1. Introduction
In Vietnam, planning and conducting more effective learning and teaching strategies for History is considered as one of the most challenging task for educators (Mr. Truong Tan Sang 2012). The quality of teaching and learning History has stood low and even had tendency to get worse in the past few years. A report in Tuoi tre (July 26, 2011) revealed that the year 2011 witnessed an unprecedentedly disappointed result in History of the entrance exam, approximately 80-90% of candidates got the mark below five, in some extent, the figure even reached over 98%. This is a seriously alarming warning for Vietnam about the unacceptable quality of teaching and learning History.
Although it is significantly crucial to do a research to figure out the effective ways of educating History, the number of studies about the methods of History teaching is relatively limited; in addition, all of them still have not provided enough necessary information (Mr. Truong Tan Sang 2012). Nevertheless, thanks to these studies, we at least have had an overview about what should be done to improve methods of teaching and learning History in Vietnam. According to Phan Ngoc Lien (2002) and Nguyen Thi Coi (2006), changing attitude, upgrading facilities and holding up training courses would be three crucial measures to improve the quality of History educating in Vietnam. The Ministry of Education has already implemented diverse campaign focusing on these measures such as textbook reforming and History teachers’ training about teaching skills; however, the situation seem has hardly influenced. Professor Phan Huy Le (2013) claimed in a interview on the VOV channel that although the Government was fostering the campaign “Say no to negative phenomena and exaggerated achievements in education”, the current rules of examination in Vietnam still tended to encourage students to learn only for exam, which has resulted in not only rote learning but also discrimination among subjects. Having the same idea, History teacher Tran Trung Hieu working at Phan Boi Chau High school, stated that a lot of students were looking down on History because this was an “absolutely unhelpful” subject for their studies as well as their future careers.
In addition, History educating can be carried out not only by textbooks but also other kinds of mass media. According to Mr. Pham Vu Luan (2011), the Minister of the Vietnamese Ministry of education, one of the reasons why a large number of Vietnamese inhabitants knew much about Chinese history was the popularity of Chinese historical films and novels in Vietnam. On the contrary, the figure of Vietnamese history films has been too small. Furthermore, all of them seem to provide a poor amount of history information. In other words, we can claim that Vietnamese history films focus too much on beneficial purposes and look down on educational purposes (Dan tri 2011). As far as concerned, a research is notably needed conducting with the aim to answer two main questions: “what are the possible factors leading to disappointed result of teaching and learning History?” and “what should be done to improve the quality of History teaching and learning methods?”
2. Methodology
The data used in this report was collected from a survey carried out with the participation of high school students, college students and History teachers from a lot of different High schools and colleges in Hanoi. Initially, a questionnaire including 10 multiple-choice questions was spread with the purpose to answer our two main research questions. Subsequently, 50 students and History teachers from High schools and colleges were randomly chosen. Each of them was sent an online questionnaire through email and then they gave back the results. By using online questionnaire, we not only can shorten the survey time but also survey more people who live far away from us.
3. Results
The participants involved in this research have divided into two main groups: One group is History students and the other is History teachers. Because the result was concluded by collecting the opinions of both teachers and students, this research paper becomes more objective. From the pie chart below, the number of students participating nearly trebled that of teachers: 72% and 28% respectively (figure 1).

As predicted, they shared the same opinion about the situation of History teaching and learning in Vietnam, 94% of participants thought that Vietnamese education had an ineffective method in educating History, which was 47 times higher than the percentage of people who thought it worked well. That reflected the awareness of people towards the alarming situation of History teaching and learning in Vietnam.

The importance of learning History was accepted by 80% people, this high percentage showed that Vietnamese people paid much attention to History, they understood the role of History in maintaining the Vietnamese tradition because knowing History was one of the ways to express the patriotism. If the History educating method is improved together with this attitude towards History, the result of History teaching and learning will be better.

The survey also pointed out the idea of participants about History exams. In general, History test required a large amount of theoretical knowledge with many events, names and numbers that made the majority of people find it difficult to do (56%). In contrast, one-third of subjects agreed that it would not be too difficult if students revised the lessons before exams. Moreover, 4% of people even confirmed that they felt absolutely confident when taking the History examination (Figure 4).

