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

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OPENING 1. WHY CHOOSE TOPIC Basically, now our country is an agricultural country, rural workers still account for large percentages. To develop a sustainable agriculture should focus on creating jobs and improving the quality of labor. To solve that problem, the Party and State have made many programs and projects, including job training schemes for rural workers up to 2020 and electrical vocational training (VT) is among them. When implementing the economic development, social affairs in the regions, especially rural areas, we still often refers to four key factors: "Electricity - Roads - Schools – Medical Centres". That means innovation and improving quality of life have close ties to the issue of rural electrification, then the other issues. Thus enhancing understanding as well as helping people master in the field of civil power is very important. However, the rural labor force is complex because they are of different ages , psychology, physiology and professional qualifications... They have much experience but sometimes are conservative. These features have created a different learning style. This leads to having to find ways to teach suitable for this kind of learners. As one of the establishments participating in VT for rural workers, through academic and practical research, we find that teaching for experiential learning is fairly suitable for these learners, because it is very effective for teaching adults That is why the author choose to study this topic: "Teaching for Experiential Learning and its application to the VT of Civil Electrical Services for rural laborers”. 2. PURPOSE OF STUDY Study theories and practice of Teaching for Experiential Learning (TFEL) to propose process to apply it in the VT of civil electricity for rural workers in order to improve training efficiency. 3. OBJECTS AND SUBJECTS 3.1. Study objects VT for rural workers in a number of VT institutions in the provinces of 1 Vinh Phuc Province, Phu Tho and Hoa Binh. 3.2. Study subjects The process teaching experience in VT for civil electricity rural workers 4. LIMITED SCOPE OF THE STUDY 4.1. Limit research content The thesis focus on the rationale of teaching for experiential learning and process of applying in VT civil electricity for rural workers. 4.2. Limit research area Study subject is conducted in some VT institutions in northern provinces (Vinh Phuc, Phu Tho and Hoa Binh). 5. SCIENTIFIC ASSUMPTION Quality of VT for rural labor today is still restricted by the manner, methods and techniques of teaching which are not really suitable. Therefore, if the process and techniques of TFEL proposed by the topic are applied, they will contribute to improving the efficiency of the VT of civil electricity for the rural labor force. 6. STUDY TASKS To study theories and practice of TFEL in VT for rural workers; the characteristics of rural workers to choose measures, appropriate teaching techniques; to propose process of TFEL in the VT of civil electricity for rural workers; to verify the feasibility of the process of learning is suggested by surveys, surveys and empirical science. 7. METHODOLOGY The theme was used in combination of the following methods: theoretical studies, investigation, survey methodology, survey, expertis, pedagogical experimental, mathematical statistics. 8. POINTS OF thesis defense - VT for rulal workers involving many factors, including the application of training methods corresponding to the characteristics of learners. VT for rulal workers following TFEL contributes to improving the quality and efficiency by matching its dominance with subjects experienced adults. 2 - TFEL for rulal workers is a tightly tied operating system which is designed and implemented to facilitate the reception of knowledge, develop skills appropriate with environmental conditions and characteristics of students. Applying TFEL in VT for civil electricity rural workers will be effective for employees in terms of knowledge and especially skills. 9. CONTRIBUTIONS OF THE THESIS - Theoretically: To analyse and clarify the rationale of TFEL (systemrelated concepts, to clarify the nature and processes). - In practice: Thesis contributes to clarifying the status of VT for rural workers now in some northern positive from the perspective of the operation of the school; Recommends manipulate processes of TFEL in VT for civil electricity rural workers; Designs Civil Power Unit with TFEL suitable for learners. 