Tài liệu Creating a holistic conducive teaching - learning enviroment at thai nguyen university

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ThAi nguyen University Socialist Republic of Vietnam Southern luzon STATE University Republic of Philippines CREATING A HOLISTIC CONDUCIVE TEACHING -LEARNING ENVIRONMENT IN THAI NGUYEN UNIVERSITY Advisor : DR. BELLA MUELLO Name of Student : PHAM DANG TU English Name : KEVIN Date of Birth : 18- 8-1982 Course : SLSU-EdM Thai Nguyen, April - 2014 i CREATING A HOLISTIC CONDUCIVE TEACHING-LEARNING ENVIRONMENT IN THAI NGUYEN UNIVERSITY A Dissertation Presented to the Faculty of International Graduate School Southern Luzon State University, Lucban, Quezon, Philippines In Collaboration with Thai Nguyen University, Socialist Republic of Vietnam In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Education Management Pham Dang Tu (Kevin) April- 2014 ii APPROVAL SHEET This dissertation entitled “Creating a holistic conducive teaching-learning enviroment at Thai Nguyen University” submitted by Pham Dang Tu - Kevin, in partial fulfillment of the requirements for the Degree of Doctor of Education Management been examined and is recommended for acceptance and approval. DR. BELLA MUELLO Adviser Approved by the Oral Examination Committee, in partial fulfillment of the requirements for the degree of Doctor of Education Management by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam DR. ............................................................................................................. DR. ....................................... DR. ............................................... Critic Reader............................................................................................... Chairman Accepted in partial fulfillment of the requirements for the degree of Doctor of Education Management by Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam .......................................................................................................... Dean, Graduate School Date _________________ iii ACKNOWLEDGMENT With sincerity, I would like to express my thanks to all of Professors of Southern Luzon State University (SLSU) and Thai Nguyen University (TNU) for their insightful lectures in different subjects provided me with the knowledge and techniques to develop a informative research. The first and most important, I want to thank Dr. Bella R. Muello, my advisor, for her invaluable thoughts, suggestions and insightful useful guidance during the thesis work. More over, I also appreciated the committee members who suggested valuable comments and constructive suggestions, which are of significant value to this research. I deep gratitude to my family, colleagues and friends, who dedicated and guided me throughout the research process in order to complete my dissertation. Sincere thanks 6 University in Thai Nguyen, managers, teachers, students, colleagues dedicated to provide documents, suggestions and encouragements. I am deeply and forever indebted to my family for their love, support, and encouragement throughout my entire life. I would like to thank my wife, Minh Huong, who has provided a tremendous amount of love and support throughout this study. On a final note with love are for my children, my five-year old son! Pham Dang Tu – Kevin iv DEED OF DECLARATION I am Pham Dang Tu (English name: Kevin), hereby submit my thesis for oral examination, entitled “CREATING A HOLISTIC CONDUCIVE TEACHING LEARNING ENVIRONMENT IN THAI NGUYEN UNIVERSITY ”, truthfully declare that the said paper is a product of my original research investigation. Signed this …………………….2014 at Thai Nguyen University PHAM DANG TU EdM Candidate v TABLE OF CONTENTS APPROVAL SHEET ............................................................................................... iii ACKNOWLEDGMENT ............................................................................................ iv DEED OF DECLARATION ...................................................................................... v ABSTRACT.............................................................................................................. x Chapter I: INTRODUCTI ON ................................................................................... 1 1.1. Background of the Study ................................................................................... 2 1.2. Objectives of the Study...................................................................................... 3 1.3. Significance of the Study ................................................................................... 3 1.4. Scope and Limitation ......................................................................................... 4 1.5. Definition of Terms ............................................................................................ 5 Chapter II: RELATED LITERATURE AND STUDIES ............................................. 7 2.1. Theoretical overview ......................................................................................... 7 2.1.1. Environment ................................................................................................... 7 2.1.2. A Conducive Teaching - Learning Environment ............................................ 8 2.1.3. Factors In Creating A Conducive Teaching - Learning Environment ............. 9 2.1.3.1. Material Factors ........................................................................................... 9 2.1.3.2. Social Factors ............................................................................................ 12 2.1.3.3. Psychology Factors ................................................................................... 13 2.1.3.4. Management Factors................................................................................. 15 2.1.3.5. Teacher Factors ........................................................................................ 17 2.1.3.6. Student Factors ......................................................................................... 20 2.2. Content development in the teaching - learning environment.......................... 22 2.2.1. Building teaching teaching - learning regulations ......................................... 22 2.2.2. Building culture-friendly behavior in schools................................................. 23 2.2.3. Teaching methods have a positive effect on the operation of student .......... 