for undergraduate students.
- The concept of teaching career support in general and teaching probability statistics
for career support for students in maritime economics and technology in particular as a basis
for proposing methods of teaching probability probability list of career support for maritime
students later.
10.2. In practice

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- Clarify the reality of teaching statistical probability in the direction of career
support for students of maritime economics and engineering at Vietnam Maritime
University.
- Propose pedagogical measures to teach statistical probability towards career support
for students in maritime economics and engineering.
- Pedagogical measures, examples and exercises have been initially tested and proved
feasible through pedagogical experiments.
11. Issues of protection
- Views on career support, career support teaching and practical requirements on
career support for students of the education and training process at Hang University
Vietnamese customs.
- The relationship between career support and career development in maritime
industry should be prepared for students.

- The concept, purpose, meaning and requirements of the process of teaching
statistical probability to support career for students in maritime economics and engineering
fields proposed in the thesis are scientific. and feasible.
- The role of statistical probability subject in contributing to preparing the basis for
career support for Vietnam Maritime University students.
- The pedagogical measures proposed in the thesis are scientific and feasible in the
process of teaching statistical probability to students in maritime economic and technical
fields towards career support.
12. The structure of the thesis
In addition to the introduction, conclusions and recommendations, appendices and lists of
references, the thesis consists of 3 chapters:
Chapter I. Theoretical and practical basis
Chapter II. Measures main method is to provide career support for students in
maritime economics and technology through teaching the export subjects at Vietnam
Maritime University.
Chapter III. Pedagogical experiment
CHAPTER I. THEORETICAL AND PRACTICAL BASIS
1.1. Competence, professional capacity and professional economic, technical maritime
1.1.1. Capacity
According to the general education program: Capacity is an individual attribute formed and
developed thanks to the available qualities and the process of learning and training, allowing
people to mobilize a combination of knowledge, skills and other personal attributes such as

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interests, beliefs, wills, ... successfully performing a certain type of activity, achieving
desired results under specific conditions [4].
We share this view of the general school education program.
1.1.2. Occupational competencies

The concepts of occupational competence mentioned above are mostly associated
with the successful implementation of specific jobs of a profession according to pre-defined
standards and identifiable occupational competence. There are some characteristics as
follows:
- Occupational competence meets work output standards and it is an important basis
for the process of setting training standards.
- The content of occupational competence is realistic and can be assessed and
measured.
- In addition to the knowledge, skills and attitudes of employees, occupational
competence also contains the necessary principles to implement all or some of the specific
occupational labor contents.
1.1.3. Capacity of economic and technical maritime jobs
1.1.3.1. Maritime economic profession capacity
Thai V.V. and his colleagues reviewed nearly 20 important projects on occupational
capacity that were scattered in nearly 40 years (1973 - 2009), a similar number of works in
the field of public maritime economy. published over 20 years (1990 - 2011) shows that
maritime economic career competencies are related to all three areas of commerce, logistics
- supply and management with 71 component capacities both general and specific
(Appendix 7), in which competencies are compatible with the support of statistical
probability include:
- Regarding commercial activities: Competence in accounting and financial
management; Ability to analyze statistical data; Risk management capacity; Competence in
maritime law and insurance; Competence on tax sequence.
- Regarding the supply field: Capacity of supply chain management; Goods inventory
capacity; Warehouse management capacity; Port traffic control capacity; Ability to plan and
operate; Capability management and handling - shipping; Capacity of network design and
optimization.
- Relating to the field of Management: Competence to think problem solving; Time
management capacity; Planning and conditioning skills; Time management and
performance.

1.1.3.2. Competence in marine engineering
By analyzing STCW's specific maritime technical labor requirements and
competencies that need to be emphasized in ABET's technical training as well as output