Obviously, one of the obstacles making students find History exams difficult was the overloading and complicated knowledge in History textbooks. Almost all participants acknowledged about the overload of knowledge in History textbooks (60%). Only 2 out of 10 thought that textbooks were suitably designed for teaching and learning Vietnamese History. A small number of people gave their idea that the knowledge in textbooks should be stated concisely to make historical events clearer for learners.

To gain further understanding about the causes of educating History ineffectively, questions asking about the reasons and solutions were also given to the participants. After analysing the statistics (Figure 6), there were some valuable conclusions demonstrated below.

It was quite interesting that the two factors “Lack of references for self-studying” and “Lack of well-educated history teachers” only gained a minor attention from subjects (6% and 4% respectively). In the other hand, these four remaining factors were much more highly appreciated by participants. “Lack of equipments/ teaching aids” ranked the forth place with agreement from 16% of participants. With higher figure, “Overloading information in textbooks” (22%) and “Negative attitudes towards the role of History subject” (24%) were considered as the third and second major cause resulting in the ineffectiveness of History teaching and learning methods in Vietnam. The only reason left, “Inappropriate teaching method” chosen by the largest number of participants (28%) was seven times higher than the percentage of people choosing Lack of well-educated history teachers (the smallest one).

As can be clearly seen from the bar chart, over one-forth of the participants thought “Extra-curricular activities” as the most sufficient way to make History teaching and learning acts become more attractive as well as effective. Closely following this most concerned factor, “Historical TV shows/ films” and “Visible preferences” were chosen by the similar percentage of people (20%). It was quite surprising that these three measures were much more appreciated than those remaining ones. The proportion of participants preferring “Training courses”, “Redesign of testing system”, “Increase of remuneration” or “Reduction of knowledge load” still ranged from 6% to 10 %, only accounted for a half of who preferred these three ones left (figure 7).
Obviously, “Inappropriate teaching method” was likely to be the most crucial factor contributing to the ineffectiveness of History teaching and learning methods in Vietnamese High schools. That was the reason why “Historical TV shows/ films”, “Visible preferences” and “Extra-curricular activities” were the three most available solutions to this problem. Therefore, it is time that the way of teaching History changed to make History classes more attractive as well as more practical in order to improve the effectiveness rating of History teaching and learning.

4. Discussion of findings
4.1. Situation
Currently, according to the survey, people are concerning about the importance of educating Vietnamese History (80% of participants were for the opinion that learning History is important) (Figure 3). However, inappropriate teaching and learning methods are apparently leading to many problems. First and foremost, students sometimes even make up wrong stories about historical events or heroes. In 2012 University entrance exam, there were a lot of wrong events created by student such as “Japan is the founder of ASEAN” or “In 1975, Vietnamese people voted for Ho Chi Minh to become the president” (Hoang Mai 2012). Instead, many people know much about Chinese History. They shared that they did not study Chinese History but it was easy to remember by watching Chinese movies. The difference is that China focuses on educating History via mass media which is not conducted well in Vietnam. Secondly, students consider History a disaster with thousands of “0” mark each year, in 2012, 80-90% students got under average marks in the entrance exam (Thanh Chau 2012). They are afraid that History becomes one of six subjects for High school graduation examination. Because of this thinking, when knowing History is not in the exam list, students even do something for congratulation such as: tearing History books off, which occurred in Nguyen Hien high school (Ho Chi Minh City) in 30 March 2013 (Huu Cong and Hoang Thuy 2013) or holding party together. In general, there are a lot of problems in History educating methods in Vietnam which need to be solved immediately. As a result, it is required to find out the reasons contributing to the ineffectiveness of History educating in Vietnam.
4.2. Possible causes
From the result shown in figure 6, it is obvious that “Ineffective teaching method” was the most important reason leading to the ineffectiveness of History teaching and learning methods in Vietnamese high school. MSc Nguyen Van Dien (2011), teacher at Thanh Chuong high school, Nghe An, revealed that the most popular way of History educating in Vietnamese High schools was still “reading-copying”. Teachers read out loud information from textbooks and students try to copy what teacher said into their own notebooks. For a large number of students, learning History is absolutely the same as learning note-taking. Moreover, History examination is widely considered as the test for ability of short-term memory. In class, students often ignore History. It is not until the examination comes that they force themselves to remember some events just not to fail. Nevertheless, immediately after the exam, they will throw all out of their minds. Hence, History educating inevitably cannot gain any success.
It is also can be clearly seen from figure 6 that the second most popular cause was “Negative attitudes towards History subject”. Another question is formed: “Why do these negative attitudes appear?”. Mr. Pham Vu Luan (2011), the Ministry of Education has stated that “The low mark in History is the issue of modern era”. Our present society is a technological one. Human beings depend on technological devices to satisfy almost all their demands. Consequently, it’s natural that young people are likely to ignore History because they cannot see any visible benefits of learning it. Another negative attitude towards History subject is the students’ feeling of boredom. According to Professor Vu Duong Ninh (2011), lecturer in Vietnam National University, History textbooks focus too much on the history of Vietnamese Communist Party that make information frequently repeated. Hence, students may not feel interested at all with the knowledge in textbooks that they have known before.
Furthermore, “Overloading information in text book” and “Lack of equipments/ teaching aids” were also gained much attention from participants. MSc Nguyen Van Dien (2011) affirmed that a majority of High school lacked teaching aids for History such as maps or photographs. Moreover, in some cases, teachers has had interesting references; however, because of the limited amount of time for a class and the pressure to finish the curriculum, they don’t have chances to share them with students. This issue is a dilemma. When they want to make the class more attractive, they may not have enough time. However, if they want to finish the curriculum in time, they seem to have no choice except for “reading-coping” method.
The two more reasons: “Lack of references for self-studying” and “Lack of well-educated history teacher” were not appreciated. Although they also attribute to the failure of History educating, the contribution is only negligible. That’s why we shouldn’t care much for them in attempt to find out crucial causes resulting in the ineffectiveness of History teaching and learning methods in Vietnam.