25 vi 2.2.4. Investment in infrastructure, modern teaching equipment ............................ 31 2.2.5. Assessment and self-assessment of learning outcomes .............................. 32 Chapter III: RESEARCH METHODOLOGY .......................................................... 35 3.1. Locale of the Study .......................................................................................... 35 3.2. Research Design ............................................................................................. 36 3.3. Population and Sampling................................................................................. 36 3.4. Research Instrumentation ............................................................................... 36 3.5. Data Gathering Procedure............................................................................... 37 3.6. Statistical Treatment ........................................................................................ 37 CHAPTER IV: RESULTS AND DISCUSSIONS .................................................... 39 Chapter V: SUMMARY, CONCLUSION AND RECOMMENDATIONS ................. 59 5.1. Summary. ...........................................................Error! Bookmark not defined. 5.2. Findings ........................................................................................................... 59 5.3. Conclusions ..................................................................................................... 61 5.4. Recomentdations ............................................................................................ 61 BIBLIOGRAPHY .................................................................................................... 61 vii LIST OF TABLES Table 1. Frequency Distribution of the Respondents .................................................... 36 Table 2. Frequency and mean distribution on material factors among managers ......... 39 Table 3. Frequency and mean distribution on social factor among managers ............... 40 Table 4. Frequency and mean distribution on psychology factors among managers .... 41 Table 5. Frequency and mean distribution on management factor among managers ... 42 Table 6. Frequency and mean distribution on teacher factor among managers ............ 43 Table 7. Frequency and mean distribution on student factor among managers ............ 44 Table 8. Frequency and mean distribution on material Factor among Lecturers ........... 45 Table 9. Frequency and mean distribution on social factor among lecturers ................. 46 Table 10. Frequency and mean distribution on psychological factors among lecturers . 47 Table 11. Frequency and mean distribution on management factor among lecturers ... 48 Table 12. Frequency and mean distribution on teacher factor among lecturers ............ 49 Table 13. Frequency and mean distribution on student factors among lecturers .......... 50 Table 14. Frequency and mean distribution on material factor among students ........... 51 Table 15. Frequency and mean distribution on social factor among students .............. 52 Table 16. Frequency and mean distribution on psychological factor among students ... 53 Table 17. Frequency and mean distribution on management factor among students ... 54 Table 18. Frequency and mean distribution on teacher factor among students ............ 55 Table 19. Frequency and mean distribution on student factor among students ............ 56 Table 20. Mean and rank distribution on the six variable wich will be the basic for an intervention program ............................................................................................ 58 Table 21. Mean Distribution of the evaluates rating on the intervention program .......... 73 viii LIST OF FIGURES Figure 1. Factors in a Holistic Conducive Teaching Learning Environment .......... 33 Figure 2. Location of Thai Nguyen City ................................................................. 35 APPENDICES Appendix A Letter Asking Permission to Conduct the Study 66 Appendix B Sample of the Questionnaires 67 Appendix C Sample of the Evaluation Questionnaire for Validation 71 Appendix D Result of the Validation of the Intervention Program 74 Curriculum Vitae 76 ix ABSTRACT Title of Research: CREATING A HOLISTIC CONDUCIVE TEACHINGLEARNING ENVIROMENT AT THAI NGUYEN UNIVERSITY. Author: PHAM DANG TU (Kevin) Degree Conferred: Doctor of Philosophy in Educational Management Name and Address of Institution: Southern Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam. Adviser: Dr. Bella R. Muello Year Written: This study aimed to discuss the factors in creating a holistic conducive teaching-learning environment at Thai Nguyen University. Specifically it determined to 1) Find out which are the weak factors identified in the university in terms of: 1.1 material; 1.2 social; 1.3 psychological; 1.4 management; 1.5 teacher and 1.6 student factors. 2 Develop an intervention program based from the weak factors analyzed. 3 Evaluate the intervention program. It used the descriptive method with a research-made questionnaire as the instrument in gathering data. Weighted mean, mean and rank served as the statistical treatment of the study. Its findings were: 1) on material factor, the average weighte mean is 2.94 with a total of 14 points from the three groups of respondents and rank second. Social factor is 2.98; x Psychological factor is 2.90; Management factor is 3.04; Teacher factor with 2.45 AWM and ranked first while the student factor ranked third with 2.72 AWM. 2) From the three weakest points factors, an intervention program was proposed and 3) The intervention program assessment got a mean of 3.71 which falls under the strongly agree category. The following conclusions were drawn: 1) The teacher, material and student factors are the weakest among the above mentioned variables; 2) The intervention program was developed. The developed intervention program is acceptable. Its recommendation is to try-out the intervention program in the institution. Replicate the study in other private universities. xi Chapter I: INTRODUCTION Education is an important driving force to the society’s development. Presently, the top priority of education is to enhance its quality in each educational institution in order to develop human’s comprehensive education. It is asserted in Vietnam’s Education Law 2012: “Educational development is the top national priority