10. STRUCTURE OF THE THESIS Besides the introduction, conclusion, appendices, dissertation structure includes 3 chapters: Chapter I. Background theory and practice of teaching experience in VT for rural labor. Chapter II. Vocational training of civil electricity for rural workers by Teaching for Experiential Learning. Chapter III. Testing and evaluation. CHAPTER I: THEORETICAL BASIS AND PRACTICE OF TFEL IN TRAINING FOR RURAL LABOR 1.1. OVERVIEW HISTORY RESEARCH ON TEACHING EXPERIENCE 1.1.1. The studies of the world In this thesis the situation presents an overview of research and deployment issues related to TFEL in some countries (US, Soviet Union, Britain, Germany, France, India,...) and the Scientific Committee of Cultural Education United Nations. Thereby it is found that: studies 3 related to TFEL overseas suggests that the creation of a collaborative environment, bringing people into the active learning experiences, sharing their experiences in teaching proceses has been a matter of interest in research and practical reasoning. Many authors have mentioned in the learning styles of adults. But the specific study of Teaching for Experiential Learning, particularly in the VT for rural workers is hardly mentioned. However, the views of the author reasoning concerning the topic was the orientation necessary basis for developing the theory of teaching experience in VT for rural workers in our country today. 1.1.2. Studies in Vietnam VT is a topic of scientists in many ways both at the macro and micro related to the learning experience in VT (Nguyen Duc Tri, Nguyen Van Khoi). In addition, some authors: Thai Thi Xuan Dao, Vo Trung Minh... mentioned learning through experiences such as education experience to environmental education for elementary school students of the author; learning experience for students; or experience by organizing tours for students practical training courses in the nuclear techers. Based on studying some researches about teaching in general and VT for rural workers in particular in the country and the world, the author found that theoretically and practically there has been no specific research on TFEL and its application in VT for rural workers so far or if there is, it is only studied under some other aspects. Although VT for rural workers have been focused and promoted but the quality is limited. 1.2. RATIONALE OF TEACHING FOR EXPERIENTIAL LEARNING 1.2.1. Some concepts 1.2.1.1. Experience Experiences are the personal activities which are considered, pondered by the subject, to draw out the experience. These experiences have been through the operation of the particular circumstances of life. To get this experience, the subject undergoes solve problems in similar situations several times and obtained certain results. 4 1.2.1.2. Teaching for Experiential Learning TFEL is the activities that occur in a process of social inclusion and has dialectic contact between training activities and experience with experience learning activities. Thereby it can be confirmed that only by systemizing and dominating the knowledge can we meet the teaching objectives. 1.2.1.3. Vocational training VT is a process of intended and organized impact with contents and methods to students to enable them to form and develop a systematic knowledge, skills and attitudes demanded by the profession questions, giving them the necessary knowledge about the labor market to find jobs or create jobs. 1.2.1.4. Rural workers Rural workers are those living in rural areas who are in the working age, good health and cognitive level, who has working ability and takes part in production activities and services in rural areas. 1.2.2. Some basics of Teaching for Experiential Learning 1.2.2.1. The basis of teaching experience a. Tectonic theory in teaching: Basic notions about tectonic theory is: the human perception are for assimilation or application. b. Principle of Vietnam education, learning through practice point/do Vietnam Education Principle states: "Educational activities must be conducted in accordance with the principle of learning with practice, combining education with productive labor, reasoning must be associated with the practice, schooling combined with family education and social education". c. Theory of D.Kolb learning experience Views on learning of Kolb launched called "experience" are associated with views on the intellectual origins of the work of Dewey, Lewin and Piaget. At the same time, he stressed that experience has central role in the 5 learning process. Accordingly, the learner needs the feedback based on their experiences to draw concept. Then these concepts are applied and tested in order to see the right-wrong, usefulness-uselessness... thereby reappear new experiences, become the input for the next learning cycle. d. Learning characteristics of adults (mature people) Learning is for solving problems in life, career, learning voluntary nature, have a clear purpose, not passive learning, always influenced by his experience, learning by doing, testing, learning through exchange, sharing of experiences, comfortable learning environment, fun, be respected, reflective learning, learning through refresher. 