Enhancing management measures on students'self- Study activities at Hung vuong university, Phu tho, Viet Nam

uezon The Dissertation of DO KHAC THANH Entitled ENHANCING MANAGEMENT MEASURES ON STUDENTS' SELF- STUDY ACTIVITIES AT HUNG VUONG UNIVERSITY Submitted in partial fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY Development Education Graduate School SOUTHERN LUZON STATE UNIVERSITY by the Committee DR. WALBERTO A. MACARAAN DR. RICARYL CATHERINE P. CRUZ iii Member Member DR. APOLONIA A.ESPINOSA DR. BELLA R. MUELLO Member Member DR. CECILIAN N. GASCON Chairman DR. TERESITA V. DELA CRUZ DR. TERESITA V. DELA CRUZ Adviser Dean, Graduate School Accepted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Development Education DR. WALBERTO A. MACARAAN Vice President for Academic Affairs ___________________ Date ACKNOWLEDGMENT iv Grateful acknowledgement is hereby extended to the following individuals who have provided the researcher much needed in the completion of this work: D. Teresita V. dela Cruz, his adviser, whose wisdom and knowledge, perseverance and patience, courage and optimism, constructive criticizing led to the final completion of this study; Dr. Apolonia A. Espinosa and other professors of the panel of examiners, for their valuable suggestions and recommendations; D. Teresita V. dela Cruz, Dr. Walberto A. Macaraan, and other professors of the Southern Luzon State University and Thai Nguyen University for their valuable lectures and advice; Dr Dang Xuan Binh, the director of ITC, Mrs. Nguyen Thi Thu Ha and the other teachers and staffs of ITC, for the enthusiastic support during the course. Pr. Dr Cao Van, the Rector of Hung Vuong University and members of the Rector Board, for the assistance in both finance and encouragement; The Monitor and other classmates, for their helps and sharing; The staff and teacher respondents, students for their patience and generosity in answering the questionnaires; All members of my family and friends, for their advice and close concern; DO KHAC THANH ( TOM) DEED OF DECLARATION v I, Do Khac Thanh ( English name: Tom), hereby submit my thesis for oral examination, entitled: " Enhancing Management Measures on Students' self- study activities at Hung Vuong University, Phu Tho, Vietnam", truthfully declare that the said paper is a product of my original research investigation. Signed this............May, 2014 at Thai Nguyen University DO KHAC THANH DEdM Cadidate TABLE OF CONTENTS vi TITLE PAGE ........................................................................................ i APPROVAL SHEET .................................................................................... . ii ACKNOWLEDGMENT ............................................................................................. iii DEED OF DECLARATION ...................................................................................... iv TABLE OF CONTENTS .............................................................................................. v LIST OF TABLES ..................................................................................................... viii LIST OF TABLES ..................................................................................................... viii LIST OF FIGURES ....................................................................................................... x LIST OF APPENDICES ............................................................................................. xi AB STRACT .............................................................................................................. xiii Chapter 1 INTRODUCTION ....................................................................................... 1 BACKGROUND OF THE STUDY .......................................................................... 2 OBJECTIVES OF THE STUDY .............................................................................. 4 NULL HYPOTHESIS ................................................................................................ 5 SIGNIFICANCE OF THE STUDY .......................................................................... 5 SCOPE AND LIMITATIONS .................................................................................. 6 Chapter II REVIEW OF LITERATURE AND STUDIES ....................................... 7 SELF-STUDY ACTIVITIES OF STUDENTS. ...................................................... 7 DEFINITION OF TERMS ...................................................................................... 14 SELF- STUDY ACTIVITIES MANAGEMENT .................................................. 18 Chapter III RESEARCH METHODOLOGY ......................................................... 24 LOCALE OF THE STUDY .................................................................................... 24 POPULATION AND SAMPLING ......................................................................... 27 RESEARCH INSTRUMENTATION .................................................................... 28 VALIDATION OF THE INSTRUMENT .............................................................. 29 vii STATISTICAL TREATMENT .............................................................................. 29 Chapter IV RESULTS AND DISCUSSIONS ........................................................... 33 Chapter V SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS ........................................................................................... 73 SUMMARY .............................................................................................................. 73 FINDINGS ................................................................................................................ 73 CONCLUSIONS ...................................................................................................... 74 RECOMMENDATIONS ......................................................................................... 76 BIBLIOGRAPHY ........................................................................................................ 77 APPENDDICES ........................................................................................................... 80 viii LIST OF TABLES Table 1 (A) Frequency, Percentage and Distribution of the respondent .................................. 27 Table 1 (B) Frequency, Percentage and Distribution of the respondent .................................. 28 Table 1.1 Frequency and Weighted Mean Distribution on the Status of Students‟ Self-study Activities as to its Awareness on Self-study ............................................................................ 33 Table 1.2 Frequency and Weighted Mean Distribution on the status of students' self- study activities as to its study skills ................................................................................................... 34 Table 1.3 Frequency and Weighted Mean Distribution on the status of students' self- study activities as to students' habits during self- study ..................................................................... 35 Table 1.4 Frequency and Weighted Mean Distribution on the status of students' self- study activities as to Services for self-study support ......................................................................... 36 Table 1.5 Frequency and Weighted Mean Distribution on the status of students' self- study activities as to Teacher initiative .............................................................................................. 37 Table 1.6 Frequency and Weighted Mean Distribution on the status of students' self- study activities as to self- study location ............................................................................................ 38 Table 1.7 Frequency and Weighted Mean Distribution on the status of students' self- study activities as to administration ................................................................................................... 39 Table 2.1 Frequency and Weighted Mean Distribution of the factors affect the activities of students' self-study as to External factors ................................................................................. 40 Table 2.2 Frequency and Weighted Mean Distribution of the factors affect the activities of students' self-study as to internal factors .................................................................................. 41 Table 3 ...................................................................................................................................... 43 Table 4.1 Frequency and Weighted Mean Distribution of the management measures of self- study as to planning the management on self- study ................................................................ 44 ix Table 4.2 Frequency and Weighted Mean Distribution of the management measures of self- study as to organizing the orientation for self- study activities. ............................................... 46 Table 4.3 Frequency and Weighted Mean Distribution of the management measures of self- study as to organizing managemennt activities for self- learning skills enhancement ............. 47 Table 4.4 Frequency and Weighted Mean Distribution of the management measures of self- study as to managing on the use of facilities and equipment for students' self- study activities. .................................................................................................................................................. 48 Table 5.1 Frequency and Weighted Mean Distribution on the necessity ................................. 49 of self- study management measures ........................................................................................ 49 Table 5.2 Frequency and Weighted Mean Distribution on the feasible of self- study management measures .............................................................................................................. 51 x LIST OF FIGURES 1. Research Paradigm ............................................................................. 23 2. Location of Phu Tho Province ........................................................... 25 3. Location of Hung Vuong university in Phu Tho Province ................ 26 xi LIST OF APPENDICES 1. Appendix A Communication Letters ................................................. 81 2. Appendix B Questionnaires ............................................................... 83 3. Appendix C: Statistics, Descriptives .................................................. 