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standards of Vietnam Maritime University, we think that basic capabilities that statistical
probability is likely to affect such as: (1) Capacity to receive, transform and process
information; (2) Capacity to apply mathematical knowledge in practice; (3) The ability to
explore new knowledge, self-study, and self-research, the statistical probability is also
capable of supporting a number of specialized capabilities of the maritime profession such
as: (4) Positioning capacity ships at sea based on the theory of errors; (5) Capacity to
respond and handle emergency situations at sea; (6) Competence in applying mathematics,
namely statistical probability in the use and operation of maritime equipment; (7)
Management capacity, organize a team on board to overcome troubleshooting; (8) Capacity
to organize the mechanization of port loading and unloading, as well as to calculate and
select beneficial options; planning loading and unloading work at the port; (9) Capability to
organize operation management at ports; organization of warehouse management and
exploitation; select the most effective exploitation plan; (10) The system's ability to use
operational survey and evaluation devices to detect and promptly solve incidents; (11)
Capability to use appropriate tools for common onboarding and repair activities, evaluation
and quality control of equipment manufactured and manufactured in the workshop.
organization of warehouse management and exploitation; select the most effective
exploitation plan; (10) The system's ability to use operational survey and evaluation devices
to detect and promptly solve incidents; (11) Capability to use appropriate tools for common
onboarding and repair activities, evaluation and quality control of equipment manufactured
and manufactured in the workshop. organization of warehouse management and
exploitation; select the most effective exploitation plan; (10) The system's ability to use
operational survey and evaluation devices to detect and promptly solve incidents; (11)

Capability to use appropriate tools for common onboarding and repair activities, evaluation
and quality control of equipment manufactured and manufactured in the workshop.
1.2. Professional support for workers of maritime economic and technical fields
1.2.1. The concept of career support
Career support in colleges and universities is understood to create career opportunities for
students, that is, create opportunities and conditions for students to approach and implement
(work) with careers related to the career their future through course knowledge, through
forging activities, apprenticeship ...
1.2.2. The concept of career support for students in maritime economics and engineering
Career support for students in maritime economics and technology is to assist them in
the process of maritime vocational training, which can be interpreted as The school's
teaching activities are all geared to helping students approach, get acquainted and even
practice while studying at the school.
1.2.3. The relationship between career support and career capacity development

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Occupational competencies can only be formed and developed in principle in
professional activities. Because competency is formed and developed through activities, it is
one of the general principles, when it comes to a certain capacity, there is a corresponding
career activity, so professional competence is only formed and developed. When people
participate in professional activities. Therefore, when it comes to forming and developing
professional capacity for students while studying in school, it is essentially preparatory
activities to support students' career, which means it is possible to create opportunities, the
advantages to contribute to gradually forming and developing elements of professional
competence in the thesis are called career support.
According to the viewpoint and purpose of career support mentioned above, career
support and career capacity development are closely related because occupational capacity
development is three development. components: vocational knowledge, vocational skills

and vocational attitudes for learners, these are also three factors that support a career that
has a strong impact in the vocational training process for students. The most obvious impact
is vocational skills, specifically: Career support is to help students develop career skills.
That is, help students develop their ability to perform professional jobs effectively in a
suitable time, under certain conditions, based on a thorough integration of knowledge and
skills, attitude.
1.3. Teaching statistical probability in universities in general and Vietnam Maritime
University in particular
In this section, the thesis reviews the main contents including: Characteristics and
meanings of statistical probability; The meaning and role of teaching statistical probability
in the process of training human resources at university level; Objectives and some
innovations in teaching statistical probability teaching at universities in general and
Vietnam Maritime University in particular.
1.4. Teaching probabilistic statistics to support career for students of maritime
economics and engineering
1.4.1. Teaching in the direction of developing professional capacity
In addition to discussing what is teaching and teaching to develop career
competencies, this section also specifically discusses the main advantages and limitations of
teaching career development capacity. From there, it serves as a basis for making a view of
teaching probability statistics for career support in general and teaching probability statistics
for career support for students in maritime economic and technical fields in particular
through the relationship between career support and career capacity development.
1.4.2. Teaching probabilistic statistics to support career for students of maritime
economics and engineering
1.4.2.1. The concept of teaching probabilistic career support statistics

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Teaching the probability of career support statistics for marine economics and

engineering majors is a teaching process that directly affects the components: objectives,
content, methods, organizational forms, and assessments. price of results in the subject of
statistical probability to support maritime career for students.
1.4.2.2. Characteristics of teaching statistical probabilities to support career for students in
maritime economic and technical fields
Teaching statistical probability to support career for students of maritime economic
and technical disciplines through the arrangement, arrangement and impact of the
components of the process of teaching statistical probability (goals , content, method, form
of teaching organization, etc.) in order to create career opportunities for students, that is
create opportunities and conditions for students to approach and implement (work) with the
profession. Industry related to their future maritime career through learning, practice and
apprenticeship activities.
1.4.2.3. The ability to support the career of teaching Probability - Statistics for students in
maritime economics and engineering
Through objective analysis and subject content, comparing with the requirements of
vocational practice As a result, students can see that teaching statistical probability is
extremely important for career support for students in economics, engineering in general,
economics students, maritime engineering In particular, it is shown by the following
specific purposes:
a) Teaching Probability - Statistics helps students develop the ability to restructure
maritime real life situations in the language of statistical probability.
b) Probability Teaching - Statistics support economic and maritime engineering
students the ability to process structured information in the language of statistical
probability in professional practice
c) Teaching Probability - Statistics to help students train their ability to collect receive export information from real-life maritime situations
d) Probability teaching - Career support statistics for students in maritime economics
and technology Students develop the ability to estimate from real-life maritime situations
e) Teaching Probability - Statistics formulate students the ability to choose the optimal
option in handling practical and general situations practice of economic, maritime
engineering in particular