5. Recommendations
Obviously, educators have conducted some measures to improve the quality of teaching and learning History but they do not work as well as expected. The one they have focused on is redesigning History textbooks. In 2012, some lessons were omitted to decrease the workload for students but learning and teaching History remained boring. According to kenhtuyensinh.vn, this measure was just to reassure students, it did not work well in some cases. Because teachers are afraid that their students cannot understand the next lessons, they decide not to omit anything in textbooks. Therefore, it is vital to find more useful ways based on the causes of situation. From the survey, it is concluded that three top solutions were: “Holding outdoor activities besides learning in class” (28%), “Using visible aids for teaching” (20%) and “Educating through mass media such as: Films, stories, pictures...” (20%). Because History is the social science subject containing a lot of boring and complicated theories which are quite difficult to remember, one of the best methods to gain students’ interest is making History more interesting and attractive. History involves the events or people from the past that students do not know; therefore, educators should link these unfamiliar things to the real life by showing them the real evidences through extra activities such as visiting museums, holding History game show in class and telling History stories. Recently, the girl whose name is Duong To Dao has been largely well-known through the Internet by having an interesting idea in educating History. She has made a video clip named “Vietnam, hinh hai mot chu S” (Vietnam, the S-shaped country) which attracted 340.000 views and received a lot of positive compliments. She shared readers about her love with Vietnamese History through a colorful and interesting video clip. By a lot of pictures and the limited number of words combining with music, Duong To Dao was successful in giving the audiences the knowledge of 10 years learning History. It is a particular example of improving History situation which should be expanded by anyway. Evidently, the youngsters are playing an important role in maintaining the love for Vietnamese History and passing it on other generations. 6. Conclusion
Based on the findings in our research, we fully hope that educators will realize the importance of researching major causes in order to find out appropriate measures for the ineffectiveness of History educating in Vietnamese High schools. From the results of our research, the insufficient teaching method is the most dominant factor resulting in the failure of History education. Rather than only trying to diminish the large amount of information in History textbooks, educators should emphasize building up more attractive and creative History classes so as to make students more interested in learning History. Nevertheless, our research paper still has some shortages. The majority of subjects in our survey are high school students and young teachers. This is the reason why they have tendency to share the same ideas. There is a huge distance among the perception of people at the different age groups. Hence, broadening the scope of the participants can make the research become more objective. However, the findings of our research still can be used as a base or reference for further or deeper investigation about this issue.