90 xii Title: ENHANCING MANAGEMENT MEASURES ON STUDENTS' SELF-STUDY ACTIVITIES AT HUNG VUONG UNIVERSITY Researcher: DO KHAC THANH ( TOM) Degree Doctor of Philosophy in Education Management Nam/ Address of Southern Luzon State University the Institution Graduate School Lucban, Quezon Date Completed April, 2014 Adviser Dr. TERESITA V. DELA CRUZ xiii AB STRACT The primary intent of this study was to investigate determine the status of the self- study activities of students in terms of students' awareness on self- study, study skills, habits during self- study, services for self- study, teacher innitiative, self- study location, administration at Hung Vuong university. The factors that may affect the activities of students' self- study are classified into external factors and internal factors. It also included the perception of planning the management of self-study, organizing the orientation for self-study activities, organizing management activities for self-learning skills enhancement, managing the use of facilities and equipment for students‟ self-study activities. This study also assess the necessity and feasibility of the management measures for self-study activities and develop management measures for students self- study activities based from its necessity and feasibility. This study used the weighted mean to describe the perception of the status of self- study activities, the factors that may affect the students' self- study activities, the management measures. The chi-square test was used to determine the significant relationship of the self- study activities and the factors that may affect the students' self- study activities. The questionnaire was divided into parts namely questionnaire to survey the reality of studetns' awareness about the role and significance of the self- study; questionnaire to survey the reality of students' self- study skills, the status of management on self- study activites of students at Hung Vuong University, ropose measures of management on self- study activities, the survey on the necessity and feasibility of the measures. There were 206 teachers and 328 students used as respondents in this study. Weighted mean, chi-square and multiple regressions were used in the study to analyze the data. 1 Chapter 1 INTRODUCTION Entering the twenty-first century, human beings faced with drastic changes of modern civilization due to the achievements of science and technology, with breakthroughs in all areas of social life. Education is considered a key factor for the development of the society as required by that trend. With the explosion of information technology, the amount of human knowledge is increasing day by day, hour by hour. Time for learning in the school is limited, so that need to be equipped with self-study method to acquire the knowledge is the inevitable trend. By means of self-learning, learners can study regularly, practice lifelong learning, learning anywhere and anytime. To improve the quality of human resources for the industrialization and modernization of the country, the Party and the State consider "Education is a top national policy", and "Investment for education is an investment for development ". Education has been an important driving force for economic and social development of the country, the quality of education will determine the quality of human resources. To get quality of education, two basic elements of the training: teaching and learning must be focused. In the process of learning, the learners must be directed in line with self-awareness, positive, proactive self- organizing, and self-control of their own learning activities that makes the educational process to become self- education process. Thus, the self- study is the way to develop a lifetime of every human being. For the level of higher education, pedagogy requirements in Article 40 of the Vietnamese Law on Education (2005) states: "Methods of college and university education must pay attiention to the advancement of the self- consiousness in study, of ability of self- 2 study, self-taught, developing creative thinking, drilling of practical skills, facilitate students in participating in research, experimentation and application" Thus, the self-study has great significance for the students themselves to complete their learning tasks with quality and efficiency. Self- study is the most complete expression of a possible role in the cognitive processes of students. In the process, students must be active and independent, self-exploration and discovery to acquire knowledge under the direct control of the teacher. However, to help students to achieve the good study result many factors both external factors and internal factors are involved but the most important factor as said is the management organization. Therefore, the study on enhancing management measures on students' self- study activities to improve the quality of training at Hung Dugong University is necessarily conducted. BACKGROUND OF THE STUDY In the learning process, self-study is justified in the way that learning themselves to dominate the intellectual mind. Self- study has an important role, a strong impact on learning outcomes of students. There were researches on the topic, but overall achievement is the work of the school. In the learning process, learners need to dominate their own knowledge and skills, to master the trend and requirement of the future career. To promote the initiative, their creativity, students need self-discipline, self-study method which are to rise the efficiency of learning. In the self-study process of the students, besides the autonomy, self-awareness, the use of management measures on students' self- study it refers to self- study activities management system including management's plans for all stages of the process of students' self-study to complete their learning task. 3 Hung Vuong University (HVU) was established on 29 April 2003 on the foundation of Phu Tho teachers Training College. It is located in Phu Tho province - the Birthplace of Viet Nam. HVU has total staff of over 400 in which, there are 10 associate professors, 30 doctors, 80 masters and 110 teachers are taking Ph.D and Master degree coures. The number of students in 2012 is 12000. Its goal is to become a university which educates and trains students in multy disciplines and branches, and serves as a research centre of science and technology, meeting the need of economic, cultural and social development in Phu Tho province and her neighbors; aiming at building Hung Vuong University into one meeting the required national standards of well-qualified staffs and appropriate equipment in 2015 From 2004, it was assigned to disciplinary higher education; the initial difficulties of the university were teaching and learning in higher education level. Most of the students who just passed the entrance examination do not have active and positive habits of self-study and self-learning skills, they learn what they are taught. In addition, factors such as physical facilities, books and curricula for teaching and learning are still insufficient in training have affected the quality of the school. According to the roadmap innovation, higher education in Vietnam, from 2010 Hung Vuong University has transformed from school- based to credit - based system. With this change, the role of the students is promoted to maximum with the support of faculty and academic management. From the above problems, the identification of management measures of students' self-study activities at Hung Vuong University to improve the quality of training is a matter of urgency. 4 OBJECTIVES OF THE STUDY This study focuses on enhancing management on students' self- study activities at Hung Vuong university with an end view of developing a management measures of activities, school year 2012- 2013 Specifically, it sought answer to the following questions: 1. Determine the status of the self- study activities of students in terms of: 1.1. Students' awareness on self- study 1.2. Study skills 1.3 Habits during self- study 1.4. Services for self- study 1.5 Teacher initiative 1.6. Self- study location 1.7. Administration 2. Find out the factors that may affect the activities of students' self- study 2.1. External factors 2.2. Internal factors 3. Find out the relationship between self- study activities and factors affecting the self- study activities 4. Identify the different management measures of self-study activities in terms of; 4.1 .Planning the management of self-study 4.2 Organizing the orientation for self-study activities. 4.3 Organizing management activities for self-learning skills enhancement 5 4.4 Managing the use of facilities and equipment for students‟ self-study activities 5. Assess the necessity and feasibility of the management measures for self-study activities. 6. Develop management measures for student's self- study activities based from its necessity and feasibility. NULL HYPOTHESIS There is no significant relationship between self- study activities and factors that affect self- study activities. SIGNIFICANCE OF THE STUDY This study will be beneficial to the following: Students. They will be benefited by this study since they are the main concern of teaching process. From the results of the study will help students recognize the status of students' self-study activities in both strengths and weaknesses, so that each student should clearly identify the motivation, attitude and self-study methods to achieve high academic results Teacher. The outcome of the study is of great help to teacher because they will be made aware of the factors affecting the activities of students' self- study. Since then, each teacher will take measures to raise awareness and self-study skills for students, making them more active and proactive in self-study activities. Also this study will help teachers identify measures to improve the efficiency of self-learning activities for students to contribute to improving the quality of school education. 