1.2.2.2. The nature of teaching experience Experience teaching is described on the process to teach students how to resolve problems by studying the following generalized diagram 1.3. Availa ble experie -nce The process of self-help learners solving problems by experience and experiential activities Results Feasible but not suitable Tea che r’s hel p Solvi -ng the probl -em Appli cation in reality deadlock Figure 1.3: Diagram of Essential process of TFEL With starting point which is the available experience of learners, teacher poses situations and problems for learners to solveusing past experience and intellectual and physical activities through experiential activities, exchange and interact with each other to solve problems, the results are of three possibilities: First: Participants solve the problems posed. Second: Learners partly solve the problems or still have mistakes. Third: Participants do not resolve the deadlock. 6 The problem / task to be solved Available experience Experiencing problems Interacting and solving the problems. Interacting and feasible but not suitable / with omissions. Interacting and solved but not correctly/coming to a deadlock. Teacher gives suggestions, elicits conversations, shows documents, video and observes the execution. Generalizing the problem / new experiences. Getting exercises / tasks to apply experience gained. Figure 1.4: Diagram of describing in detail the process of TFEL. Some ways teachers assist students to solve problems in different levels: + Teacher prepares and shows footages, videos... to learners + Teacher compiles documentation for learners to study by themselves. + Teacher may suggest or lead the learners’ thinking with thought provoking questions. After the learners solve problems and gain new experiences, teacher assigns them a number of situations so they can apply new experience in practice, self-discipline and the consolidation of new experiences. This also helps them to derive knowledge and new skills to remember, manipulate and solve learning tasks in the next round. 1.2.2.3. Advantages, disadvantages and conditions of implementing TFEL a. Advantages: Maximizing learners’ use of their senses to their studying; promoting useful experience, overcoming inappropriate experience; developing creativity, dynamism; individual capacity, collaborative working capabilities and confidence; creating inspiration for learners and 7 make them more active in the learning activities; developing life skills, adaptability and lifelong learning. b. Disadvantages: Time-consuming, the teacher must prepare learning topics carefully, and pay attention to the experience of the learners. c. Conditions for implementation: The teacher must have both deep understanding and practical expertise, and have a lot of experiences of skills and teaching methods. Students must be interested in the topic of the lessons and potentially connect their experiences in learning. Learning contents must be simple, practical and closely tied with jobs. Geographical conditions, teaching equipment must be adequate, updated and sticking with with the actual practice after training. 1.2.3. Teaching for experiential learning in VT for rural workers 1.2.3.1. Psychological basis of TFEL in VT for rural workers Marxist Psychology confirms that human psychology is essentially active. In other words, human psychology, including knowledge, skills, techniques,... are formed and developed in the process of implementing the subject-specific activities. Therefore the relevant scientific arguments like the theory of psychology of activities of A.N.Leonchiep, theory of formation of period-based intellectual actions of P.Ia.Galperin, theory of learning via the circle of experience... is one of the bases of TFEL. 1.2.3.2. Characteristics of participants who are rural workers Unlike formal VT with the uniformity of ages and qualifications, VT for rural workers have extremely complex objects (different in age, psychology, physiology, cognitive level, experiences...). 1.2.3.3. Features of the VT for rural workers a. Teachers for training rural workers Teacher besides certain abilities such as professional capacity profession, pedagogical competence vocational subjects competence, learners understanding... need a deep understanding the nature and characteristics of teaching for experiental learning as well as the rules and procedures apply. Since we can design teaching activities, choose the 8 appropriate method of organization. b. Facilities for VT for rural workers Facilities in VT for rural workers should also be equipped like for formal VT. Also it is necessary to consider a certain number of characteristics related to operating areas, the venue. c. Regarding the objectives, contents, training time - Training objectives: often very specific and clear. - Contents: the view is that job training must be associated with employment after training, or how to apply it to improve labor productivity, enhance the value... d. Testing and assessment The evaluation is to assess students according to ability (The conclusion of the assessment confirms whether a learner is competent or incompetent. It is only when the learner has "hit" all the criteria set out, that they are recognized as "competent "). 