1.4.2.4. Requirements of teaching probability statistics to support career for students in
maritime economics and engineering
a) Request 1:
Teaching probability statistics to support maritime career for students means teachers
Students must create a learning environment for students to ensure two objectives: First, to

10


provide the necessary knowledge of the subject of statistical probability related to maritime
vocational knowledge; Second, teachers use positive teaching methods that are consistent
with the goals of the subject of statistical probability, the goals of each lesson and each
student subject (economics or maritime engineering).
b) Request 2:
In addition to the basic knowledge and skills that need to be acquired, attention
should be paid to the effective implementation of: Demonstrating a reasonable link with
practice in content and teaching methods; Demonstrate relationships with other subjects
(showing subjects that are interdisciplinary); Teach students to apply the learned knowledge
of statistical probability into practice through skills to set up practical maritime problems
and solve those problems, especially those related to the industry.
c) Request 3:
Teaching and supporting career in maritime technical economics in this subject must
also be used flexibly to turn students' learning into self-study activities, enhance selfawareness, initiative and creativity of students.
d) Request 4:
Teaching statistical probability to support maritime economic and technical career
must closely associate with the use of teaching aids, especially the application of
information technology to achieve high efficiency.
1.5. Program characteristics of statistical probability and output standards of marine
engineers at Vietnam Maritime University
In this section, the thesis gives the specific contents including: Position of the

subject with statistical probability in the training program of marine engineers; The program
of statistical probability in the program of training maritime engineers at Vietnam Maritime
University and the output standards of technical and economic engineering students at
Vietnam Maritime University related to the group of maritime professions can be influenced
by statistical probabilities (section 1.1.3 and annex) 12, thesis) to help students orient their
studies and initially see their portraits in a future career, see the competencies that need to
be equipped while sitting in school. At the same time, the important and inevitable role of
this subject in the process of forming and developing maritime vocational competencies is
clearly seen through the process of teaching probability statistics to support maritime
occupations for students at the University. Vietnam Maritime School. And the results of the
survey on the status of teaching statistical probability towards career support for marine
students in the next section will further confirm this role.
1.6. Characteristics of economic and technical students at Vietnam Maritime
University
An important and necessary factor when studying in the teaching process of

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statistical probability subject to career support for students of various industries at Vietnam
Maritime University, must mention that it is the characteristics of students' learning and
psychology. In this section, the thesis discusses the common characteristics of students of
colleges and universities; specific characteristics of students of economic and technical
disciplines, especially students of maritime economic and technical disciplines.
1.7. Survey the status of teaching probability statistics in the direction of career
support for maritime students at Vietnam Maritime University
We research and survey the reality of teaching statistical probability subject for
maritime students at Vietnam Maritime University in the direction of supporting future
careers, so that in the process of teaching, teachers and Students who take measures to
improve the applicability of this module to maritime career are necessary, in particular:

- Regarding the awareness of teachers and students about the teaching of statistical
probability in the direction of career support for maritime students: most teachers and
students are aware of the important role of probability Statistics for occupation in general
and maritime career in particular. However, in practice teaching in the direction of career
support for students of maritime economics and engineering at the Maritime University of
Vietnam has not been given due attention and proper attention.
.
- Regarding the actual situation of developing a statistical probability program in
Vietnam Maritime University: objectives, content of the program, innovation of teaching
methods, practice of applying probability statistics in specialized activities other sectors.
- Regarding the perception of economic engineers, marine technicians are practicing
on the role of statistical probability in their professional practice: Most marine engineers
have the same opinion that the subject of probability statistics are important or very
important to the real work and assume that the subject of statistical probability is used quite
a lot after learning. However, whether they are exposed to professional practice while
studying statistical probability is very little or they think that studying probability
probability almost does not support their career much.
- Opinions of teachers teaching specialized subjects about the use of statistical
probability subject matter with basic subjects and specialized subjects in the training of
maritime students: From 16% - 27% of the basic and industry-based subjects using
knowledge of statistical probability.
- Opinions of agencies and employers using maritime students: most business
owners, managers interviewed said that Mathematics, including statistical probability, needs
Necessary or very necessary for maritime activities (95%).
CONCLUSION OF CHAPTER I
In Chapter I, the dissertation presented some of the following issues:
- Summary of concepts, characteristics of occupational capacity, career support,