6 Administrators. It is hoped that the study will help the administrators to see the status of self-study activities, the management of self-study activities of the school, and provide them with the management measures for reference in managing self-study activities of students in the school Future Researchers. This study could provide references for future proponents who wish to conduct a study similar to the nature of this ongoing research. Thus, basic management measures of self- study activities of students could serve as resources for other studies SCOPE AND LIMITATIONS This study is limited only in enhancing the management measures on students' self- study activities at Hung Vuong University- Phu Tho province-Viet Nam. The respondents were composed of 206 administrators and 328 students from the different satellite schools such as: Dept of Natural Sciences, Dept of Mathematics and Technology, Dept of Social Sciences, Dept of Foreign Languages, Dept of Primary and Pre-school Education, Dept of Economics and Business Administration, Dept of Agro-Forestry-Aquaculture, Dept of Art & Music. The instrument of the study focused only on the management measures on students' self- study activities composed the following variables such as students' awareness on self- study, study skills, services for self- study, teaching method and administration. The time frame of this study covered the period from December 2012 to November 2013 7 Chapter II REVIEW OF LITERATURE AND STUDIES This chapter presents the review of related literature and studies that have bearing in this research. It includes the review of the variables such as self-study activities of the students, the external and internal factors that may affect the self-study activities of the students. In the history of educational development, the factor of self -study is always theoretically and practically interesting. In each stage of development, self-study problems are addressed and studied under many different aspects by research scholars. SELF-STUDY ACTIVITIES OF STUDENTS. Self-study activities Like any new field of research, self-study has gone through growing pains and stages of development marked by a need for a shared understanding and shared language around the field of self-study. Many authors mentioned and got access to self-study, generally self-study can be understood is the process of knowledge comprehension of the historical experience of individual practices by establishing the initial relationship improved, compared with the model reflecting the real situation, turning human knowledge into the knowledge, experience, skills and techniques of oneself. Nguyen Canh Toan ( 2001) stressed: "Self-study is self brainstorming, thought to use the intellectual capacity (observation, comparison, analysis, synthesis, etc.) and the muscle (when to use the tool) and its quality, then your motor, emotional, human, world agencies to dominate a certain field of knowledge into their own 8 Nguyen Ky (2002) self- study is the process of internal development, in which the subject of self-expression and transformation, self-enriching its value by acquisition, processing and transforming the information knowledge outside of his inner man " Dang Vu Hoat, Ha Thi Duc (2004) stated that self- study is a basic method of study in college and university. It is a form of cognitive activity of individuals, in order to master the knowledge and skills system conducted by students in the classroom or outside the classroom. Study closely related to the teaching process, but it is highly independent and bold personal nuances. Self-study can be understood as a way of study in which people study with self- awareness, positive, proactive, independent capture knowledge in a certain area of life in order to achieve goals. (Cynthia A. Lassonde, Sally Galman,Clare Kosnik ( 2009) Self-study involves a strong personal reference in that it involves study of the self and study by the self although there are variations of that theme. Baird (2004) brought attention to the possible interpretations of self in self-study when he analyzed types of studies and distinguished the foci of self-study research, i.e., a focus on “the self in teaching”; “the self as teacher”; “the self as researcher of my teaching”; “the self as researcher of teacher education”; and “the self as researcher of self-study” (p. 1445). Hamilton and colleagues (1998) define self-study as “the study of one‟s self, one‟s actions, one‟s ideas, as well as the „not self‟ Self-study also involves a thoughtful look at texts read, experiences had, people known, and ideas considered” (p. 236). Hamilton and colleagues conclude “a critical examination of the self‟s involvement both in aspects of the study and in the phenomenon under study” is central to self-study. (Self-Study Research Methodologies for Teacher Educators (SENSE PUBLISHERS ROTTERDAM/BOSTON/TAIPEI- 2009) 9 Self-study is a procedure whereby an education program describes, evaluates, and subsequently improves the quality of its efforts. Self-assessment involves the identification of a program's strengths and limitations and the delineation of the steps necessary to correct those limitations. Self- study requires a commitment to change rather than to maintaining the status quo. (Source: Through the self-study procedure, a program conducts a systematic and thorough examination of all its components in light of its stated mission. Such an evaluation allows a program to determine the success, it is having in accomplishing its self-established goals and objectives through careful evaluation of input obtained from individuals and groups directly and indirectly involved with the program. Self- study is a process that should be ongoing. Active and continuous involvement in self-study reflects a commitment to the concept of providing students with a quality educational experience. (Source: www.asha.org › ... › CAA Accreditation Manual) Imbued with the thoughts of Ho Chi Minh the Party's guideline to improve the quality of education, the educational renovation first in teaching and learning is centered. Many researchers have studied the role of self-study to make it the process in lineage. The authors as: Ha The Ngu, Dang Vu Heat, Dang Be Lam, Nguyen Cahn Tan (2004) and some other educators. There have been many researches on the learner's self-study activities. Typically the book: "Learning and teaching how to learn" by Nguyen Canh Toan has confirmed the important role of self-study, it helps students develop independence, creative initiative to acquire knowledge and understanding. 10 So far, there have been a number of essays, thesis referring to self-study research in different aspects: Understanding students 'self- study situation; measures to improve students' self-study results; research study activities of students ... From different angles, the author of the study, analyze the status of self-learning activities, to propose measures for the efficiency of self-study activities. Therefore, the study in depth the rationale for self-study, self-study management measures based on that proposed management measures students' self-learning activities is very practical. Especially, at Hung Vuong University, where no projects on this issue are conducted. Therefore, the researcher choose topics: "Enhancing management measures on students' self- study activities at Hung Vuong University" Characteristics of students' self- study activities For students, self- study is a basic form of study. It is a personal cognitive activities, in order to master the knowledge and skills system conducted by the students in or outside of class; it may follow or not to follow the program and textbook regulations in the different training programs. It can be said that self-study is an activity of the subject (students) and self- study problems posing great significance, at the very time when we advocate: regular education, lifelong learning. To complete the task of learners, students need to pay attention to the following issues: how to listen to lectures, read textbooks, books, reference materials, and make their own plans of study. Thai Duy Tuyen (2004), self- study at university is very important in the process of education and self-education; it is evident that the self-education of the students in their life helps students master the knowledge, skills, techniques and future career. In the course of study each stud...anagers who are leaders of schools, departments, faculties, representatives of teachers. + Deliver the questionnaire to everyone + Get response and process data 33 Chapter IV RESULTS AND DISCUSSIONS This chapter presents the data on tables with corresponding analysis and interpretation of the data gathered. The presentation and discussion of tables followed the sequence of objectives found in chapter I. STATUS OF THE SELF- STUDY ACTIVITIES Table 1.1 Frequency and Weighted Mean Distribution on the Status of Students’ Self-study Activities as to its Awareness on Self-study Statement VMA A NA SNA WM QD 4 3 2 1 I am aware of the; 1. University program on self-study. 72 243 10 3 3.17 A 2. Goals/objectives of the self-study program. 65 252 11 0 3.16 A 3. Activities of the self-study program. 65 252 11 0 3.16 A 4. Procedure on how to conduct the self-study 49 236 37 6 3.0 A activities. 5. Benefits of the self-study activities. 132 184 11 1 3.36 A Average weighted mean 3.12 A The above table shows the awareness of the students in the self- study activities. It shows that the five statements with corresponding weighted means of 3.17, 3.16, 3.16, 3.0 and 3.36 respectively obtained a qualitative description of “Aware.” It can be interfered that majority of the students are aware of the self- study activities in the university. 34 It only connotes that the student-respondents are all aware of the different programs on self-study activities. As reflected on the table, the highest weighted mean is obtained by statement no.5 which all about the benefits of the self-study activities. It only suggests that the students are obtaining better outcomes for the improvement of their academics as resulted from the institutions‟ program on self-study. Table 1.2 Frequency and Weighted Mean Distribution on the status of students' self- study activities as to its study skills SA A D SD WD QD Statement 4 3 2 1 The Self-study activities help me to: 1. Develop my reading skills. 140 176 11 1 3.39 SA 2. Enhance my comprehension skills. 143 174 11 0 3.40 SA 3. Enhance my critical thinking skills. 129 179 15 5 3.32 SA 4. Enhance my problem solving skills. 133 175 17 3 3.34 SA 5. Develop my time management skills 119 193 13 3 3.30 SA 6. Develop my note taking skills. 