1.2.3.4. Several factors that affect the process of TFEL to rural workers a. Positive effects VT for rural workers are the concern of the whole political system, the Vietnamese Communist Party and the Vietnamese people. Many training programs for rural workers have been issued under modular structure. Vocational teachers basically meet the requirement of quantity and quality. Geographical conditions of learning and the application to production and services at the local communities also facilitate the deployment of teaching for experiental learning. Additionally, learners have specific characteristics and if carried out under the experiential learning their experiences may be well promoted. b. Negative effects Investments are still spread so facilities for VT are limited. Welleducated teacher lack practical experience,and experieced teachers lack professional knowledge. Most learners, besides learning, they have to work, and they are distracted by family life, public life, ... In addition, the 9 large number of learners will have big impact on the organization of learning activities in the group, the whole class. 1.3. REALITY FOR VT FOR RURAL WORKERS IN TERMS OF TFEL 1.3.1. Vocational training for rural workers now in Vietnam With its big population, the number of people in working age in rural areas are high rate. This is a labor force with an important role in the industrialization- modernization. But the reality of rural workers receiving VT proportion is low, most of their experience has been shaped in the course of work and the teaching of the previous generation. With low living standards, lack of jobs, the expansion of industrial areas as agricultural land area is shrunk, leading to the increase of waves of migration to urban areas looking for work. The process of migration has created consequences for the city. To solve this we need to create jobs for rural workers towards economic restructuring in rural areas. Thus, VT for rural labor force is essential for the development of agriculture, farmers and rural areas. 1.3.2. Organizing condition surveys 1.3.2.1. Survey purpose To assess the status of VT for rural labor in terms of TFEL, and to indicate the applicable ability of TFEL. 1.3.2.2. Content of survey Preparation status, designing teaching activities, using teaching methods, teaching organization; learning, teaching environment in VT for rural labor. 1.3.2.3. Survey tool Surveying the status of VT via survey handouts with the criteria and focuses on preparing, organizing teaching activities in terms of TFEL. 1.3.2.4. Identifying study sites The study is conducted in the provinces of Vinh Phuc, Phu Tho and Hoa Binh. 10 1.3.2.5. Selecting experimental study Teachers, managers of VT institutions have participated in VT for rural workers, learners of the rural labor force. 1.3.2.6. Condition survey methods Mainstream methods are consulting through the survey handouts, observation method, interview. 1.3.3. Survey results Topic investigated 68 managers, teachers and 300 students in the survey content. From the survey results and analysis of the status of teaching in VT for rural labor ,some conclusions can be drawn: - Teachers of VT for rural labor force, while conducting teaching activities have used many methods and techniques of teaching. But the methods and teaching techniques are still teacher-centered , not learnercentred so that can not exploit the learners’ experiences and encourage them to take initiative, self-help to solve the problem through experience, discovery academic activities and research. - The level of knowledge and skills to apply the dominant teaching methods when conducting the process of teaching experience in VT for rural labor force is still very limited and hardly implemented. - The study of learning needs, the survey's input level under the thematic study, field of study, as well as the development of content and design teaching activities based on experience, based on the spread academy's experience is almost unfulfilled. - The deployment of teaching method with learning method is inadequate, sometimes does not match with the strength and learning style of the learners – those whose tend and learning styles are based on experience, experiential and who draw reasoning from work. Therefore the learning activities are not effective and it is necessary to deploy another teaching method which is more appropriate - TFEL. CONCLUSIONS OF CHAPTER I VT for the labor force in rural areas in Vietnam in recent years has been 11 at all levels and sectors of interest focus, especially in the matter of raising the quality and effectiveness of training. The quality of the training is closely related to many factors, including the application of methods, models corresponding training for learners. By studying some work overseas and domestic-related topics, we found that up to now there has been no study on the field of VT for rural workers especially the theoretical study on TFEL and applied in VT for rural labor in Vietnam. Studying on reality of teaching activities in VT for rural labor force shows that the training process also exposes some problems in the preparation, implementation stages, especially in developing implementation of teaching activities. The