References
‘Chủ tịch nước: Giải quyết điểm 0 môn sử, đổi mới giáo dục’, Vietnamnet 14 September 2012, viewed 23 May 2013, http://m.vietnamnet.vn/vn/giao-duc/88579/chu-tich nuoc--giai-quyet-diem-0-mon-su--doi-moi-giao-duc.html ‘Giảm tải chương trình học có cũng như không’, Kenh tuyen sinh05/03/2013, viewed 05/20/2013, http://kenhtuyensinh.vn/giam-tai-chuong-trinh-hoc-co-cung-nhu-khong
‘Điểm thi môn sử thấp không ngờ’, Tuoi tre 26 July 2011, viewed 19 May 2013, http://tuoitre.vn/Tuyen-sinh/448241/diem-thi-mon-su-thap-khong-ngo.html Hoang Mai 2012, Thấy gì khi thí sinh thi Đại học cũng... bịa Lịch sử?, 07/26/2012, viewed 05/20/2013, http://giaoduc.net.vn/Giao-duc-24h/Thay-gi-khi-thi-sinh-thi-Dai-hoc-cung-bia-lich-su/198393.gd
Huu Cong & Hoang Thuy, Xé đề cương Sử, học sinh THPT Nguyễn Hiền thanh minh, 04/09/2013, view 05/20/2013, http://vtc.vn/538-373412/giao-duc/xe-de-cuong-su-hoc-sinh-thpt-nguyen-hien-thanh-minh.htm
Nguyen Thi Coi 2006, Các con đường, biện pháp nâng cao hiệu quả dạy học lịch sử ở trường phổ thông, Hanoi National University of Education Publisher, p.15-16.
‘Nguyên nhân khiến môn lịch sử kém hấp dẫn’, Dan tri 8 February 2011, viewed 19
May 2013, http://dantri.com.vn/giao-duc-khuyen-hoc/nguyen-nhan-khien-mon-lich-su-kem-hap-dan-504170.htm
Pham Thinh 2013, Nữ sinh xinh đẹp làm clip Lịch sử Việt Nam, 04/27/2013, viewed 05/20/2013, http://vtc.vn/539-375611/tin-tuc-su-kien/nu-sinh-xinh-dep-lam-clip-lich-su-viet-nam.htm Pham Vu Luan 2011, Điểm thi môn sử thấp là bình thường, “An ninh thủ đô”, viewed
05/04/2013, http://www.anninhthudo.vn/Giao-duc/Diem-thi-mon-Su-thap-la-binh-thuong/408959.antd
Phan Huy Le 2013, Nếu là học sinh, tôi cũng chán môn sử, VOV channel, 04/10/2013, 14:07.
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Tran Trung Hieu 2013, Lịch sử có phải là môn học bị coi thường nhất trong các môn học ở trường phổ thông, Faculty of History – Hanoi University of Education, viewed
05/04/2013, http://hist.hnue.edu.vn/TabId/228/articleID/302/default.aspx
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APPENDICES
APPENDIX A
QUESTIONNAIRE
THE INEFFECTIVENESS OF HISTORY EDUCATING METHODS
IN VIETNAMESE HIGH SCHOOLS
We are Nguyen Thi Thuy Linh and Nguyen Thi Diem Hang, students of Foundation Studies Department, Hanoi University. We are doing a primary report about “The ineffectiveness of History teaching and learning in Vietnamese high schools”. In attempt to find out main reasons and then suggest some sufficient measures for the current situation of Vietnamese History education, this questionnaire was made to help us obtain necessary information from high schools’ students/ ex-students and high schools’ teachers for our research project. There is no denial that your contribution plays a dominant role in the completion as well as the quality of our report. This is the reason why we highly appreciate your participation and enthusiasm to help us successfully finish our project. Please submit this questionnaire before May 13, 1013. Thank you very much for your cooperation!
*Required
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Question 1: What age group do you belong to? * Under 18 From 18 to 30 From 31 to 45 Over 45
Question 2: What do you think about the amount of knowledge in History textbooks? * Overloading Appropriate Limited Others:
Question 3: What do you think about the difficulty rating of History exams? * Difficult Acceptable Easy Others:
Question 4: What do you think about the importance of learning History? * Important So so Unimportant Others: Form
Question 5: In your personal thinking, are the History teaching and learning methods in Viet Nam effective? If your answer is “Yes” (Please EXPLAIN the reasons):