115 183 27 3 3.25 SA Average Weighted Mean 3.32 SA Table 1.2 shows the statements describing the study skills of students how students understand the benefits of self-study activities. Statements 1, 2, 3, 4, 6 are described as “ strongly agree" having 3.39, 4.40, 3.32, 3.34, 3.30, and 3.25 weighted means, respectively. This only implies that self-study activities immymuse the students study skills. Statement 2 got a weighted mean of 3.40 is the highest level, and the statement 6 got a weighted mean of 3.25 is the lowest levlel. The students' study skills receive an average weighted mean of 3.32 described as “strongly agee.” 35 The researcher strongly believes that students have good understanding the benefits of self-study activities. Table 1.3 Frequency and Weighted Mean Distribution on the status of students' self- study activities as to students' habits during self- study O S R N WD QD Statement 4 3 2 1 1. I review my class notes after class. O 155 147 24 2 3.39 2. I take notes as I read my text S 126 156 40 6 3.23 books/reading materials. 3. I browse the headings, pictures, chapter S questions and summaries before I start 119 147 55 7 3.15 reading a chapter. 4. I try to get the meaning of new words as I S 107 150 58 13 3.07 see them for the first time. 5. When I self-study, I do first the difficult R 89 137 73 29 2.82 subject. 6. I study for a length of time then take a S 124 145 48 11 3.16 short break before returning to studying.. 7. I have all my supplies handy when I O 196 95 32 5 3.47 study, such as pens, paper, calculator, etc. Average Weighted Mean 3.19 S Table 1.3 shows the statements describing students' habits during self- study. Statements 2, 3, 4, 6, got 3.23, 3.15, 3.07 and 3.16 weighted means, respectively, with an equivalent description of “sometimes".” Meanwhile, statements 1, 7 are described “often" having weighted means of 3.39, 3.47 respectively. Only statement 5 is desribed "Rarely" 36 having weighted mean of 2.82. The students' habits during self- study got 3.19 average weighted mean with “sometimes”- equivalent description. The above table shows that most students have good awareness about study habits. The statement 1 and statement 7 are the highest rank; it means that students have the habit of reviewing class notes and preparing school supplies at home when they conduct the self- study activities. Table 1.4 Frequency and Weighted Mean Distribution on the status of students' self- study activities as to Services for self-study support Statement SA A D SD WD QD 4 3 2 1 1. There is an available place to conduct 150 132 36 10 3.29 SA self-study around the school campus. 2. Books and other reading materials are 132 157 35 4 3.27 SA available to use for self-study. 3. Wi-fi /Internet access is provided for self- 148 143 30 7 3.32 SA study. 4. The library is always available for self- 155 149 18 6 3.38 SA study 5. Vacant classrooms are allowed to be used 128 151 42 7 3.22 A for self-study. 6. Resources like radio, television and other 112 166 45 5 3.17 A electronic media are available for self-study. Average Weighted Mean 3.27 SA Table 1.4 shows the weighted mean distribution of the services for self- study support for self- study activities. Statements 1, 2, 3 and 4 are rated with weighted means of 3.29, 3.27, 3.32 and 3.38, respectively with the equivalent interpretation as “strongly agree.” 37 Statements 5 and 6 are interpreted “Agree” having weighted means of 3.22 and 3.17. The average weighted mean obtains of 3.27 or “strongly agree.” The respondents recognize that services for self- study support are important. This is also the requirememt in training process in the university; it plays an important role in ensuring the quality of education. The services for self-study support are extremely important for students. They are considered the determining factors in the quality of student learning. The services of school are availble to study include books, textbooks, electronic libraries, wifi- internet, vacant room. The above generally meet the basic requirements of students. It is also a positive point for students during their study at the school. Table 1.5 Frequency and Weighted Mean Distribution on the status of students' self- study activities as to Teacher initiative SA A D SD WD QD Statement 4 3 2 1 1. Teacher plans specific activities outside 147 159 20 2 3.38 SA class hours and self-study activities of students. 2. Teachers give tasks to do at home. 120 195 12 1 3.32 SA 3. Teachers require students to engage in 110 188 30 0 3.24 A self-study activities daily. 4. Teachers ask students to read books and 146 159 21 2 3.37 SA references before and after class. 5. Teaching method use promotes the self- 125 178 24 1 3.30 SA study activities 6. Methods of testing and assessment require 113 181 32 2 3.23 A students to do self-study. Average Weighted Mean 3.31 SA Table1.5 shows the distributions of weighted mean of the statements pertaining to teacher initiative. Statements 1, 2, 4 and 5 are rated “strongly agree” with weighted means of 38 3.38, 3.32, 3.37 and 3.30. Meanwhile, statement 3 and 6 got a weighted mean of 3.24 and 3.23 are interpreted as “agree.” The criterion obtains of 3.31 average weighted mean or" strongly agree". Teaching methods and teacher initiatives have important implications for self-study activities of students. In the process of teaching if the teachers designed activities to guide students in finding materials, reading and doing homework will encourage student self-study. That means, teaching activities and initiatives of the teacher will determine the method of student learning. Besides, testing and assessment methods will also motivate the study, with the initiative of the teachers mentioned on the table above shows , all students are evaluated on two levels " Agree" and " Strongly Agree". Table 1.6 Frequency and Weighted Mean Distribution on the status of students' self- study activities as to self- study location O S R N WD QD Statement 4 3 2 1 I usually do my self-study at 1. home 236 69 18 5 3.63 O 2. dorm 60 74 54 140 2.16 S 3. quiet place 158 117 46 7 3.30 O 4. friend‟s house 31 167 104 26 2.62 S 5. library 63 181 59 25 2.86 S 6. vacant classroom 57 115 89 67 2.49 R 7. any vacant space around the campus 49 100 88 91 2.33 S Average Weighted Mean 2.77 S Table1.6 shows the distributions of weighted mean of the statements pertaining to self- study location. Statements 2, 4, 5 and 7 are rated “ somtimes" with weighted means of 2.16, 2.62, 2.86 and 2.33. Meanwhile, statement 1 and 3 got a weighted mean of 3.24 and 3.23 are interpreted as “agree.” The statement 6 got a weigheted mean of 2.49. The criterion 39 obtains of 2.77 average weighted mean or" sometimes". This implies that there is no specific location to hold them for self- study. Besides the study conditions serve as books, textbooks, reference, the location of self- study serves as a very important factor. Students may only perform their self- study activities when they have appropriate locations with quiet and well-lit area. The survey shows that students do not have a specific location to study; they may choose any suitable loactions to hold them for self- study. Table 1.7 Frequency and Weighted Mean Distribution on the status of students' self- study activities as to administration ACO CO UNO NCO WD QD Statement 4 3 2 1 1. Manages faculty's teaching activities to 124 156 36 12 3.20 CO influence student self-learning. 2. Manages the implementation of students‟ 71 185 70 2 2.99 CO self-study activities. 3. Manages self-study activities outside of 49 178 88 13 2.80 CO class hours. 4. Supervise monitoring and assessment of 93 172 48 15 3.05 CO students' learning outcomes based from self- study activities. 5. Motivates students to engage in self-study 106 185 35 2 3.2 CO activities to enhance learning. 6. Coordinates departments and organizations 68 175 66 19 2.89 CO in the implementation of students' self-study activities.. Average Weighted Mean 3.02 CO 40 Table1.7 shows the distributions of weighted mean of the statements pertaining to administration of students' self- study activities. Statements 1, 2, 3, 4, 5 and 6 got 3.20, 2.99, 2.80, 3.05, 3.20, and 2.89 weighted means respectively, with an equivalent description of "carried out". The criterion obtains of 3.02 average weighted mean or "Carried Out". The table shows that administration of self- study activities of students a number of measures have been carried out at different level. Among the measures that have both direct and indirect impact to students. These measures have a certain effect in self-study activities of students. Each measure has its own role but they are interactive. However, they have not been applied at the highest level, thus effect promotion does not show clearly. At the highest level, the statement 1 mentions on the management of teacher training activities to influence student- study activities, this is a form of indirect impacts. At the lowest level, it belongs to the management extracurricular activities. For the successful implementation these measures, it requires the synchronization of forces in schools. Table 2.1 Frequency and Weighted Mean Distribution of the factors affect the activities of students' self-study as to External factors External factors GA A SA DNA WM QD 4 3 2 1 1. Policies related to Teaching and 136 165 24 3 3.32 GA Learning 2. Content of the Training Curriculumn 154 160 11 3 3.42 GA 3. Training requirement 108 183 33 4 3.20 A 4. Attractiveness of the course/ discipline 168 140 17 3 3.44 GA 5. Teaching methodology 174 130 21 3 3.45 GA 6. School's infrastructure 117 165 40 6 3.20 A 41 7. Facilities for learning 121 166 36 5 3.23 A 8. Environment of the school 149 144 30 5 3.33 GA 9. Inspection and Evaluation of students 103 179 33 13 3.13 A learning 10. Living condition 108 181 34 5 3.20 A Average Weighted Mean 3.29 GA Table 2.1 shows the mean distribution of statements pertaining to external factors to self- study activities. Statements 1, 2, 4, 5 and 8 and are given weighted means of 3.32, 3.42, 3.44, 3.45 and 3.33, respectively, with the equivalent interpretation of "Greatly affect". Meanwhile, statement 3, 6, 7, 9 and 10 receive an equivalent interpretation of "Affect" having weighted means of 3.20, 3.20, 3.23, 3.13, and 3.20. The external factors got an average weighted mean of 3.20, with the equivalent description of "Greatly affect". The external factors mentioned above are affecting the activities of students' self- study at the various levels. The great affect include policies related to teaching and learning, content of the training curriculumn, teaching methodology and environment of the school. Table 2.2 Frequency and Weighted Mean Distribution of the factors affect the activities of students' self-study as to internal factors GA A SA NA WM QD Internal factors 4 3 2 1 1. Self- motivation 182 121 22 3 3.47 GA 2. Personal health 137 162 25 4 3.32 GA 3. Physical fitness 98 177 50 3 3.13 A 4. Methods/ Strategies for learnin 164 143 18 3 3.43 GA 5. Ability to acquire learning 166 138 19 5 3.42 GA 42 6. Self- regulation 139 170 17 2 3.36 GA 7. Set- goal as target 127 168 30 3 3.05 A 8. Fitness activities 82 189 49 8 3.05 A 9. Study Training 91 192 42 3 3.13 A 10. Self- study management plan 129 171 25 3 3.30 GA Average Weighted Mean 3.29 GA Table 2.2 shows the weighed mean distribution of statements regarding internal factors. Statements 1, 2, 4, 5, 6 and 10 are rated “ greatly affect" and obtained weighted means of 3.47, 3.32, 3.43, 3.42, 3.36 and 3.30, respectively, while statements 3, 7, 8 and 9 having weighted means of 3.13, 3.05, 3.05 and 3.15 or “ affect" In general, internal factors got an average weighted mean of 3.29 which was interpreted as “ greatly affect". It also shows that the respondents gave weight to the importance of internal factors for self- study activities. The results from the above table shows that 10 factors affect the activities of students' self-study in which the great affect factors include self- motivation, personal health, method of self- study, ability to acquire learning, self- regulation and self- study management. Self-study activities of students are driven by motivation, the management measures of self- study activities only can be effective when the students themselves actually need to learn. They will be excited, confident in their studylearning. The most important for students is to identify their studying task and to do its best in the learning process. 