using of methods and forms of teaching is still inadequate and that affects the improvement of the quality of training. VT for rural workers with TFEL is a new way to go to substantially improve the effectiveness of the training. The thesis explains the deployment of TFEL in the reform of vocational teaching activities for rural workers. The analysis of the characteristics and nature of the learning activities of rural workers, theories on TFEL as well as the nature of the process of TFEL help make the necessary pedagogical basis on TFEL in VT for rural labor and the application of this teaching process in VT civil electricity job for rural workers, this will be implemented specificially in chapter II. CHAPTER II: TRAINING FOR CIVIL ELECTRICAL WORKERS IN RURAL THROUGH TEACHING FOR EXPERIENTIAL LEARNING 2.1. ABSTRACT ON CIVIL ELECTRICAL JOBS 2.1.1. The role of civil electricity jobs in rural areas 2.1.1.1. Position and role of civil lectrical jobs in production and life Civil electrical jobs mainly serves life, living and production in consumer households such as: installation of electrical networks and domestic production; installation of household electrical appliances; 12 repair, maintenance and operation of household electrical appliances; repair, maintenance, operation and troubleshoot electrical networks... 2.1.1.2. The role of civil electrical jobs in production and life The government has been implementing many programs and schemes, ammong them "Rural Electrification" program is a great goal. The power development one step ahead, ensuring basic conditions, improving life, social security, rural economic transformation is the goal, the consistent policy of our Party and State. This is extremely favorable conditions to meet demand for electricity in the manufacturing, services and activities of the people. Besides, the industrial parks sprouting stole large amounts of agricultural land. And inevitably there will be a restructuring of labor and industries to mechanization, electrification of rural areas towards industrialization. Coupled with this issue is the need to recruit local labor, as well as technical labor power to the production facility to meet the production, use, operation, maintenance, repair, ... the set electrical, local electricity network, especially electrical appliances and electricity networks serving people's lives. 2.1.2. Vocational training objectives of civil electricity for rural workers VT objectives of civil electricity include three elements: knowledge, skills and attitude towards the profession. 2.1.3. Vocational training programs for civil electricity rural workers Former job training programs of civil electricty were designed, structured by subjects, integrated modular contents such as electrical network installation, electrical systems and living furniture, installation, commissioning, repair and maintenance of electrical equipment refrigeration and small manufacturing activities, ... so the duration and content spread, sometimes inconsistent with the conditions regions, localities, object learners, labor demand locally, ... Therefore, currently vocational civil electrical jobs of elementary level have been developed and issued diverging structure smaller fields. And therefore the content, training time is short, more detail and adherence to the real situation, 13 needs and learning conditions of learners and employers in rural areas. This division creates Narrow profession in College Electrical civil, including some jobs: Electrical installations for small manufacturing facility; Interior electrical network installation; Repair of fans, motors and voltage regulator; Repair and maintenance of refrigerators and air conditioning ... Since the time factor and scope of the research, the thesis will develop a process to apply for a teaching experience to do a specific job such proof. The author chooses the job named "Repairing fans, electric motors and voltage stabilizers". * Characteristic of VT programs Repairing fans, electric motors and moltage stabilizers: The training program consists of four modules: basic practice on electricity, voltage stabilizers repair, repair of electric fans and repair of electric motors with a total of 480 hours of training time. Teaching objectives are written quite in details and specifically, and specify what the learner must achieve after each module, unit, and the target level is appropriate and pragmatic for the level of the learners who are rural workers. The content of teaching is the profession-specific content that includes the knowledge, skills on electrical safety and power measurement, how to maintain and repair all kinds of electric fans, electric motors and Stabilizers in daily life. The content keeps abreast with vocational practical needs, mainly the issue of formation and development of skills of the learners, with practice time accounting for most of the learning time (about 83%) while maintaining enough theoretically necessary contents. 