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relationship between occupational capacity and career support. At the same time, based on
analysis, research on output standards, professional practice gives the statistical probability
factors that can support career for students of maritime engineering and economics.
- Provide views on the process of teaching probabilistic career support statistics to
students in maritime economics, purposes and requirements of this process.
- Organize surveys and analyze the status of teaching statistical probability for
maritime students in the direction of career support at Vietnam Maritime University in order
to assess the reality of teaching the subject of statistical probability, thereby orienting the
teaching of statistical probability towards developing maritime professional capacity for
students.
- Clarify the characteristics of physiology, learning activities of maritime students
compared with other subjects at Vietnam Maritime University.
Therefore, we determine that teaching statistical probability at Vietnam Maritime
University in the direction of supporting career for maritime students should meet the
following requirements:
Firstly, the content of teaching corpses Statistical capacity must be associated with
practice and contribute to supporting the maritime career, especially the examples and
exercises related to knowledge of statistical probability in order to maximize the role of
statistical probability in occupation right in the learning process.
Second, students must be trained in the ability to use statistical probability as a tool
to solve real-life maritime problems and problems.
Thirdly, prepare students to be interested in their careers, create learning motivation
in general and study statistical probability in particular while still in school to help them
gradually approach and practice the model occupations that use statistical probability.
The above results are the theoretical and practical basis for us to propose some
methods of teaching statistical probability towards career support for maritime students at
Vietnam Maritime University in Vietnam in chapter II.
CHAPTER II. THE MAJOR MEASURES TO PROVIDE OCCUPATIONAL
SUPPORT FOR STUDENTS OF THE MARINE ECONOMIC AND TECHNICAL

THROUGH THE TEACHING OF THE STATISTIC CAPACITY AT VIETNAM
MARITIME UNIVERSITY
2.1. Orientation to develop measures
2.1.1. Orientation 1
Pedagogical measure is built on the basis of ensuring the content of the program,
providing students with basic knowledge of the subject of statistical - probability in
accordance with specialized knowledge of economic and maritime engineering and know
how to put it into practical practice.

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2.1.2. Orientation 2
Pedagogical measures need to stick to and meet the goals and requirements of
teaching Probability - Career support statistics for students in maritime economic and
technical fields in section 1.2.2. in Chapter I.
2.1.3. Orientation 3
Pedagogical measures contribute to adjust teaching objectives, improve programs,
innovate content, teaching methods towards strengthening the relationship between
statistical probability subject and economic and technical professions shipping.
2.1.4. Orientation 4
Measures must be feasible, suitable for students, training program of marine
engineers, conditions of material facilities of Vietnam Maritime University and can be
applied in teaching process in general, the process of teaching statistical probability in
particular.
2.2. Probability - statistic teaching methods to support career for students in maritime
economics and engineering
2.2.1. Measure 1: Organize the teaching of Probability - Statistics to equip students with
the knowledge, basic skills of the subject, to ensure the objectives and training standards
of the bachelor training program, marine engineers towards career support

2.2.1.1. The basis of proposing measure
- Starting from the training target [3] of marine engineers and the goal of statistical
probability in the marine engineer training program of Vietnam Maritime University.
- Approaching the output standards of Vietnam Maritime University for students
majoring in marine economics and engineering on common standards.
- Based on the practice results of the survey on the learning situation of students
towards career support presented in section 1.7.5.2 Chapter I.
2.2.1.2. Purpose and meaning of the measure
- Purpose: Measures to meet the requirements of standards of knowledge and skills
required of economic and maritime specialties when teaching statistical probability subject
to students at the University learn Vietnamese maritime.
- Meaning: Helping students perfect their knowledge of statistical probability at
university level and initially approach terms and insights about maritime professions.
This measure meets purposes 1, 2, 3 and requirements 1, 3, 4 of teaching statistical
probabilities to support career for students of maritime economics and engineering.
2.2.1.3. How to implement the measures
From the goals and requirements of teaching the probability of career support
statistics mentioned that this measure meets, the measure is divided into the following two

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implementation directions:
a) Direction of implementation 1: Exploiting the inheritance of common
mathematical knowledge in teaching statistical probability at Vietnam Maritime University
to help students better improve this subject knowledge.
b) Direction of implementation 2: Guiding students in majors economics, marine
engineering self-study and use information technology to learn statistical probability
associated with professional practice, especially when conducting analysis of statistical
problems.