43 Table 3 Correlations between self- study activities and factors that may affect students' self- study activities. SUM_ SUM SUM_ SUM_ SUM_ SUM_ SUM SUM AWARE SKILL HABIT SERVI TEAC LOCA Sum _Exte _Inter NESS S S CES HING TION Admin rnal nal SUM Pearson 1 .294** .225** .119* .211** .308** .261** .255** .271** Correlation LEVEL Sig. (2- .000 .000 .031 .000 .000 .000 .000 .000 tailed) N 328 328 328 328 328 328 328 328 328 SUM Pearson .294** 1 .285** .274** .407** .210** .194** .296** .208** Correlation SKILLs Sig. (2- .000 .000 .000 .000 .000 .000 .000 .000 tailed) N 328 328 328 328 328 328 328 328 328 SUM Pearson .225** .285** 1 .340** .300** .439** .303** .122* .091 Correlation HABITS Sig. (2- .000 .000 .000 .000 .000 .000 .027 .101 tailed) N 328 328 328 328 328 328 328 328 328 SUM Pearson .119* .274** .340** 1 .447** .276** .300** .255** .184** Correlation SERVIC Sig. (2- .031 .000 .000 .000 .000 .000 .000 .001 ES tailed) N 328 328 328 328 328 328 328 328 328 SUM Pearson .211** .407** .300** .447** 1 .271** .415** .326** .342** Correlation TEACHI Sig. (2- .000 .000 .000 .000 .000 .000 .000 .000 NG tailed) N 328 328 328 328 328 328 328 328 328 SUM Pearson .308** .210** .439** .276** .271** 1 .372** .152** .111* Correlation LOCATI Sig. (2- .000 .000 .000 .000 .000 .000 .006 .045 ON tailed) N 328 328 328 328 328 328 328 328 328 S Admin Pearson .261** .194** .303** .300** .415** .372** 1 .234** .196** Correlation Sig. (2- .000 .000 .000 .000 .000 .000 .000 .000 tailed) N 328 328 328 328 328 328 328 328 328 **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). 44 The table above shows that there is correlation between self-study skills and teaching methods, self- study habits with self- study location, services support to self- study and teaching method at the value of 0.4, 0.43, 0.44 and 0.41. There is a positive relationship between the students' awereness on self-study activities with the external factors that correlate with the value of 0.358. In comparision with internal factors, the external factors are more influential to the process of student self-study than the internal factors. Table 4.1 Frequency and Weighted Mean Distribution of the management measures of self- study as to planning the management on self- study Statement ACO OCO VSC NCO WM QD 4 3 2 1 Planning the management on self-study 1. The school has a master plan for the whole 181 19 6 0 3.85 ACO year on the management of learning activities, students' self-study 2. The department has a specific plan of study, 145 52 8 1 3.66 ACO students' self-study (month, week) 3. Youth Union plans and organizes the self- 79 107 20 0 3.29 ACO management of learning activities, students' self-study 4. Teacher plans specific activities outside 110 86 10 0 3.49 ACO classroom and self-study activities of students 5. Adding and adjusting the plan 93 95 17 1 3.36 ACO Average Weighted Mean 3.55 ACO Table 3.1 shows the mean distribution of statement pertaining to planning management on self- study. It shows that the five statements with corresponding weighted means of 3.85, 3.66, 3.29, 3.49 and 3.36 respectively obtained a qualitative description of “Always carried out". The statement 1 got a weighted mean of 3.85 is the highest rank, it means that the plan have been carried out reguarly. 45 It can be affirmed that the management of self- study activities plan have been carried out, as a basis for the departments to build their specific plans. The facts shows that the teachers are not interested in planning, especialy planning for each week, each month has not been done regularly. Based on the functions and duties, the departments have developed their own plan, but also just to meet the basic needs of the students. The service support to self- study such as facilities, lecture halls, libraries, and textbooks has met the basical need for self- study activities. The faculties and departments are responsible for organizing, preparing and serving terms of studying conditionas. The faculty is responsible for assigning teacing staff to guide students in self- study process; the students participate in organizing classroom activities, orientating and discussing on self- study methods weekly classes. Youth Organization has planned to organize in self-managed learning, but not often, mostly concentrated in the occasion emulation. 46 Table 4.2 Frequency and Weighted Mean Distribution of the management measures of self- study as to organizing the orientation for self- study activities. ACO OCO VSC NCO WM QD Statement 4 3 2 1 Organizing the orientation for self-study activities 1.Declaring statutes, regulations, curriculum 175 29 2 0 3.84 ACO objectives in the " Citizenship's Week" before the course 2. Educating the sense of self-education in the 112 90 4 0 3.52 ACO thematic sessions 3. Linking the sense of self-education with 107 79 17 3 3.41 ACO assistance of Youth Union 4.Encouraging timely good example; criticizing 133 65 7 1 3.60 ACO the poor sense of self-study cases Average Weighted Mean 3.59 ACO Table 3.2 shows the mean distribution of statement pertaining to organizing the orientation for self- study activities. Statements 1, 2, 3, 4 are given weighted means of 2.84, 3.52, 3.41 and 3.60, respectively, with the equivalent interpretation of "Always carried out". The statement 1 got a weighted of 3.84 is the highest rank. This activity is to be held 47 regularly, the content-related training institutions, the way of test and assessments are mentioned. Thus, the public announcement related to the contents of the regulation, curriculum objectives are conducted at the beginning of the school year; it will help students be aware of their learning tasks for the whole courses. Besides the sense of self-education school in the thematic meetings have a positive effect in raising awareness for students. Issues motivate, reward and celebrate the good example has been done pretty well, it will motivate and very pervasive movement of student learning. Activities of youth groups are classified at the lowest level demonstrate that this activity is not attracting students to participate. Table 4.3 Frequency and Weighted Mean Distribution of the management measures of self- study as to organizing managemennt activities for self- learning skills enhancement Statement ACO OCO VSC NCO WM QD 4 3 2 1 Organizing management activities for self- learning skills enhancement 1.Managing faculty's teaching activities to 151 52 3 0 3.72 ACO influence student self-learning 2. Managing the academic discipline in class 134 71 1 0 3.65 ACO 3. Managing activities outside of class hours 104 93 9 0 3.46 ACO 4. Improving inspection and assessment of 120 82 4 0 3.56 ACO students' learning outcomes 5.Carrying out the emulation to stimulate self- 124 76 6 0 3.57 ACO study 48 6.Coordinating departments and organizations in 99 91 14 2 3.39 ACO the organization of students' self-study active Average Weighted Mean 3.55 ACO Table 3.3 shows the mean distribution of statement regarding organizing management activities for self-learning skills enhancement. Statements 1, 2, 3, 4, 5, 6 are given weighted means of 3.72, 3.65, 3.46, 3.56, 3.57 and 3.39, respectively, with the equivalent interpretation of " Always carried out". Table 4.4 Frequency and Weighted Mean Distribution of the management measures of self- study as to managing on the use of facilities and equipment for students' self- study activities. ACO OCO VSC NCO WM QD Statement 4 3 2 1 Managing on the use of facilities and equipment for students’ self-study activities 1.Study room, lecture hall, grounds, dormitory 152 51 3 0 3.72 ACO 2. Computers, Projector, TV set 109 94 3 0 3.51 ACO 3. Electronic Library, learning resource 102 102 2 0 3.49 ACO Centers 4. Laboratory 108 92 5 1 3.49 ACO 5. Vocational training facilities 104 93 9 0 3.49 ACO Average Weighted Mean 3.54 ACO 49 Table 3.4 Shows the statement describing managing on the use of facilities and equipment for students‟ self-study activities. The statement 1, 2, 3, 4 and 5 got 3.72, 3.51, 3.49, 3.49, 3.49 and 3.49 weighted mean respectively, with the equivalent description of " Always carried out". Table 5.1 Frequency and Weighted Mean Distribution on the necessity of self- study management measures Necessity No Management Measures 1 2 3 X Rank WD 1 Planning the management of 591 16 1 2.95 5 N students' self-study Organizing activities to raise 2 awareness, build attitudes and 606 8 0 2,98 1 N self-learning skills training for students Organizing the implementation 3 of innovative teaching centered methods towards learner in order 603 10 0 2,97 2 N to promote positive student self- study 4 Strengthening scientific research in the process of training to 603 10 0 2,97 2 N promote students' motivation in 50 studying. 