(Then MOVE to question 8). If your answer is “No” (Please move the NEXT question, number 6)
Question 6: In your opinion, why students feel bored with learning History? (you can choose MORE than 1 option)
Inappropriate teaching method
Overloading information in textbooks
Lack of equipments/ teaching aids Lack of well-educated history teachers Lack of references for self-studying Negative attitudes towards the role of History subject (focus more on other subjects for entrance examination) Others:
Question 7: In your opinion, how can History teaching and learning methods be improved? (You can choose MORE than 1 option) Reduce the load of knowledge in History textbooks and curriculums Use visible references to make History classes more interesting (i.e. video clips, pictures, antiques etc) Hold up extra-curricular activities to raise the students’ interest in History (i.e. visit historical museums, historic places etc) Hold up TV shows such as “Theo dòng lịch sử” or invest in making films about Vietnam’s history to encourage youngsters to research more on history as well as provide
Them a wide range of interesting history stories Increase remuneration for History teachers Redesign History testing system Provide training course to improve the teaching skills for History teachers Others:
Question 8: You are: *
○ Group 1: a student has learnt/ is learning History (Please MOVE to question 10)
○ Group 2: a history teacher (Please MOVE to question 9)
Question 9: | Always>90% | Usually60% - 90% | Sometimes30% - 60% | Rarely<30% | Never0% | You enjoy teaching History. | | | | | | Your students are interested in History lessons. | | | | | | Your students prepare well for the next lessons. | | | | | | Your students Understand the lessons thoroughly. | | | | | | You use modern technology in teaching (computer, projector…) | | | | | | You find other effective ways to teach History (telling story, making a History video clip…) | | | | | |
Question 10: | Always>90% | Usually60% - 90% | Sometimes30% - 60% | Rarely<30% | Never0% | Your teacher’s method is effective to help you understand the lessons. | | | | | | You enjoy learning History. | | | | | | You have low marks in History (<6) | | | | | | You cheat in History exams. | | | | | | You pay careful attention to the lecturers and prepare well for the lessons. | | | | | |

Please fill in some personal information for later contact. Name: Email: Phone number:
That is the end of our questionnaire. Thank you for your cooperation!

APPENDIX B
KHẢO SÁT
VẤN ĐỀ BẤT CẬP TRONG PHƯƠNG PHÁP DẠY VÀ HỌC BỘ MÔN LỊCH SỬ
TRONG GIÁO DỤC PHỔ THÔNG VIỆT NAM
Xin chào thầy cô và các bạn,
Chúng tôi là Nguyễn Thị Thùy Linh và Nguyễn Thị Diễm Hằng, sinh viên lớp 1K12, khoa Đào tạo Đại cương, trường Đại học Hà Nội. Hiện nay chúng tôi đang trong quá trình làm một cuộc nghiên cứu nhỏ với chủ đề "Vấn đề bất cập tồn tại trong phương pháp dạy và học bộ môn Lịch Sử trong giáo dục phổ thông Việt Nam". Trong nỗ lực tìm kiếm nguyên nhân và đề ra một số giải pháp cho thực trạng này, Bản khảo sát này giúp chúng tôi thu thập thêm những thông tin cần thiết cho bài nghiên cứu. Rất mong thầy cô và các bạn có thể bớt chút thời gian giúp chúng tôi hoàn thành bản khảo sát. Cảm phiền thầy cô và các bạn hoàn thành giúp chúng tôi trước ngày 14 tháng 05 năm 2013. Xin cảm ơn thầy cô và các bạn với sự hợp tác nhiệt tình này!
*Bắt buộc
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Top of Form
Câu 1: Bạn thuộc nhóm độ tuổi nào? * Dưới 18 Từ 18 đến 30 Từ 31 đến 45 Trên 45