2.2.2. Measure 2: Design practical situations associated with maritime specific
characteristics in the process of teaching statistical probability at Vietnam Maritime
University for students
2.2.2.1. Proposed basis measures
- Approach from the philosophical point of view: Unification between theory and
practice.
- From the point of view of education: “Training at university level must ensure that
students have relatively complete basic scientific knowledge and specialized knowledge;
capable of applying theory to professional work” (Article 40, section 1, chapter II,
Education Law 2005).
- Derived from practice: Based on the current situation survey results for 100
alumni working in the industry and 55 students studying in continuity after completing the
subject; survey of business owners in the maritime sector in Chapter I (sections 1.6.6.3 and
1.6.6.6).
2.2.2.2. Purpose and significance of the measure
- Purpose: The measure helps students to be equipped with a number of practical
situations in maritime career in the field of economics and engineering, and students
understand the application of probability statistics with their own career practice in the
future, which will stimulate students' autonomy and self-discipline in learning.
- Meaning: The design of real-life situations for students in the process of teaching
statistical probability will make the principles, abstract, hard-to-understand and complex
principles and problems become practical, simple and practical problems. Simplified,
receptive, enabling students to feel the practical application of the subject of statistical
probability to their profession. From there, students are interested in the subjects and
disciplines, and students will have the necessary skills and knowledge to meet practical
career needs.
This measure meets purposes 1, 2, 4, 5 and requires 1, 2, 3 of teaching probabilistic
statistics to support career for students in maritime economics and engineering.
2.2.2.3. Method of implementation of the measure

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In order to carry out the design of practical situations in teaching statistical
probability subject in the direction of career support for students of maritime economics and
engineering, the measure is implemented by the following directions:
a) Direction of implementation 1: teachers adopt practical and pseudo-occupational
situations of marine engineers to build knowledge for each lesson in the process of teaching
statistical probability
b) Direction of implementation 2: Students build their own real-life, pseudo-career
situation under the guidance of teachers through practice activities, test hours or study
subjects with probability- statistics
2.2.3. Measure 3: Train the mathematical modeling capability for students in maritime
economics and engineering to solve problems in professional practice through studying
statistical probability
2.2.3.1. Proposed measure base
- From the point of view of education: Modeling method is used in many sciences,
especially in education.
- Practical approach: Through surveying the situation of teaching and learning
statistical probability at Vietnam Maritime University in the direction of career support in
Chapter I.
2.2.3.2. Purpose and meaning of the measure
- Purpose:
+ Help students improve their ability to analyze and solve practical problems,
practice mathematical thinking operations because the modeling process in teaching
requires Students must analyze and synthesize, abstract and generalize, compare and
similar, systematize and specialize, deduce and induce.
+ Help students train their collaborative ability in learning, academic independence
and confidence for students through group exchange, using teaching software to support
problem solving, modeling and improvement processes. Advance the model to suit with the

reality.
+ Help students practice the ability to apply knowledge of statistical probability
subject to solving specialized subjects to solve problems in professional practice.
- Meaning: Helping students learn mathematics become more meaningful by
strengthening and clarifying statistical probability factors in professional practice. Through
the process of modeling knowledge content will be conveyed in a positive way, creating
motivation for learning, increasing interdisciplinary and scientific in the process of teaching
statistical probability.
This measure meets purposes 1, 2, 3, 4 and requires 1, 2, 3 of teaching statistical
probabilities to support career for students in maritime economic and technical fields.

16


2.2.3.3. Methods to implement measures
a) Process of mathematical modeling (statistical probability) for maritime economics
and engineering students:
Implementing the above orientation, in the process of teaching statistical probability
to major students in economics and maritime engineering, we built a 4-step process to
organize students to develop their thinking about modeling through practical career
situations, practical problems and use The statistical probability tool to solve is as follows:
- Step 1: Starting from a real-life maritime situation, designing a problem that can be
solved with a statistical probability tool.
- Step 2: Build a mathematical model of the situation (modeling mathematical
situations, in other words, expressing mathematical problems, in particular, statistical
probability corresponding to the situation). That is, turning practical problems into statistical
probability mathematical models, bringing the language format suitable for statistical
probability theory to solve.
- Step 3: Handling mathematical models (solving problems within the framework of
mathematical theory and tools).