2.1.4. The ability to apply teaching for experiential learning Objectives and content structure of VT programs, repairing fans, electric motors and Electric Stabilizers of the civil electrical job groups havve characteristics consistent with the organization of TFEL. 2.2. PRINCIPLES FOR APPLYING TFEL FOR VOCATIONAL TRAINING FOR RURAL WORKERS 14 2.2.1. Ensuring the inheritance associated with operating experience of the learner’s experience The design of teaching activities, implementation activities should adhere to experience heritage, promoting the experiences of the learners so that they can contribute effectively to the building of reasoning based on their experience. 2.2.2. Ensuring the positive interaction of experiential teaching activities The applying process of experiential teaching in VT for rural workers need to understand deeply that, to ensure positive interaction, multidimensional between teachers and learners, learners with learners , teachers with environment and learners with environment.. 2.2.3. Ensuring the central role of the learner in experiential teaching activities This principle emphasize on learning process, rather than the products of the learning process. Study results should be set by each learner with their own motivation and effort to achieve. Therefore, in addition to selected learning content, learning methods, responsible for the school, students must be aware and understand what they are doing. In short, the central role of the learners is emphasized in order to ensure their positive and proactive creativity. 2.2.4. Ensuring the leading role of teachers in the organization of experience teaching activities Experiential Teaching has shown that the way to show the key role of teachers. Teaches are those who design, organize and control the experiential learning activities of the learners. Besides it is the pedagogical impact of this activity aimed at learners progress. 2.2.5. Ensuring the practicality during the VT for rural workers The design and organization of activities of experiential teaching in VT for rural workers should deal with the balance between theories and practice. Theories must be close to the demand to solve the problems in 15 life. Learning activities should be carried out in collaboration and sharing between individuals; the process of teaching is close to or resemble the actual working conditions of the workers . 2.3. APPLICATION PROCESS OF TEACHING FOR EXPERIENTIAL LEARNING 2.3.1. Process of implementation Step 1: Identification of the student experiences Step 2: Developing teaching plans Step 3: Conducting Experiential activities Step 4: Analyzing the experiences and drawing concepts Step 5: Applying in practice Step 6: Reviewing and summary Figure 2.1: The process of TFEL for the training of civil electrical jobs for rural workers 2.3.2. Some examples illustrating the processes of applying TFEL The thesis was conducted with the compilation and implementation of experimental teaching on three characteristic units/contents of job through the process of experiential teaching proposed, namely: - Unit 1: Using a multimeter - Unit 2: Repair of electric fans within short - Unit 3: Maintenance of electric motors 2.3.3. Notes in the preparation, organization of TFEL 2.3.3.1. Preparatory work - Define the experience of learning activities can be organized for students in the specific content of the training schedule. - Identify the basic theoretical knowledge that students need to master 16 related to the activities in each module experience and lessons. Indicate the specific experiential activities corresponding with theoretical contents including amount and timing of activities undertaken. - Consider the resources involved in experiential learning activities. - Set out the criteria for evaluating academic performance of students in each part of the process of experiential learning. 2.3.3.2. The organization - For the teacher: It is necessary to identify targets of experience theme activities, planned preparation, organization and assignment of tasks to the students, the administration planned learning activities, difficulties which learners can meet, assess learning outcomes. - For the learners: need democratic discussion and assigning specific tasks to carry out the work. During the implementation process, learners need to harmonize available experiences with the standards of operation, technical skills associated with each task. Student has to draw upon their own strengths and shortcomings to supplement and complete to suit the requirements of the profession CONCLUSIONS OF CHAPTER II Based on the results of theoretical studies of TFEL in Chapter I, in chapter II of the project has applied to VT of Civil Power jobs for rural workers, from which some conclusions can be drawn as below: The applying process of TFEL in VT for rural workers in general and for workers of civil electricity job in particular needs to comply with certain principles. These principles must embrace and reflect the opinion, the basic philosophy of experiential teaching. On the other hand when applying it is necessary to a take into