for the improvement of people’s knowledge, training human resources, and cultivating talanted people”. It is the main way to the Industrialization and Modernization of the country. Tertiary education is the key factor that decides the speed of the socio-economic growth and producing the human resources. Social development has lead to the criterion of human moralities and capabilities, which requires society and educational institutions to try hard to find ways to improve education. In the past number of years, our education system has attained noticeable achievements in its scale of expansion, the creation of more opportunities for education to people and the preparation of human resources for the modernization and industralization of our country. However, there are still limitations in the development of our education system, which are reflected in the poor quality, the ineffective administration, and some negative sides of the education environment. Under these circumstances, in order to produce a human resource with good morality and technical proficiency to meet the demands of the society and overcome the shortcomings in the education process, the administrators must pay attention to building up a healthy, active, and creative education environment in each of their institutions. To keep up with the growth of modern society, Thai Nguyen University is growing day by day and has attained substantial achievements. Being a university 1 with many majors offered and a massive number of students, it was being challenged by numerous difficulties in the teaching process. It is thus highly important to build up an educational environment with high quality and effectiveness. Research and recommendations on how to develop an active teaching and learning environment in Thai Nguyen University (TNU) at present will help mobilize good points and overcome shortcomings of the institution. These are the reasons I have chosen the topic “Creating a Holistic Conducive Learning Environment at Thai Nguyen University” as his research topic. There are many factors that affect a conducive teaching learning environment at Thai Nguyen University. To create the best teaching learning environment, it has to promote self-learning ability, positive and active learners and improve the quality of education and training. A good and conducive environment will help develop the learners’ capacity to solve problems and has creative abilities. It also arouses the interest of the learner under the guidance of the teacher. 1.1. Background of the Study Though Thai Nguyen University aims for quality education, with the above mentioned factors of a conducive learning environment, it has not provided the learners to grow intellectually because of the passive interaction in the class. As observed by the researcher, the teacher acted as just the dispenser of knowledge with very minimal teacher-learner interaction. The students were merely following teacher’s instruction. On the other hand, the teacher’s seldom utilized varied instructional strategies in order to arouse the interest of the learners. It is on this premise that the researcher has conceptualized this research topic in order to provide Thai Nguyen University students a holistic conducive environement. 2 1.2. Objectives of the Study This paper aims to determine the factors in creating a holistic conducive teaching-learning environment at Thai Nguyen University SY 2013 – 2014. Specifically it determined to: 1. Find out which are the weak factors in creating a conducive teachinglearning environment in terms of: 1.1 Material factor 1.2 Social factor 1.3 Psychological factor 1.4 Management factor 1.5 Student factor 1.6 Teacher factor 2. Develop an intervention program based from the weak factors analyzed. 3. Evaluate the intervention program. 1.3. Significance of the Study Creating an efficient teaching-learning environment develops the resources in joining the school development. It creates relationship and linkages among schools, enterprises and the society. Coherence among the three: the university, the state and employers in human resourse could give benefits to the following: Teachers: Development of an efficient teaching-learning environment can help them improve their professional capacities. It will also develop their organizational skill and leadership in the classroom and be aware of new and innovative teaching method. 3 Students: They will be provided an ideal learning environment for their intellectual training, where the learners can express their views and develop their full potentials. It would also contribute in developing their cognitive, emotional, sociability and morality. Future Researchers: For these who will become interested in following up this study could be guided accordingly on how a holistic teaching-learning environment can be developed. 1.4. Scope and Limitation This research was limited on the factors that can create a holistic environment at six (6) colleges in Thai Nguyen University with an end view of developing an accepatable intervention program. It focused on material, acceptable intervention program. It focused on material, social, psychology, management, student and teacher factors. A self-made questionnaire served as the main instrument in gathering the data. The time frame of this study was from April 2013 to December 2013. No A B C School name Address Thai Nguyen University of Quyet Thang ward - Thai Nguyen Communication and Technology City – Thai Nguyen Province Thai Nguyen University of Quang Trung ward - Thai Nguyen Agriculture and Forestry City – Thai Nguyen Province Thai Nguyen University of Tich Luong ward – Thai Nguyen Economics and Business City – Thai Nguyen Province Administration 4 Note D E F Thai Nguyen University of Tich Luong ward – Thai Nguyen Technology City – Thai Nguyen Province Thai Nguyen University of Quang Trung ward - Thai Nguyen Medicine and Pharmacy City – Thai Nguyen Province Thai Nguyen University of Quang Trung ward - Thai Nguyen Education City – Thai Nguyen Province 1.5. Definition of Terms For a clearer understanding of the research, the following terms are defined conceptually and operationally; Conducive environment refers to a place that provides the learners with everything namely: the facilities, best teachers, good and active students, good teacher-learner relationship and a good management. Intervention Program refers to the proposed training program developed by the researcher