- Step 4: Analyze and show the result of the problem in practice (turning the result of
the mathematical solution of the problem into the language of the problem, the initial actual
situation).
b) How to proceed and notes when performing the mathematical modeling process for
maritime students
Firstly, the teacher poses the problem: The task posed to the student or each group of
students build specific situations that work practice encounter related to knowledge of
statistical probability and propose solutions to solve.
Secondly, the teacher guides students to research the problem: the teacher can present
a number of situations associated with the content of statistical probability knowledge so
that students take the initiative in making situations.
Thirdly, the teacher guides the students to solve the problem: After having orientated
the students on the problems that can give a situation, the teacher gives specific examples
and analyzes the example for students. members know the sequence to solve.
Fourthly, instruct students to apply situations and solve problems similar to what the
teacher presented: This is the step that the teacher makes requirements, tasks for students,
and assigns service for students to conduct and from there to test and evaluate students'
products.
2.2.4. Measure 4: Train students to perform and handle statistics in the direction of
supporting career in teaching statistical probability at Vietnam Maritime University
2.2.4.1. Scientific basis proposing measures

17


- From the point of view of education: Teaching tasks in universities stipulate
requirements for fostering a system of knowledge, skills and techniques associated with the
future careers of student tablets.
- Stemming from the practical survey results of the marine engineers in using
statistical probabilities in their work (Chapter I).

2.2.4.2. Purpose and meaning of the measure
- Purpose: This measure will contribute to train students the ability to collect, perform
and process statistics suitable for their future career.
- Meaning: Measures to meet the general needs of the current information explosion
development, when a marine engineer practicing real profession will need a lot of statistical
capacity to detect and research the statistical rules; collect and analyze data objectively and
honestly, thereby discovering new knowledge and new information that are being hidden
right in situations related to their profession or field of study.
This measure meets purposes 1, 2, 3, 5 and requirements 2, 3, 4 of teaching statistical
probabilities to support career for students in economics and maritime engineering.
2.2.4.3. Method of implementation of this measure
This measure is implemented in the following two directions:
a) Direction of implementation 1: Train students to perform and handle statistics
through access to models specialized learning and practical process at units in Vietnam
Maritime University
b) Direction of implementation 2: Regular training for students to apply statistics in
the collection and processing of numbers materials, assessments during the internship, in the
implementation of the thesis report and scientific research
2.2.5. Measure 5: Innovating goals, structure, content of the curriculum and how to
implement the program of statistical probability in the direction of career support for
students of maritime economics and engineering at the same time associated with
specialized subjects to help students use statistical probability knowledge for the next
modules
2.2.5.1. The basis of proposing measures
- Approach to the point of education: it is integrated theory in teaching.
- Starting from practice: Based on the results of surveying the current status of the
statistical probability textbooks for students majoring in marine economics, engineering and
the results of surveying teachers of specialized junior faculties and the faculty of using
statistical probability knowledge in the specialist teaching process at Vietnam Maritime
University in Chapter I.

2.2.5.2. Purpose, meaning of the measure

18


- Purpose: Through this measure, we propose to revise the content of lectures,
curriculum and distribution of statistical probability program, in order to change the gaps in
subject content learn current statistical probabilities with maritime industry practice.
- Meaning: Measures to help teach statistical probabilities to students in maritime
economics and technology are unified from the goals to the content of the program. Help
students visualize easier than what they will learn? What's the use of studying? What are
learning materials? Thereby reaching the goals of the subject and meeting the learning
outcomes of the training program.
This measure meets purposes 1, 2, 3 and requirements 1 and 2 of teaching statistical
probabilities to support career for students in economics, maritime engineering.
2.2.5.3. Method of implementation
Through the investigation of the actual situation of the curriculum and lectures
presented in Section 1.5, Chapter I, we found that it is necessary to renovate the content of
the lecture, the curriculum of statistical probability suitable for teaching towards career
support for students in economics, maritime engineering and that must be started by
renewing the objectives of compiling lectures, statistical probability curriculum.
a) Implementation direction 1: Innovating the objective of compiling lectures,
statistical probability curriculum in the direction of supporting career for students of
maritime economics and engineering
b) Implementation direction 2: Renewing the structure, curriculum content and how to
implement the program of statistical probability subjects
c) Implementation direction 3: Linking specialized subjects to help students use
statistical probability knowledge for the next modules
CONCLUSION OF CHAPTER II
Chapter II presented four orientations when developing methods of teaching