Câu 2: Bạn nghĩ thế nào về lượng kiến thức có trong sách giáo khoa Lịch sử của nhà xuất bản Giáo Dục Việt Nam? * Với tôi, lượng kiến thức đó quá tải, tôi khó mà tiếp thu được. Tôi thấy nó phù hợp và đầy đủ thông tin cần thiết. Tôi thấy khá nhẹ nhàng vì kiến thức khá ít. Mục khác:
Câu 3: Ý kiến của bạn về những bài kiểm tra môn Lịch sử mà bạn đã trải qua hay chứng kiến? * Bài kiểm tra gồm những câu hỏi yêu cầu tôi phải nhớ quá nhiều con số và sự kiện. Tôi thấy nó được ra sát với chương trình học và nếu đọc trước bài ở nhà có thể làm được dễ dàng. Tôi nhận thấy độ khó của bài kiểm tra không nhiều, tôi có thể làm được dễ dàng và đạt điểm cao. Mục khác:
Câu 4: Theo bạn việc học Lịch sử có tầm quan trọng như thế nào? * Học Lịch sử vô cùng quan trọng vì chỉ có nắm được Lịch sử dân tộc, ta mới biết rõ về cội nguồn cha ông và truyền thông ngàn đời xưa. Tôi thấy nó cũng bình thường, học cũng được mà không cũng được. Tôi thấy không cần thiết có bộ môn này trong Giáo dục.
Mục khác:
Câu 5: Theo ý kiến cá nhân của bạn việc dạy và học Lịch sử trong giáo dục Việt Nam có hiệu quả hay không?
Nếu câu trả lời của bạn là "Có", làm ơn giải thích lí do vào chỗ trống bên dưới và chuyển tiếp đến câu 8, nếu "Không" bạn bỏ qua câu này chuyển đến câu số 6.