consideration and closely link with the practical requirements close to the practical needs of the profession as well as exploit experiences of learners to build up lesson contents. Therefore, it is necessary to apply this principle to cover the content on a number of aspects such as: to ensure the inheritance of experience and understanding of the learner with experience activities; ensure the positive 17 interaction among the elements: the learners, the teachers and the learning environment in the teaching activities. Besides, it is necessary to emphasize the central role of the learners in the experiential teaching and learning activities. In addition it is necessary to ensure the leading role of the teachers in the organization, control of activities, as well as to ensure the practicality during the VT for rural workers in general and civil electricity in particular. The process of applying TFEL in the VT of the civil electricity for rural workers is a visual illustration, a step to concretize the process of TFEL from the level of theory into practice. Each example illustrates each step of the process to apply as illustrations for the entire design work, organizing teaching activities, student assessment test are expressed concretized in teaching job of civil electricity for rural workers. To implement effective processes of TFEL, the use of flexible combination of dominant teaching methods in specific stages of the process of experiential teaching is the best thing to note, so as to apply flexibly, strengths and overcome the limitations of these active teaching methods, thereby contribute to improving the efficiency of the process of TFEL. This will be tested in Chapter III. CHAPTER III: TESTING AND ASSESSMENT 3.1. THE PURPOSE, MISSION AND TESTING METHOD 3.1.1. Purpose Test To assess the validity of hypotheses, scientific verification of theoretical framework of TFEL have built as the feasibility and effectiveness of the application of TFEL in VT for labor rural general and civil electricity particular profession. 3.1.2. Testing and assessment mission The test on the basis of a number of lessons of the typical vocational electrical civil for rural workers by TFEL; processing, analysis results to assess the feasibility of the proposal. 18 3.1.3. Methods of testing To test reviews, the authors use pedagogical experimential methods and expert methods to improve reliability for the results derived from testing. 3.2. TESED BY PEDAGOGYCAL EXPERIMENTAL METHOD Pedagogical Experimental Methods controlled: in the experimental group, the experimental post deployed by the process of TFEL that the author proposed. For the control group, the Unit was done in the usual way. Using mathematical statistical methods to process experimental results. The evaluation was conducted by combining testing knowledge with testing practical skills. Therefore, the author chooses to evaluated scores combined with performance-based assessment. The test and evaluation criteria are the same in two groups. Conclusions will be drawn after the experimental data processing. The process of pedagogical experiment was conducted in 3 times. 3.2.1. Experimental Preparation - Prepare content input test (before each lesson), design of teaching activities, stock assessment of learning outcomes for all empirical 3. - Teachers: Contact and exchange ideas with other teachers about the ideas of preparation, equipment, designs and implementation, media preparation, teaching equipment. 3.2.2. Experimental development Deploy training the experimental group and the control group at the same time. Class is splited into two groups so teachers may teach the control group today and the experimental group on the next day and vice versa. 3.2.3. Pedagogical Experimental results 3.2.3.1. Quantitative assessment The result of the tests with experimental class and the control classes is processed by methods of mathematical statistics with the following contents: tabulation probability distribution, frequency, frequency of advanced converged; calculating the specific parameters; checking 19 switchboards Student Fisher with significance level α to compare the value of t and F coefficient between calculated and in the table. And also the results are presented according to the corresponding graphs. Figure 3.1: Graph of checkpoint frequency Figure 3.2: The graph of the frequency line of the control and the experimental group Table 3.7: Comparison of specific parameters between the experimental and the control group Group Number of learners Experimental 111 Control 111 S2 б2 б V(%) 7,1532 0,7423 0,7491 0,8655 12,1 6,4775 0,8261 0,8336 0,9130 14,1 General collation table clearly shows the scores of the experimental group was higher than the control group. Besides, the squared error of the results of the experimental group was significantly smaller than the control group, the scores fairly concentrated. In addition , the value (%) of the coefficient of variation and V-experimental V-control also affirm the 20
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