probabilistic statistics to support career for maritime economics and technology students at
Vietnam Maritime University.
Based on these orientations, the thesis has proposed 5 methods of teaching statistical
probability in the direction of supporting career for students of maritime economics and
engineering.
In each measure, the thesis presents according to a unified structure: the scientific
basis of the measure, the meaningful purpose of the measure; method of implementation of
the measure; illustrative examples. The examples given by the thesis are related to the real
career of marine engineers, thereby helping students to see the nature of their work, forming
the necessary capabilities in practical career in the future. This confirms the feasibility of the
measures and is consistent with the teaching method at Vietnam Maritime University. The
above measures contribute to improving the quality of training, career support for students
as well as the ability to apply statistical probability in practical work of economic and
marine engineering engineers. Since then, we believe that if applied scientifically,

19


reasonably and flexibly measures into that teaching will ensure the process of teaching
probabilistic statistical support for students in economics and technology. Marine
engineering has high efficiency, contributing to improving the quality of training for
Vietnam Maritime University in particular and the quality of maritime manpower in general.
CHAPTER III. EXPERIMENTAL EXPERIENCE
3.1. Experimental purposes
- Experiments are conducted to test the validity of the scientific hypothesis stated in
the thesis; through the process of experimental teaching in maritime major classes at
Vietnam Maritime University, initially evaluating the feasibility and effectiveness of the
measures proposed in Chapter 2 of the thesis.
3.2. Experimental requirements
- Pedagogical experiments must ensure honesty and objectivity.

- Experiments suitable to students close to the actual situation of teaching.
3.3. Experimental tasks
- Exploiting, building situations situations in the maritime industry that the thesis has
proposed.
- Prepare experimental lesson plans and conduct experimental teaching according to
some pedagogical measures proposed in Chapter 2;
- Collect and process empirical results to check the feasibility and effectiveness of
the proposed measures.
3.4. Principles of empirical organization
3.5. Contents, process, implementation method and evaluation method of the
experimental process
3.5.1. Exploiting and building practical problems in the maritime industry
3.5.2. Implementing proposed measures in teaching probability statistics to support career
3.5.2.1. Content, object and experimental time
a) Content:
In the experiment, we carry out two main tasks
- Firstly, conduct experimental teaching of the thesis's measures mentioned in
Chapter 2.
- Secondly, price of results obtained after experimental training to test the degree of
development in the ability to apply knowledge of statistical probability subject to
professional practice, the degree of interest of students in the experimental teaching content
through final exam results at the end of the semester and the ability to complete reports on
scientific research projects, graduation reports and practical work.
b) Time:
We conduct experiments in two rounds
- Experiment round 1:
+ Perform some contents in measures 1, 2, 3, 4 and 5 and test the suitability of each
measure.

20

+ Time: From September 2017 to December 2017, the first experiment at Vietnam
Maritime University: 1 experimental class is statistical probability - N02 and 1 reference
class is statistical probability - N06. In the first round, we conducted a case study of KTB56
- LC1 interconnection class with 55 students working in the maritime industry, the
experimental teacher is the author of the thesis with 13 years of experience.
- Experiment round 2:
+ Fully implement the contents of measures 2, 3 and 4 through the addition and
coordination of all measures in the teaching process.
+ Time: From February 2018 to July 2018, conducted at Vietnam Maritime
University; In this second round, we continue to study the case study of KTB56 - LC1
through the application of statistical probability in professional practice in our work unit
after completing the system of statistical probability theory.
3.5.2.2. Experimental organization
a) Training for trainers
b) Organize experimental teaching, evaluate lesson based on the evaluation criteria designed
c) Through the opinion form after teachers complete experiments to collect feedback from
teachers, students and other teachers business management.
d) Conduct interviews with students and teachers after class to verify and adjust learn from
experience that cannot be measured through the test.
e) Let students do the test and analyze the results.
3.5.3. Process and forms of empirical content deployment
3.5.3.1. Experimental process round 2
- Step 1: Choose the experimental and control classes that are similar in academic
level. Investigate thoroughly pedagogical experimental subjects: age force, physiology, the
understanding of maritime professions.
- Step 2: Make a detailed plan for the experiment phase, clearly identify the things
that need to be conducted experimentally: Purpose of pedagogical experiment, how to
proceed ...