Câu 6: Theo bạn lí do tại sao đa số học sinh không có hứng thú với môn học Lịch sử trong giáo dục Việt Nam?
(Bạn có thể lựa chọn nhiều lí do) Phương pháp dạy học mang tính lí thuyết cao Do lượng kiến thức quá tải trong sách giáo khoa Thiếu phương tiện hỗ trợ giảng dạy Thiếu giáo viên có kinh nghiệm và kiến thức chuyên môn Tài liệu tham khảo hạn chế Quan điểm cho rằng môn này là môn phụ và học môn này khó kiếm việc Mục khác:
Câu 7: Theo bạn làm thế nào có thể cải thiện tình hình bất cập trong dạy và học Lịch sử?
(Bạn có thể lựa chọn nhiều ý) Giảm tải lượng kiến thức trong sách giáo khoa Sử dụng những phương tiện nghe nhìn trong giảng dạy như: tranh, ảnh, báo, video... Có những hoạt động ngoại khóa cho học sinh để ghi nhớ kiến thức Lịch sử như: thăm viện bảo tàng, di tích lịch sử, xem phim lịch sử... Tổ chức nhiều chương trình truyền hình, làm nhiều phim, kịch với đề tài Lịch sử Việt Nam Tăng chế độ đãi ngộ cho giáo viên: lương, thưởng, bằng khen công nhận Cơ cấu lại quy chế thi môn Lịch sử: giảm độ khó đề, cấm hiện tượng quay cóp... Tổ chức các khóa đào tạo cho giáo viên Lịch sử Mục khác:
Câu 8: Bạn thuộc đối tượng nào sau đây? *
(Nếu là đối tượng thứ nhất, bạn chỉ trả lời câu hỏi 10, nếu là đối tượng thứ 2 bạn trả lời câu 9) Đối tượng 1: Học sinh hoặc sinh viên đã và đang học môn Lịch sử Đối tượng 2: Giáo viên hoặc giảng viên bộ môn Lịch sử
Câu 9: (Chỉ dành cho đối tượng là giảng viên, giáo viên bộ môn Lịch sử) | Luôn luôn >90% | Nhiều khi60% - 90% | Thỉnh thoảng30% - 60% | Hiếm khi<30% | Không bao giờ0% | Thầy cô yêu thích dạy môn Lịch sử. | | | | | | Học sinh của thầy cô hứng thú với các bài giảng. | | | | | | Thầy cô thấy học sinh chuẩn bị bài cho tốt cho tiết học. | | | | | | Thầy cô nhận xét thấy học sinh hiểu bài kĩ. | | | | | | Thầy cô sử dụng phương tiện kĩ thuật hỗ trợ trong giảng dạy. | | | | | | Thầy cô tìm tòi các cách truyền đạt kiến thức Lịch sử thú vị và dễ hiểu. | | | | | |
Câu 10: (Chỉ dành cho học sinh, sinh viên) | Luôn luôn >90% | Nhiều khi 60 - 90% | Thỉnh thoảng 30 - 60% | Hiếm khi <30% | Không bao giờ 0% | Giáo viên của bạn truyền đạt kiến thức hiệu quả và làm bạn hứng thú học Lịch sử | | | | | | Bạn yêu thích môn Lịch sử | | | | | | Bạn nhận điểm kém môn Lịch sử (<6) | | | | | | Bạn gian lận trong bài kiểm tra Lịch sử | | | | | | Bạn chú trọng học môn Lịch sử: đọc trước bài, ôn bài cũ, hăng hái xây dựng bài... | | | | | |
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APPENDIX C
THE SURVEY RESULTS
Question 1: What age group do you belong to? * Categories | Number of participants | Percentage of participants | Under 18 | 11 | 22% | From 18 to 30 | 39 | 78% | From 31 to 45 | 0 | 0% | Over 45 | 0 | 0% |
Question 2: What do you think about the amount of knowledge in History textbooks? * Categories | Number of participants | Percentage of participants | Overloading | 30 | 60% | Appropriate | 10 | 20% | Limited | 5 | 10% | Others | 5 | 10% |
Question 3: What do you think about the difficulty rating of History exams? * Categories | Number of participants | Percentage of participants | Difficult | 28 | 56% | Acceptable | 17 | 34% | Easy | 2 | 4% | Others | 3 | 6% |
Question 4: What do you think about the importance of learning History? * Categories | Number of participants | Percentage of participants | Important | 40 | 80% | So so | 8 | 16% | Unimportant | 1 | 2% | Others | 1 | 2% |
Question 5: In your personal thinking, are the History teaching and learning methods in Viet Nam effective? Categories | Number of participants | Percentage of participants | Yes | 1 | 2% | No | 47 | 94% | Others | 2 | 4% |
Question 6: In your opinion, why students feel bored with learning History? (you can choose MORE than 1 option) Categories | Number of participants | Percentage of participants | Inappropriate teaching method | 14 | 28% | Overloading information in textbooks | 11 | 22% | Lack of equipment/teaching aids | 8 | 16% | Lack of well-educated teachers | 2 | 4% | Lack of references for self-studying | 4 | 8% | Negative attitudes towards the role of History | 11 | 22% | Others | 0 | 0% |
Question 7: In your opinion, how can History teaching and learning methods be improved? (You can choose MORE than 1 option) Categories | Number of participants | Percentage of participants | Reduce the load of knowledge in History textbooks and curriculums | 5 | 10% | Use visible references to makeHistory classes more interesting(video clips, pictures, antiques etc) | 10 | 20% | Hold up extra-curricular activities to raise the students’ interest in History (visit historical museums, historic places etc) | 13 | 26% | Hold up TV shows or invest inmaking films about Vietnam’sHistory [...]. | 11 | 22% | Increase remuneration for History teachers | 4 | 8% | Redesign History testing system | 4 | 8% | Provide training course to improve the teaching skills for History teachers | 3 | 6% | Others | 0 | 0% |
Question 8: You are: *
Group 1: a student has learnt/ is learning History 36 (72%)
Group 2: a history teacher 14 (28%)
Question 9: | Always>90% | Usually60% - 90% | Sometimes30% - 60% | Rarely<30% | Never0% | You enjoy teaching History. | 0 | 5 | 9 | 0 | 0 | Your students are interested in History lessons. | 0 | 0 | 12 | 1 | 1 | Your students prepare well for the next lessons. | 0 | 1 | 10 | 3 | 1 | Your studentsunderstand the lessons thoroughly. | 0 | 2 | 9 | 2 | 1 | You use modern technology in teaching (computers, projectors) | 0 | 2 | 6 | 5 | 1 | You find other effective ways to teach History (telling story, making a History video clip…) | 0 | 2 | 5 | 6 | 1 |
Question 10: | Always>90% | Usually60% - 90% | Sometimes30% - 60% | Rarely<30% | Never0% | Your teacher’s method is effective to help you understand the lessons. | 0 | 3 | 20 | 10 | 3 | You enjoy learning History. | 1 | 2 | 7 | 19 | 7 | You have low marks in History (<6) | 9 | 8 | 15 | 4 | 0 | You cheat in History exams. | 13 | 15 | 7 | 1 | 0 | You pay careful attention to the lecturers and prepare well for the lessons. | 2 | 2 | 7 | 17 | 8 |