5 Organizing and managing students in- and -out classroom 954 16 0 2,96 4 N activities 6 Managing and efficiently using facilities and equipment for 591 18 0 2,97 3 N student self-study activities Table 5.1 Shows the level of assessment measures are generally appropriate , necessity of the self- study management measures at Hung Vuong University Measure 1. Planning the management of students' self-study marked average 2.95 , ranked number 5 Measure 2. Organizing activities to raise awareness, build attitudes and self-learning skills training for students with an average score of 2.98, ranked number 1 Measures 3 and 4. Organizing the implementation of innovative teaching centered methods towards learner in order to promote positive student self-study; Strengthening scientific research in the process of training to promote students' motivation in studying marked average of 2.97, ranked number 2 Measure 5. Organizing and managing students in- and -out classroom marked average of 2.96, ranked number 4 Measure 6. Managing and efficiently using facilities and equipment for student self-study activities marked average of 2.97, ranked number 3 51 Table 5.2 Frequency and Weighted Mean Distribution on the feasible of self- study management measures Feasible No Management Measures 1 2 3 X Rank WD 1 Planning the management of 546 46 1 2.87 5 F students' self-study Organizing activities to raise 2 awareness, build attitudes and self- 595 16 0 2.96 2 F learning skills training for students Organizing the implementation of 3 innovative teaching centered 595 16 0 2.96 2 F methods towards learner in order to promote positive student self-study 4 Strengthening scientific research in the process of training to promote 600 12 0 2.97 1 F students' motivation in studying. Organizing and managing students 564 36 0 2.91 3 F 5 in- and -out classroom activities 6 Managing and efficiently using facilities and equipment for student 552 42 1 2.88 4 F self-study activities 52 Table 5.2 Shows the level of assessment measures are generally appropriate feasible of the self- study management measures at Hung Vuong University Measure 1. Planning the management of students' self-study marked average 2.87, ranked number 5 Measure 2 and 3 Organizing activities to raise awareness, build attitudes and self-learning skills training for students; Organizing the implementation of innovative teaching centered methods towards learner in order to promote positive student self-study with an average score of 2.96, ranked number 2 Measures 4. Strengthening scientific research in the process of training to promote students' motivation in studying marked average of 2.97, ranked number 1 Measure 5. Organizing and managing students in- and -out classroom marked average of 2.91, ranked number 3 Measure 6. Managing and efficiently using facilities and equipment for student self-study activities marked average of 2.88, ranked number 4 To see the correlation between the necessity and feasibility of the management measures of the students' self- study activities, the author uses the formula rank correlation coefficient of Spiecman to calculate: 2 6 D 6* 4 24 R = 1- = 1-- =1- =1- 0,11428571= 0,88 N(N 2 1) 6*(6*6 1) 210 With R = 0.88 showed the following : the relationship between the necessity and feasibility of the management measures are correlated because R = 0.88 marked ( + ) , which is highly correlated , ie, between the necessity and feasibility of the managemet measures are 53 highly relevant . The necessary measures of the extent feasible level respectively . From the test results showed that the managers and staff interviewed appreciated the necessity and feasibility of the measures that the authors propose . This shows that the management measures proposed in the thesis is the basis for the practical application of the self- management of students' Hung Vuong University . Proposed management measures on self-study activities 1. The basis for the proposed management measures The missions Hung Vuong University are to become a multidisciplinary university, and serves as a center of training the high-qualified human resource and a research centre of science and technology, meeting the need of the economic, cultural and social development in Phu Tho and other provinces in the mountainous area of the north Vietnam. In its strategic plan period 2010 to 2020, Hung Vuong University is aiming at becoming a big and prestigious university in the National higher educational network of Vietnam. Education and training is considered the first national priority in almost all countries. In Vietnam, it is not an exception, especially when it is caring out its programs of industrialization and modernization. In this cause, Education and training play the decisive role of the successes. Therefore, the immediate duty of the school since its ... calculator, etc. D. Self-study location Kindly refer to the scale below 4 – Often (O) 3 – Sometimes (S) 2 – Rarely (R) 1 – Never (N) Statement O S R N 4 3 2 1 I usually do my self-study at 1. home 2. dorm 3. quiet place 4. friend‟s house 5. library 6. vacant classroom 7. any vacant space around the campus 85 E. Services for self- study support Kindly refer to the scale below for your understanding how you will rate the following statement below. 4 – Strongly Agree (SA) 3 - Agree (A) 2 – Disagree (D) 1 - Strongly Disagree (SD) Statement SA A D SD 4 3 2 1 1.There is an available place to conduct self- study around the school campus. 2. Books and other reading materials are available to use for self-study. 3. Wi-fi /Internet access is provided for self- study. 4. The library is always available for self- study 5.Vacant classrooms are allowed to be used for self-study. 6.Resources like radio, television and other electronic media are available for self- study. F. Teaching Method Kindly refer to the scale below; 4 – Strongly Agree (SA) 3 – Agree (A) 2 – Disagree (D) 1 – Strongly Disagree (SD) Statement SA A D SD 4 3 2 1 1. Teacher plans specific activities outside class hours and self-study activities of students. 2. Teachers give tasks to do at home. 3. Teachers require students to engage in self-study activities daily. 4. Teachers ask students to read books and references before and after class. 5. Teaching method used to promote the 86 self-study activities 6. Methods of testing and assessment require students to do self-study. G. Administration Kindly refer to the scale below; 4 – Always Carried Out (ACO) 3 – Carried Out (CO) 2 – Seldomly Carried Out (UCO) 1 – Never Carried Out (NCO) Statement ACO CO UCO NCO 4 3 2 1 1. Manages faculty's teaching activities to influence student self-learning. 2. Manages the implementation of students‟ self-study activities. 3. Manages self-study activities outside of class hours. 4. Supervise monitoring and assessment of students' learning outcomes based from self-study activities. 5. Motivates students to engage in self- study activities to enhance learning. 6. Coordinates departments and organizations in the implementation of students' self-study activities.. PART II – FACTORS THAT MAY AFFECT THE STUDENTS' SELF- STUDY ACTIVITIES Direction: Below are lists of factors that may affect the self-study activities of the students. Kindly check the column which you think is your prefer answer. Please refer to the scale below for your guide on how to answer this Part II questionnaire. 4 – Greatly Affect (GA) 3 – Affect (A) 2 – Seldomly affect (SA) 1 – Do Not Affect (DNA) 87 A. External Factors GA A SA DNA 4 3 2 1 1. Policies related to Teaching and Learning 2. Content of the Training Curriculumn 3. Training requirement 4. Attractiveness of the course/discipline. 5. Teaching methodology 6. School‟s infrastructure. 7. Facilities for learning. 8. Environment of the School. 9. Inspection and Evaluation of students learning. 10. Living condition. B. Internal Factors 1. Self-motivation 2. Personal health 3. Physical Fitness 4. Methods./Strategies for learning. 5 Ability to acquire learning. 6 Self-regulation 7. Set-goal as target 8. Fitness activities 9. Study Trainings 10. Self-study management plan 88 QUESTIONNAIRES (For administrators and teachers) Directions: This survey questionnaire consists of two (2) parts. The first one deals with the implemeted management measures of self- study activities and the second focuses on the necessity and feasibility of management measures proposed. Rate them by checking a mark that corresponds to your perception in each item using the scales below. Part I – Management measures of self- study activites 4 – Always Carried Out (ACO) 3 – Oftentimes Carried Out (OCO) 2 – Very Seldom Carried Out(VSC) 1 – Never Carried Out (NCO) According to your opinion, what level of the management measures has the school implemented for students' self-study activities? 4 3 2 1 Statement Planning the management on self-study 1 The school has a master plan for the whole year on the management of students' learning activities and self-study 2 The department has set up a specific plan for study, students' self-study (month, week) 3 Youth Union plans and organizes the self- management of learning activities, students' self-study 4 Teacher plans specific activities outside class hours and self-study activities of students 5 Adding and adjusting the plan Organizing the orientation for self-study activities Declaring statutes, regulations, curriculum 6 objectives in the " Citizenship's Week" before the course 7 Educating the sense of self-education in the thematic sessions 8 Linking the sense of self-education with assistance of Youth Union 9 Encouraging timely good example; criticizing the poor sense of self-study cases Organizing management activities for self-learning skills enhancement 89 10 Managing faculty's teaching activities to influence student self-learning 11 Managing the academic discipline in classroom 12 Managing activities outside of class hours 13 Improving inspection and assessment of students' learning outcomes 14 Carrying out the emulation to stimulate self- study 15 Coordinating departments and organizations in the organization of students' self-study active Managing the use of facilities and equipment for students’ self-study activities 16 Study room, lecture hall, grounds, dormitory 17 Computers, Projector, TV set 18 Electronic Library, learning resource Centers 19 Laboratory 20 Vocational training facilities Part 2: Assessment on the necessity and feasibility of management measures. Necessity Feasible No MANAGEMENT MEASURES ON neces Less Not Feasi Less Not SELF- STUDY ACTIVITIES OF sary neces neces ble feasi feasibl STUDENT sary sary ble e 1 Planning the management of students' self-study Organizing activities to raise 2 awareness, build attitudes and self- learning skills training for students Organizing the implementation of 3 innovative teaching methods towards learner-centered in order to promote positive students' self-study Strengthening