- Step 3: Design the experimental lesson then give discussing empirical intentions
with students and teachers teaching the statistical probability section so that they grasp the
focus of the experimental classes and reference classes taught in the usual way.
- Step 4: Conduct teaching experimental classes and attend the selected control
classes. At the same time, interviews with students and teachers after the lesson.
- Step 5: Have students take written or oral tests, practice and analyze the results, to
see how well they develop career skills in the maritime profession.
3.5.4. Methods of evaluating experimental results
3.5.4.1. Evaluation content
- The student's ability to absorb lessons with the proposed measures in the thesis, the
atmosphere of the classroom, and the students' interest in the content of experimental
teaching.

21


- Students' understanding of theoretical knowledge of the lesson and the ability to
apply knowledge into maritime practice, thereby forming and developing some skills of
marine engineers.
- Results of the tests to assess the knowledge of each student in the experimental class
and the control class after the lessons.
- Students' understanding of the content of knowledge and interest in the subject.
- The progress of students in learning as well as applying knowledge into professional
practice through other teachers and students themselves by asking students to design and
build situations in reality using the knowledge of statistical probability.
3.5.4.2. Methods of evaluating experimental results
To evaluate the above contents, we use the methods:
- Test of essay:
+ Assess the level of acquiring knowledge of students through the lessons.
+ Test students' knowledge of experimental and control classes through 2 essay tests

after experiment.
+ Examining the application of statistical probabilities to students' professional
practice to evaluate the effectiveness of teaching probabilistic statistics to support career for
students in maritime economics and technology.
- Survey questionnaire for students: Assessing the level of awareness,
understanding of students' knowledge of theoretical knowledge and the ability to apply
knowledge of statistical probability to the maritime profession.
- Observe the classroom: Teachers observe the learning atmosphere in the
classroom, data taking sessions, student discussions.
- Interview: Discuss with colleagues, teachers who teach specialized subjects, and
collect ideas of students about new ways of learning through interviews.
- Mathematical statistical method:
Make a statistics table of students' scores from the tests. The data on the test scores
are collected and processed according to the following formula and results:
(1). Average score: x =

1 n
å ni xi ; (với
n i =1

n

ån
i =1

i

= n ).

In that: x is the average score; xi is the point achieved; ni is the number of papers

(number of students) achieving xi corresponding score at each test; n is the sample size
(total number of students tested).
(2). Adjustment variance is calculated by the formula: s 2 =
(3). Standard deviation of adjusted sample: s =

22

(

(

)

2
1 n
.
n
x
x
åi i
n - 1 i =1

1 n
å ni xi - x
n - 1 i =1

)

2

.


Variance s 2 ,standard deviation s typical for the dispersion (compared to the average
numbers) T =

xTN - xDC
2
sTN
s2
+ DC
nTN nDC

of the data range. The smaller the variance, the smaller the degree

of dispersion of the data.
(4). Hypothesis testing of differences between variance methods using standard inspection:
F=

2
2
STN
S DC
2
2
2
2
nếu
hoặc
nếu STN

.
F
=
S
<
S
< S DC
DC
TN
2
2
S DC
STN

(5). Test the hypothesis of comparing two average values of two independent samples
(when the variance is unknown) by testing standards: T =

xTN - xDC
2
sTN
s2
+ DC
nTN nDC

.

3.6. Experimental process
- Round 1 experiment (from September 2017 to December 2017): to implement the
proposed measures to adjust and supplement the next experiment.
- Pedagogical experiment round 2 from February to July 2018: checking the

feasibility, reality and effectiveness of the proposed measures in the process of teaching
probabilistic statistics to support career for students of maritime economics and engineering
at Vietnam Maritime University.
3.7. Evaluation of experimental results
3.7.1. For constructing practical situations in maritime economics and engineering
Experimental process shows that teachers are fully aware of their responsibilities in
renovating teaching methods, creating motivation for students to understand vocational and
especially career support for students after graduation. When exchanging directly, we found
that 100% of the teachers determined the suggested method of measures is necessary and
helped them solve the difficulties in the teaching process and created a lot of interest when
exploring and building the problem have practical situations, economic sectors and maritime
techniques. Thereby they also know how to collect, design and build problems to serve
teaching. This proves the feasibility of initially implementing the measures mentioned in the
thesis.
3.7.2. For the use of teaching methods
* From teachers participating in experimental teaching and lecturers listening to
experimental lectures:
Through the hours of statistical probability instruction in the direction of career
support, we see the application of measures teaching methodology has brought certain
results:
- During the learning process, students have also actively thought, participated in
building lessons, discovered and solved problems, actively contributed opinions to make
The classes are more exciting.

23