which was based on the factors on how to create of holistic conducive teaching-learning environment. Its focus is on the teacher, material and student factors. Management factors refer to the principals manner of leading the school through linkages with the different agencies for on-the-job training, curriculum development and providing teachers with the skills in making them more productive mentors. Managers refer to principals for guides and directs the teacher / lecturer Social factors refers to building a positive relationship between training institution and enterprises and an active communication with businesses and human resource agencies 5 Psychology factors refer to the teacher and student-relationship where the teacher accepts all kinds of students. There must be equal opportunities to both sexes to learn. Teacher Factors refers to a student-centered scheme where he gives proper motivation to enable student participate in the activities. I also utilizes varied strategies to develop creative thinking among the learners. Teaching-Learning Process refers to the learner-centered teaching utilizing different methods to develop an active, knowledgeable and independent learning. 6 Chapter II: RELATED LITERATURE AND STUDIES This chapter presents relevant literature and studies, readings from various references that made the researcher developed my research paradigm. 2.1. Theoretical overview 2.1.1. Environment Environment is a combination of natural and social factors surrounding the outside of a certain system. They give impact on the system and identify trends and status of its existence. There are many definitions and different understanding in the concept of environment. In the broadest sense, it is a set of external conditions and phenomena that affect an object or an event. According to Le Van Khoa (1995), for the living, "environment" is the sum of the external conditions affecting the life and development of the body. From UNESCO (1981): it discussed human environment which covers the entire natural system and human-made system. The visibles such as customs, beliefs, traditions, etc. provide the people live and work and exploit the natural and man-made changes to meet the continuous development of the environment. A Vietnamese dictionary defines environment as all the natural circumstances that create the external conditions of life of an organization. It is also the whole social context (customs, beliefs and cultural activities, career or family) around humans affecting the lives and human development. From the dictionary of cultural education, this concept is understood as the whole environment surrounding human factors or organisms that give impact on their lives. 7 2.1.2. A Conducive Teaching - Learning Environment Environment involves many elements of the natural and social existence around us that gives us the basis to live and survive. Socialization thrives how much downside parallels that exist and affect the human environment much. To create a safe environment, positive impact on human life, the school plays a very important role. Schools are places where human resources qualified and who are have good moral qualities meet the requirements of society. Teaching – Learning environment is the whole of the conditions that directly affect the teaching activities. Teaching environment is made up of physical factors, social and psychological factors. An efficient teaching – learning process is one of the four structures of teaching activities which governed directly the quality and effectiveness of teaching and learning process. The quality and effectiveness of teaching activities are influenced by factors inside and outside, not to mention the influence of the structural elements of the teaching activities. Such factors include: knowledge (teaching concept and content), students, teachers and the environment (specific teaching conditions). Each element in the structure teaching activities take separate functions. They do not exist in isolation but have a close relationship with each other and support each other in the process of teaching The teaching – learning process, in view of interactive pedagogy, explains that teaching organization aimed at learners basically the same as creating a teaching environment efficiently. They say: "The teaching environment is the specific conditions created by the instructor and diverse organization for active learning, adaptation based on the right choice, in accordance with the requirements set forth for learners to achieve the goal of the task of teaching 8 An efficient teaching – learning process efficiently including inside and outside environmental factors that are taking place in schools. These are the whole physical condition, mental and social factors that have the effect of creating incentives for development of teaching and learning. Pre-requisites for a Good Teaching Environment According to (Webb and Ashton, 1996), whether a school has a good teaching environment depends on whether the teacher can perform under the conditions of work and the resources provided to them to accomplish their work. There are two elements of the work environment that affect teachers’ ability to perform their jobs: physical conditions and resources. I added that the school’s commitment to provide a safe and attractive working environment is a key indicator of whether it is a good place to work. 2.1.3. Factors In Creating A Conducive Teaching - Learning Environment 2.1.3.1. Material Factors Facilities are considered a prerequisite in the development of education. It is necessary condition for the process of teaching in order to achieve its objectives and contribute directly to the quality of training in the university. From Levering, 1989, Wilson and Corcoran (1988) in a study of urban schools they found that good and poor buildings could be differentiated on four factors: facility, space, maintenance and safety. Facility refers to the actual physical plant. A good facility is characterized by recent renovations, modern and practical design, solid construction and appropriate furnishings. A good facility is not overly expensive to maintain and operate. In contrast, a poor facility is characterized by obsolete features, poor design, shoddy construction and inadequate furnishings. A poor facility may use up most of the available budget for operating and maintenance expenses. 9
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