scientific research 4 in the process of traning to promote students' motivation in studying. Organizing and managing the 5 classroom activities and outside class activities for students Managing and using efficiently 6 facilities and equipment for student self-study activities 90 Appendix " C" Statistics A1 A2 A3 A4 A5 AVERAGE_LEVEL N Valid 328 328 328 328 328 328 Missing 0 0 0 0 0 0 Mean 3,17 3,16 3,00 2,90 3,36 3,1201 Median 3,00 3,00 3,00 3,00 3,00 3,0000 Mode 3 3 3 3 3 3,00 Std. Deviation ,508 ,453 ,580 ,637 ,563 ,37354 Sum 1040 1038 984 952 1103 1023,40 Statistics AE1 AE2 AE3 AE4 AE5 AE6 AE7 N Valid 328 328 328 328 328 328 328 Missing 0 0 0 0 0 0 0 Mean 3,32 3,42 3,20 3,44 3,45 3,20 3,23 Median 3,00 3,00 3,00 4,00 4,00 3,00 3,00 Mode 3 3 3 4 4 3 3 Std. Deviation ,649 ,605 ,662 ,638 ,657 ,717 ,699 Sum 1090 1121 1051 1129 1131 1049 1059 Statistics AE8 AE9 AE10 AVE_External N Valid 328 328 328 328 Missing 0 0 0 0 Mean 3,33 3,13 3,20 3,2924 Median 3,00 3,00 3,00 3,3000 Mode 4 3 3 3,60 Std. Deviation ,706 ,746 ,676 ,41762 Sum 1093 1028 1048 1079,90 Descriptives AVE_Administration N Mean Std. Deviation Std. Error Dept of mathematics 45 2,8220 ,41770 ,06227 Dept of Social Sciences 65 3,0518 ,44078 ,05467 Dept of Agro- Forestry 16 3,1681 ,49852 ,12463 Dept of Economics 72 3,0256 ,51554 ,06076 Dept of Foreign languages 40 3,1330 ,50784 ,08030 Dept of Primary & Pre- 45 2,9038 ,48862 ,07284 school education Dept of Music & Art 10 3,5340 ,21961 ,06945 Dept of Natural Sciences 35 3,0237 ,69488 ,11746 Total 328 3,0215 ,51303 ,02833 91 Descriptives AVE_Administration 95% Confidence Interval for Mean Lower Bound Upper Bound Minimum Maximum Dept of mathematics 2,6965 2,9475 2,00 3,67 Dept of Social Sciences 2,9426 3,1611 2,17 4,00 Dept of Agro- Forestry 2,9025 3,4338 2,00 4,00 Dept of Economics 2,9044 3,1467 1,67 4,00 Dept of Foreign languages 2,9706 3,2954 2,17 4,00 Dept of Primary & Pre- 2,7570 3,0506 1,83 4,00 school education Dept of Music & Art 3,3769 3,6911 3,00 3,83 Dept of Natural Sciences 2,7850 3,2624 1,50 4,00 Total 2,9658 3,0772 1,50 4,00 ANOVA AVE_Administration Sum of Squares df Mean Square F Sig. Between Groups 5,944 7 ,849 3,391 ,002 Within Groups 80,124 320 ,250 Total 86,067 327 Descriptives AVE_Internal N Mean Std. Deviation Std. Error Dept of mathematics 45 3,2142 ,42288 ,06304 Dept of Social Sciences 65 3,2831 ,43430 ,05387 Dept of Agro- Forestry 16 3,4875 ,31172 ,07793 Dept of Economics 72 3,2694 ,36948 ,04354 Dept of Foreign languages 40 3,3525 ,36019 ,05695 Dept of Primary & Pre- 45 3,2267 ,59749 ,08907 school education Dept of Music & Art 10 3,4100 ,43830 ,13860 Dept of Natural Sciences 35 3,3086 ,49072 ,08295 Total 328 3,2879 ,43956 ,02427 Descriptives AVE_Internal 95% Confidence Interval for Mean Lower Bound Upper Bound Minimum Maximum Dept of mathematics 3,0872 3,3413 2,30 4,00 Dept of Social Sciences 3,1755 3,3907 2,30 4,00 Dept of Agro- Forestry 3,3214 3,6536 3,00 4,00 Dept of Economics 3,1826 3,3563 2,30 4,00 Dept of Foreign languages 3,2373 3,4677 2,60 4,00 Dept of Primary & Pre- 3,0472 3,4062 1,00 4,00 school education Dept of Music & Art 3,0965 3,7235 2,50 4,00 Dept of Natural Sciences 3,1400 3,4771 1,90 4,00 Total 3,2402 3,3357 1,00 4,00 92 ANOVA AVE_Internal Sum of Squares df Mean Square F Sig. Between Groups 1,407 7 ,201 1,042 ,402 Within Groups 61,774 320 ,193 Total 63,182 327 Descriptives AVERAGE_LEVEL N Mean Std. Deviation Std. Error Dept of mathematics 45 2,9156 ,32610 ,04861 Dept of Social Sciences 65 3,1077 ,38581 ,04785 Dept of Agro- Forestry 16 3,2625 ,28018 ,07004 Dept of Economics 72 3,1972 ,40904 ,04821 Dept of Foreign languages 40 2,9800 ,31313 ,04951 Dept of Primary & Pre- 45 3,1200 ,22320 ,03327 school education Dept of Music & Art 10 3,4200 ,45656 ,14438 Dept of Natural Sciences 35 3,2571 ,40168 ,06790 Total 328 3,1201 ,37354 ,02063 Descriptives AVERAGE_LEVEL 95% Confidence Interval for Mean Lower Bound Upper Bound Minimum Maximum Dept of mathematics 2,8176 3,0135 2,20 3,80 Dept of Social Sciences 3,0121 3,2033 2,20 4,00 Dept of Agro- Forestry 3,1132 3,4118 2,80 4,00 Dept of Economics 3,1011 3,2933 1,80 4,00 Dept of Foreign languages 2,8799 3,0801 2,20 4,00 Dept of Primary & Pre- 3,0529 3,1871 2,80 3,80 school education Dept of Music & Art 3,0934 3,7466 3,00 4,00 Dept of Natural Sciences 3,1192 3,3951 2,40 4,00 Total 3,0795 3,1607 1,80 4,00 ANOVA AVERAGE_LEVEL Sum of Squares df Mean Square F Sig. Between Groups 4,987 7 ,712 5,610 ,000 Within Groups 40,640 320 ,127 Total 45,627 327 Descriptives AVERAGE_SKILL N Mean Std. Deviation Std. Error Dept of mathematics 45 3,1480 ,51104 ,07618 Dept of Social Sciences 65 3,1740 ,28991 ,03596 Dept of Agro- Forestry 16 3,4056 ,27873 ,06968 Dept of Economics 72 3,2917 ,37729 ,04446 Dept of Foreign languages 40 3,5373 ,43103 ,06815 93 Dept of Primary & Pre- 45 3,4369 ,39797 ,05933 school education Dept of Music & Art 10 3,5670 ,18006 ,05694 Dept of Natural Sciences 35 3,4809 ,34479 ,05828 Total 328 3,3327 ,40467 ,02234 Descriptives AVERAGE_SKILL 95% Confidence Interval for Mean Lower Bound Upper Bound Minimum Maximum Dept of mathematics 2,9945 3,3015 2,00 4,00 Dept of Social Sciences 3,1022 3,2458 2,50 4,00 Dept of Agro- Forestry 3,2571 3,5542 3,00 4,00 Dept of Economics 3,2030 3,3803 2,00 4,00 Dept of Foreign languages 3,3994 3,6751 2,50 4,00 Dept of Primary & Pre- 3,3173 3,5565 2,33 4,00 school education Dept of Music & Art 3,4382 3,6958 3,33 4,00 Dept of Natural Sciences 3,3624 3,5993 2,67 4,00 Total 3,2887 3,3766 2,00 4,00 ANOVA AVERAGE_SKILL Sum of Squares df Mean Square F Sig. Between Groups 6,858 7 ,980 6,714 ,000 Within Groups 46,691 320 ,146 Total 53,548 327 Descriptives AVERAGE_TEACHING N Mean Std. Deviation Std. Error Dept of mathematics 45 3,1478 ,38618 ,05757 Dept of Social Sciences 65 3,3971 ,41928 ,05200 Dept of Agro- Forestry 16 3,3756 ,41027 ,10257 Dept of Economics 72 3,1567 ,45279 ,05336 Dept of Foreign languages 40 3,4502 ,40857 ,06460 Dept of Primary & Pre- 45 3,3398 ,37083 ,05528 school education Dept of Music & Art 10 3,5180 ,25607 ,08098 Dept of Natural Sciences 35 3,3623 ,40498 ,06845 Total 328 3,3077 ,42265 ,02334 ANOVA AVERAGE_TEACHING Sum of Squares df Mean Square F Sig. Between Groups 4,792 7 ,685 4,085 ,000 Within Groups 53,621 320 ,168 Total 58,413 327 94 Descriptives AVERAGE_HABITS N Mean Std. Deviation Std. Error Dept of mathematics 45 3,0598 ,45984 ,06855 Dept of Social Sciences 65 3,1909 ,45303 ,05619 Dept of Agro- Forestry 16 3,1350 ,44343 ,11086 Dept of Economics 72 3,0378 ,41410 ,04880 Dept of Foreign languages 40 3,1425 ,37464 ,05924 Dept of Primary & Pre- 45 3,3947 ,42213 ,06293 school education Dept of Music & Art 10 3,5860 ,17115 ,05412 Dept of Natural Sciences 35 3,3997 ,34391 ,05813 Total 328 3,1930 ,43796 ,02418 ANOVA AVERAGE_HABITS Sum of Squares df Mean Square F Sig. Between Groups 7,560 7 1,080 6,265 ,000 Within Groups 55,163 320 ,172 Total 62,723 327 Descriptives AVERAGE_SERVICE N Mean Std. Deviation Std. Error Dept of mathematics 45 3,0669 ,57680 ,08598 Dept of Social Sciences 65 3,3535 ,51877 ,06435 Dept of Agro- Forestry 16 3,5313 ,32226 ,08057 Dept of Economics 72 3,1462 ,50197 ,05916 Dept of Foreign languages 40 3,3840 ,49917 ,07893 Dept of Primary & Pre- 45 3,2744 ,61272 ,09134 school education Dept of Music & Art 10 3,5830 ,18056 ,05710 Dept of Natural Sciences 35 3,3329 ,54958 ,09290 Total 328 3,2750 ,53685 ,02964 ANOVA AVERAGE_SERVICE Sum of Squares df Mean Square F Sig. Between Groups 6,135 7 ,876 3,183 ,003 Within Groups 88,110 320 ,275 Total 94,245 327 ANOVA AVERAGE_LOCATION Sum of Squares df Mean Square F Sig. Between Groups 17,554 7 2,508 10,040 ,000 Within Groups 79,927 320 ,250 Total 97,480 327 95 Statistics AVERAGE B1 B2 B3 B4 B5 B6 _SKILL N Valid 328 328 328 328 328 328 Missing 0 0 0 0 0 0 Mean 3,39 3,40 3,32 3,34 3,30 3,25 3,3327 Median 3,00 3,00 3,00 3,00 3,00 3,00 3,3300 Mode 3 3 3 3 3 3 3,00 Std. Deviation ,569 ,555 ,633 ,619 ,589 ,639 ,40467 Sum 1111 1116 1088 1094 1084 1066 1093,11 Statistics BI1 BI2 BI3 BI4 BI5 BI6 BI7 N Valid 328 328 328 328 328 328 328 Missing 0 0 0 0 0 0 0 Mean 3,47 3,32 3,13 3,43 3,42 3,36 3,28 Median 4,00 3,00 3,00 3,50 4,00 3,00 3,00 Mode 4 3 3 4 4 3 3 Std. Deviation ,663 ,666 ,688 ,641 ,672 ,610 ,663 Sum 1138 1088 1026 1124 1121 1102 1075 Statistics BI8 BI9 BI10 AVE_Internal N Valid 328 327 328 328 Missing 0 1 0 0 Mean 3,05 3,13 3,30 3,2879 Median 3,00 3,00 3,00 3,3000 Mode 3 3 3 3,00 Std. Deviation ,704 ,652 ,652 ,43956 Sum 1001 1023 1083 1078,44 Statistics C1 C2 C3 C4 C5 C6 N Valid 328 328 328 328 328 328 Missing 0 0 0 0 0 0 Mean 3,39 3,23 3,15 3,07 2,87 3,16 Median 3,00 3,00 3,00 3,00 3,00 3,00 Mode 4 3 3 3 3 3 Std. Deviation ,649 ,728 ,771 ,812 ,913 ,796 Sum 1111 1058 1034 1007 942 1038 Statistics C7 AVERAGE_HABITS N Valid 328 328 Missing 0 0 Mean 3,48 3,1930 Median 4,00 3,2900 Mode 4 3,29 Std. Deviation ,758 ,43796 Sum 1141 1047,29 96 Case Processing Summary Cases Valid Missing Total N Percent N Percent N Percent AVE_External * 328 100,0% 0 ,0% 328 100,0% AVE_Internal Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square 1454,037a 420 ,000 Likelihood Ratio 472,347 420 ,039 Linear-by-Linear Association 162,177 1 ,000 N of Valid Cases 328 a. 461 cells (99,8%) have expected count less than 5. The minimum expected count is ,00. Symmetric Measures Value Approx. Sig. Nominal by Nominal Phi 2,105 ,000 Cramer's V ,471 ,000 N of Valid Cases 328 Case Processing Summary Cases Valid Missing Total N Percent N Percent N Percent AVERAGE_LEVEL * 328 100,0% 0 ,0% 328 100,0% AVERAGE_SKILL a. 121 cells (84,0%) have expected count less than 5. The minimum expected count is ,00. Symmetric Measures Value Approx. Sig. Nominal by Nominal Phi ,965 ,000 Cramer's V ,291 ,000 N of Valid Cases 328 Case Processing Summary Cases Valid Missing Total N Percent N Percent N Percent AVERAGE_LOCATION * 328 100,0% 0 ,0% 328 100,0% AVE_Administration Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square 335,545a 270 ,004 Likelihood Ratio 287,478 270 ,222 Linear-by-Linear Association 45,326 1 ,000 N of Valid Cases 328 a. 304 cells (100,0%) have expected count less than 5. The minimum expected count is ,01. 