Students' adaptation to credit-based training through student research projects.

At the recent 2007-2008 Student Scientific Conference, several scientific reports attracted attention because they addressed a new but crucial issue for students at the University of Social Sciences and Humanities: the adaptation of students to the credit-based training method implemented by the University since the 2007-2008 academic year. We had conversations with the students who authored these research papers about their research projects and their perspectives on current student learning issues.

First, we had a discussion with student Pham Thi Ngan (K51 Archival Studies and Office Management), the author of the thesis "Study planning in the credit-based training model at the University of Social Sciences and Humanities, Vietnam National University, Hanoi."

ButPV:Why did you choose this topic for your research?

[img class="caption" src="images/stories/2008/5/pham%20thi%20ngan.jpg" border="0" alt="Student Pham Thi Ngan" title="Student Pham Thi Ngan" hspace="5" vspace="5" align="right" ]

ButPham Thi Ngan (PTN)This is the first academic year the school is implementing the credit-based training model. This training model has many new features that differ from the old model. The new training model requires students to self-study and conduct their own research, meaning a very high level of self-discipline in learning. When applying this model, there are many changes in the way tests and assessments are conducted, and in the teaching and learning methods. Therefore, to achieve good learning results, students need a reasonable learning method to adapt to these changes, especially a scientific, reasonable, and effective study plan.

Currently, many students lack effective study planning methods. Furthermore, from my own experience, my involvement in student union activities has reduced my time for studying. I've also learned from some articles that when transitioning to the new training model, the university is paying close attention to students' study planning to improve their adaptation to the new learning methods.

For those reasons, I chose this topic for my research. The biggest result of my research is the creation of two sample study plans that students can refer to, thereby enabling them to create their own suitable and effective study plans.

ButPV:In your opinion, do students at the University of Social Sciences and Humanities currently have a habit of creating study plans? How does this affect their academic results?

ButlaboratoryFrom what I've observed in our class, most students haven't developed the habit of creating study plans. Some who have made plans haven't achieved the desired results. This significantly impacts students' academic performance. Without a study plan, students find it difficult to consistently pursue their goals. In reality, most students only start studying when exams are approaching. This approach often leads to stress, fatigue, and pressure, yet they still don't achieve the desired results.

ButPV:In your opinion, what factors influence students' study planning, and which is the most important?

ButlaboratoryIn my opinion, both objective and subjective factors influence students' study planning. Objective factors include: students' course registration; their scheduling of classes, exams, and timetables. Subjective factors include: students' understanding of the credit-based system; their ability to plan and organize their personal work; their self-discipline and proactiveness in studying; their part-time work; and their participation in student union activities.

In my opinion, the most important factor is the students' ability to plan and organize their personal work. This ability depends on the students' basic knowledge of skills and methods for scientifically planning their personal work, including: the ability to anticipate overall trends, the students' awareness of factors influencing learning planning in the credit-based training model, and their learning methods. Even if other factors are fully met, if students lack planning ability, their plans will not yield the desired results.

ButPV:So, in your opinion, are individual subjective factors the deciding elements in the effectiveness of study planning?

ButlaboratoryThat's right, because in the credit-based training model, students play an active role in their learning, while the school only creates an environment and favorable conditions for students to develop that proactive attitude.

ButPV:Some argue that the school's implementation of the credit-based training system is not truly effective, and that this is the biggest factor affecting students' study planning. What is your opinion on this matter?

ButlaboratoryI disagree with this viewpoint. It's true that the school is currently facing many difficulties in its implementation, but the school has already put forward several solutions to overcome them. Furthermore, any new initiative cannot immediately yield the desired positive results. The difficulties the school is facing at this stage are unavoidable. And in this new model, students must be proactive and find their own ways to overcome these challenges, rather than simply relying on solutions from the school.

ButPV:So, what do students need to do to create a good study plan and stick to it?

ButlaboratoryMost importantly, students must identify their learning goals. In addition, students must be aware of the factors that influence their study planning.

ButPV:In reality, there are many objective reasons why we don't always follow the plan exactly. Some argue that planning is quite rigid and inflexible. What do you think?

ButlaboratoryIt's true that there are many reasons why you might not be able to execute your plan correctly. But I believe that planning isn't rigid because, to create a plan, the most important thing is to set goals, while the methods and approaches to achieving them depend on each individual's conditions and circumstances.

ButPV:I understand that one of the research tasks in your project is to create two sample study plans. Could you present them to everyone?

ButlaboratoryFirst of all, these are two sample study plans for your reference, and you can use them to create a plan that suits you; they are not intended to be imposed on you.

Table 1 is a one-week study plan. In it, you should identify your weekly learning goals, the main tasks to be done each day, such as: attending lectures, reading reference materials, group assignments, individual assignments, part-time work, and leisure. Include the total time allocated for studying each week and the time for other activities such as sleeping, playing sports, and leisure.

Table 2 is a study plan for one semester. It identifies the learning objectives for the entire semester, the main tasks to be completed each week, and the total time allocated to studying and other activities.

ButPV:Do you create a study plan for yourself? What are some of your personal experiences in creating a study plan for yourself?

ButlaboratoryAs soon as I received the school's timetable, I started creating my own study plan.

My personal experience shows that the planning period should only be within the first one to two weeks of the semester. First, to create a plan, you need to identify your learning goals. These goals need to be clear, have deadlines for completion, and be achievable. The goals should be categorized according to different levels of priority and specified into tasks to accomplish.

After creating a plan, students need to make a serious effort to complete it; otherwise, it will remain just a plan on paper. When they fail to execute the plan, students will feel discouraged and realize that planning is meaningless, even though it is a crucial factor in determining the quality of their work.

ButPVThank you.

(to be continued...)

Thanh Ha (perform)