97 Case Processing Summary Cases Valid Missing Total N Percent N Percent N Percent AVERAGE_TEACHING * 328 100,0% 0 ,0% 328 100,0% AVERAGE_SERVICE Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square 359,240a 192 ,000 Likelihood Ratio 267,022 192 ,000 Linear-by-Linear Association 65,268 1 ,000 N of Valid Cases 328 a. 204 cells (92,3%) have expected count less than 5. The minimum expected count is ,00. Case Processing Summary Cases Valid Missing Total N Percent N Percent N Percent AVERAGE_LOCATION * 328 100,0% 0 ,0% 328 100,0% AVERAGE_SERVICE Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square 462,095a 288 ,000 Likelihood Ratio 309,431 288 ,184 Linear-by-Linear Association 24,987 1 ,000 N of Valid Cases 328 a. 323 cells (100,0%) have expected count less than 5. The minimum expected count is ,01. Case Processing Summary Cases Valid Missing Total N Percent N Percent N Percent AVERAGE_SKILL * 328 100,0% 0 ,0% 328 100,0% AVERAGE_HABITS a. 164 cells (91,1%) have expected count less than 5. The minimum expected count is ,01. Statistics D1 D2 D3 D4 D5 N Valid 328 328 328 328 328 Missing 0 0 0 0 0 Mean 3,29 3,27 3,32 3,38 3,22 Median 3,00 3,00 3,00 3,00 3,00 Mode 4 3 4 4 3 Std. Deviation ,780 ,697 ,727 ,676 ,746 Sum 1078 1073 1088 1109 1056 98 Statistics D6 AVERAGE_SERVICE N Valid 328 328 Missing 0 0 Mean 3,17 3,2750 Median 3,00 3,3300 Mode 3 3,17 Std. Deviation ,715 ,53685 Sum 1041 1074,21 Statistics E1 E2 E3 E4 E5 N Valid 328 328 328 328 328 Missing 0 0 0 0 0 Mean 3,38 3,32 3,24 3,37 3,30 Median 3,00 3,00 3,00 3,00 3,00 Mode 3 3 3 3 3 Std. Deviation ,628 ,558 ,607 ,631 ,614 Sum 1107 1090 1064 1105 1083 Statistics E6 AVERAGE_TEACHING N Valid 328 328 Missing 0 0 Mean 3,23 3,3077 Median 3,00 3,3300 Mode 3 3,33 Std. Deviation ,642 ,42265 Sum 1061 1084,91 Statistics F1 F2 F3 F4 F5 F6 N Valid 328 328 328 328 328 328 Missing 0 0 0 0 0 0 Mean 3,63 2,16 3,30 2,62 2,86 2,49 Median 4,00 2,00 3,00 3,00 3,00 3,00 Mode 4 1 4 3 3 3 Std. Deviation ,659 1,167 ,787 ,772 ,812 1,005 Sum 1192 710 1082 860 938 818 Statistics F7 AVERAGE_LOCATION N Valid 328 328 Missing 0 0 Mean 2,33 2,7713 Median 2,00 2,7100 Mode 3 2,71a Std. Deviation 1,038 ,54599 Sum 763 908,98 a. Multiple modes exist. The smallest value is shown 99 Statistics G1 G2 G3 G4 G5 N Valid 328 328 328 328 328 Missing 0 0 0 0 0 Mean 3,20 2,99 2,80 3,05 3,20 Median 3,00 3,00 3,00 3,00 3,00 Mode 3 3 3 3 3 Std. Deviation ,773 ,675 ,734 ,783 ,643 Sum 1048 981 919 999 1051 Statistics G6 AVE_Administration N Valid 328 328 Missing 0 0 Mean 2,89 3,0215 Median 3,00 3,0000 Mode 3 3,00 Std. Deviation ,794 ,51303 Sum 948 991,05 Statistics AF1 AF2 AF3 AF4 AF5 N Valid 206 206 206 206 206 Missing 0 0 0 0 0 Mean 2,88 2,93 2,96 2,97 2,91 Median 3,00 3,00 3,00 3,00 3,00 Mode 3 3 3 3 3 Std. Deviation ,342 ,252 ,194 ,169 ,283 Sum 593 604 610 612 600 Statistics AF6 AVERAGE_ASS_FEA N Valid 206 206 Missing 0 0 Mean 2,89 2,9240 Median 3,00 3,0000 Mode 3 3,00 Std. Deviation ,331 ,15717 Sum 595 602,35 Statistics AN1 AN2 AN3 AN4 AN5 N Valid 206 206 206 206 206 Missing 0 0 0 0 0 Mean 2,95 2,98 2,98 2,98 2,96 Median 3,00 3,00 3,00 3,00 3,00 Mode 3 3 3 3 3 Std. Deviation ,237 ,138 ,138 ,154 ,205 Sum 608 614 614 613 609 100 Statistics AN6 AVERAGE_ASS_NES N Valid 206 206 Missing 0 0 Mean 2,97 2,9683 Median 3,00 3,0000 Mode 3 3,00 Std. Deviation ,182 ,08677 Sum 611 611,47 Case Processing Summary Cases Valid Missing Total N Percent N Percent N Percent AVERAGE_ASS_NES * 206 100,0% 0 ,0% 206 100,0% AVERAGE_ASS_FEA Case Processing Summary Cases Valid Missing Total N Percent N Percent N Percent AVERAGE_ORGANING_O 206 100,0% 0 ,0% 206 100,0% RI * AVERAGE_ORGANIGING_ MANA Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square 239,971a 90 ,000 Likelihood Ratio 102,343 90 ,176 Linear-by-Linear Association 27,336 1 ,000 N of Valid Cases 206 a. 96 cells (87,3%) have expected count less than 5. The minimum expected count is ,00. Case Processing Summary Cases Valid Missing Total N Percent N Percent N Percent AVERAGE_PLANING * 206 100,0% 0 ,0% 206 100,0% AVERAGE_ORGANIGING_ MANA Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square 448,884a 100 ,000 Likelihood Ratio 156,705 100 ,000 Linear-by-Linear Association 50,490 1 ,000 N of Valid Cases 206 a. 109 cells (90,1%) have expected count less than 5. The minimum expected count is ,00. 101 Case Processing Summary Cases Valid Missing Total N Percent N Percent N Percent AVERAGE_PLANING * 206 100,0% 0 ,0% 206 100,0% AVERAGE_ORGANING_O RI Chi-Square Tests Value df Asymp. Sig. (2-sided) Pearson Chi-Square 313,801a 70 ,000 Likelihood Ratio 125,314 70 ,000 Linear-by-Linear Association 55,800 1 ,000 N of Valid Cases 206 a. 76 cells (86,4%) have expected count less than 5. The minimum expected count is ,00. Statistics AVERAGE_PLA M1 M2 M3 M4 M5 NING N Valid 206 206 206 206 206 206 Missing 0 0 0 0 0 0 Mean 3,85 3,66 3,29 3,49 3,36 3,5282 Median 4,00 4,00 3,00 4,00 3,00 3,6000 Mode 4 4 3 4 3 3,60 Std. Deviation ,432 ,578 ,633 ,590 ,661 ,39197 Sum 793 753 677 718 693 726,80 Statistics M6 M7 M8 M9 AVERAGE_ORGANING_ORI N Valid 206 206 206 206 206 Missing 0 0 0 0 0 Mean 3,84 3,52 3,41 3,60 3,5934 Median 4,00 4,00 4,00 4,00 3,5000 Mode 4 4 4 4 3,50 Std. Deviation ,393 ,538 ,705 ,582 ,36217 Sum 791 726 702 742 740,25 Statistics M10 M11 M12 M13 M14 N Valid 206 206 206 206 206 Missing 0 0 0 0 0 Mean 3,72 3,65 3,46 3,56 3,57 Median 4,00 4,00 4,00 4,00 4,00 Mode 4 4 4 4 4 Std. Deviation ,482 ,490 ,581 ,535 ,552 Sum 766 751 713 734 736 102 Statistics M15 AVERAGE_ORGANIGING_MANA N Valid 206 206 Missing 0 0 Mean 3,39 3,5593 Median 3,00 3,6700 Mode 4 3,50 Std. Deviation ,659 ,30371 Sum 699 733,21 Statistics AVERAGE_MA M16 M17 M18 M19 M20 NAGING N Valid 206 206 206 206 206 206 Missing 0 0 0 0 0 0 Mean 3,72 3,51 3,49 3,49 3,47 3,5369 Median 4,00 4,00 3,00 4,00 4,00 3,6000 Mode 4 4 3 4 4 3,60 Std. Deviation ,480 ,529 ,530 ,574 ,590 ,36759 Sum 767 724 719 719 714 728,60 Item Statistics Mean Std. Deviation N M16 3,72 ,480 206 M17 3,51 ,529 206 M18 3,49 ,530 206 M19 3,49 ,574 206 M20 3,47 ,590 206 SUM_MANAGING 17,68 1,838 206 Item-Total Statistics Corrected Item- Scale Mean if Scale Variance Total Cronbach's Alpha if Item Item Deleted if Item Deleted Correlation Deleted M16 31,65 11,479 ,554 ,747 M17 31,85 11,110 ,601 ,736 M18 31,88 11,336 ,531 ,747 M19 31,88 10,761 ,643 ,725 M20 31,90 10,830 ,602 ,731 SUM_MANAGING 17,68 3,378 1,000 ,707 Item Statistics Mean Std. Deviation N AN1 2,95 ,237 206 AN2 2,98 ,138 206 AN3 2,98 ,138 206 AN4 2,98 ,154 206 AN5 2,96 ,205 206 AN6 2,97 ,182 206 SUM_ASSESSMENT_NES 17,81 ,521 206 103 Item-Total Statistics Corrected Item- Scale Mean if Scale Variance Total Cronbach's Alpha if Item Deleted if Item Deleted Correlation Item Deleted AN1 32,67 ,788 ,573 ,578 AN2 32,64 1,022 ,159 ,677 AN3 32,64 ,983 ,305 ,656 AN4 32,65 1,030 ,101 ,687 AN5 32,67 ,907 ,350 ,641 AN6 32,66 ,890 ,472 ,618 SUM_ASSESSMENT_NES 17,81 ,271 1,000 ,345 Item Statistics Mean Std. Deviation N M6 3,84 ,393 206 M7 3,52 ,538 206 M8 3,41 ,705 206 M9 3,60 ,582 206 SUM_ORGANIGING_ORI 14,37 1,449 206 Item-Total Statistics Corrected Item- Scale Mean if Scale Variance Total Cronbach's Alpha if Item Deleted if Item Deleted Correlation Item Deleted M6 24,91 7,684 ,255 ,774 M7 25,22 6,799 ,465 ,728 M8 25,34 5,679 ,661 ,657 M9 25,15 6,301 ,601 ,690 SUM_ORGANIGING_ORI 14,37 2,099 1,000 ,521 Item-Total Statistics Corrected Item- Scale Mean if Scale Variance Total Item Deleted if Item Deleted Correlation Cronbach's Alpha if Item Deleted M1 31,43 13,232 ,618 ,743 M2 31,63 12,547 ,606 ,731 M3 32,00 12,151 ,637 ,720 M4 31,80 12,690 ,553 ,738 M5 31,92 12,544 ,508 ,741 SUM_Planning 17,64 3,841 1,000 ,694 Item Statistics Mean Std. Deviation N M10 3,72 ,482 206 M11 3,65 ,490 206 M12 3,46 ,581 206 M13 3,56 ,535 206 M14 3,57 ,552 206 M15 3,39 ,659 206 SUM_ORGANIGING_MAN 21,35 1,823 206 A 104 Item-Total Statistics Corrected Item- Scale Mean if Scale Variance Total Cronbach's Alpha if Item Deleted if Item Deleted Correlation Item Deleted M10 38,99 11,893 ,350 ,703 M11 39,06 11,991 ,313 ,708 M12 39,25 11,475 ,375 ,696 M13 39,15 11,101 ,534 ,673 M14 39,14 10,996 ,544 ,670 M15 39,32 10,832 ,466 ,677 Group Statistics POSITION N Mean Std. Deviation Std. Error Mean AVERAGE_PLANING Aministrations 55 3,3600 ,58550 ,07895 Teachers 151 3,5894 ,26911 ,02190 Independent Samples Test Levene's Test for Equality of t-test for Equality of Variances Means F Sig. t df AVERAGE_PLANING Equal variances assumed 56,699 ,000 -3,839 204 Equal variances not -2,800 62,497 assumed Independent Samples Test t-test for Equality of Means Std. Error Sig. (2-tailed) Mean Difference Difference AVERAGE_PLANING Equal variances assumed ,000 -,22940 ,05976 Equal variances not ,007 -,22940 ,08193 assumed Independent Samples Test t-test for Equality of Means 95% Confidence Interval of the Difference Lower Upper AVERAGE_PLANING Equal variances assumed -,34724 -,11157 Equal variances not -,39315 -,06565 assumed 105 Correlations of self- study management measures SUM_ SUM_ORGA SUM_ORGANI SUM_MANAGI Planning NIGING_ORI GING_MANA NG SUM_Planning Pearson Correlation 1 .522** .497** .365** Sig. (2-tailed) .000 .000 .000 Sum of Squares and Cross- 787.417 303.660 364.223 269.650 products Covariance 3.841 1.481 1.777 1.315 N 206 206 206 206 SUM_ORGANIGING_ORI Pearson Correlation .522** 1 .535** .438** Sig. (2-tailed) .000 .000 .000 Sum of Squares and Cross- 303.660 430.218 289.714 239.296 products Covariance 1.481 2.099 1.413 1.167 N 206 206 206 206 SUM_ORGANIGING_MANA Pearson Correlation .497** .535** 1 .548** Sig. (2-tailed) .000 .000 .000 Sum of Squares and Cross- 364.223 289.714 681.131 376.034 products Covariance 1.777 1.413 3.323 1.834 N 206 206 206 206 SUM_MANAGING Pearson Correlation .365** .438** .548** 1 Sig. (2-tailed) .000 .000 .000 Sum of Squares and Cross- 269.650 239.296 376.034 692.490 products Covariance 1.315 1.167 1.834 3.378 N 206 206 206 206 106 RESEARCHERS’S PROFILE DO KHAC THANH ( TOM) Gia Cam Ward, Viet Tri city Phu Tho Province, Viet Nam PORTRAIT Tel. No. (0084) 0912 352 938 Email: thanhdk@hvu.edu.vn A. PERSONAL DATA Age : 38 Date of Birth : September 13, 1975 Place of birth : Viet Tri city, Phu Tho Province Address : Gia Cam Ward, Viet Tri city Phone/ Mobile : (0084) 0912 352 938 Father : Do Khac Ngu Mother : Pham Thi Do B. EDUCATIONAL ATTAINMENT Degree School Year Graduated Ph. D. Dev. Ed. Southern Luzon State University 2013 MAED Ads. Ha Noi National Unviersity of 2008 Education Ha Noi University of foreign studies BA 2001 Phu Tho teacher training college BA 1997 Viet Tri secondary school secondary 1994 Minh Nong Junior high school Junior high school 1989 Minh Nong Elentary school Elementary 1985 107 C. ELIGIBILITIES Civil Service (Professional) Licensure for Teachers (LET) D. WORK EXPERIENCES & POSITIONS HELD 2009- 2013 Vice- Director of Coperation Hung Vuong University Training Center Deputy head of International 2008-2009 realations Dept Hung Vuong University 2003- 2009 Secretary of the Youth Union of Hung Vuong University Hung Vuong University 1997- 2003 Classroom teacher Phu Tho teacher training College