MANAGEMENT OF TEACHING-LEARNING PROCESS IN CREDIT-
BASED LEARNING APPROACH OF SELECTED COLLEGES
IN THE ASSOCIATION OF TECHNICAL AND ECONOMIC
COLLEGES (ATEC), VIETNAM A Dissertation Presented to
the Faculty of the Graduate School
Southern Luzon State University, Lucban, Quezon, Philippines
in Collaboration with
Thai Nguyen University, Socialist Republic of Viet Nam
MANAGEMENT OF TEACHING-LEARNING PROCESS IN CREDIT- BASED
LEARNING APPROACH OF SELECTED COLLEGES
IN THE ASSOCIATION OF TECHNICAL AND ECONOMIC
COLLEGES (ATEC), VIETNAM

Submitted in Partial Fulfillment of the
Requirements for the Degree
Doctor of Philosophy in Educational Management

In the Graduate School
Southern Luzon State University, Republic of the Philippines
in collaboration with
Thai Nguyen University, Socialist Republic of Vietnam
has been approved by the Committee ______________________ ______________________
Member Member
______________________ ______________________
Member Member CECILIA N. GASCON, Ph.D.
Chairman

The DIRECTORS, ADMINISTRATORS, TEACHERS and STUDENTS of the
selected colleges in Association of Technical and Economic Colleges in
Vietnam, for the cooperation and support during the conduct of the
survey;
The RESPONDENTS, for their active involvement and participation for without
their cooperation, the result of this thesis might not be possible;
His FAMILY and FRIENDS, for the love and support in one way or another;
and to all who have contributed to make this study a success.
iv
DEDICATION

This research is whole-heartedly dedicated to my family and to all my
relatives, my colleagues and friends, and to all classmates for giving me the non-stop
guidance and sources of everything.

PCC
Conceptual Framework …….………………………………………….

Research Paradigm…………………………………….………………III. METHODOLOGY ………………………………………………………

Locale of the Study……………………………………………………

Research Design.……………………….……………………………
Population and Sampling……………………………………… …
Instrumentation………………………….………………………………

Validation of the Instrument………………………………………….
Data Gathering Procedures………………………………………

Statistical Treatment…………………………….…………………

IV. RESULTS AND DISCUSSION…………………………………….…

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS……

Summary …………………………….……………………………

Findings………………………………………………………………….
Conclusions…………………………………………………….…….…
Recommendations…………………………………………… ……….1

B Instrument ………………………………………………… ………….
C The Strategic Plan… ……………………………………………….
CURRICULUM VITAE……… ………………………………………………
66
70
71
79
84
100

vi
LIST OF TABLES

Table

1.1 1.2
1.3 1.4
1.5


Weighted Mean Distribution on Three Sectors’ Perceptions
towards Objectives in Teaching-Learning Process…………….

Weighted Mean Distribution on Three Sectors’ Perceptions
towards Curriculum and Content in Teaching-Learning
Process………………………………………………………………Weighted Mean Distribution on Three Sectors’ Perceptions
towards Teaching Methods in Teaching-Learning Process……Weighted Mean Distribution on Three Sectors’ Perceptions
towards Learning Methods in Teaching-Learning
Process…….

Weighted Mean Distribution on Three Sectors’ Perceptions
towards Organization Forms in Teaching-Learning
Process…

Weighted Mean Distribution on Three Sectors’ Perceptions
towards Test and Assessment Methods Used in Teaching-
Learning
Process……………………………………………………

Weighted Mean Distribution on Three Sectors’ Perceptions
towards Conditions for Teaching-Learning Process……………

Chi-square Values for Testing the Significant Difference

43
44

46 48
49
50
51
the Two Groups’ Management of Teaching-Learning Process
as to Test and Assessment Methods Used
Chi-square Values for Testing the Significant Difference
between Two Groups’ Management of Conditions for
Teaching-
Learning……………………………………………………

Frequency and Mean Distribution on the Acceptability
of Strategic Plan to Improve Credit-based Approach Instruction
as to Accuracy…………………… …………………

Frequency and Mean Distribution on the Acceptability
of Strategic Plan to Improve Credit-based Approach Instruction
as to Significance……………………….……

Frequency and Mean Distribution on the Acceptability
of Strategic Plan to Improve Credit-based Approach Instruction
as to Responsiveness…………………………………

Frequency and Mean Distribution on the Acceptability
of Strategic Plan to Improve Credit-based Approach Instruction
as to Authenticity……………………………………… 53 54

Figure Page

1 Research Paradigm ………………………………………….……. 27
ix
ABSTRACT

Title of Research :MANAGEMENT OF TEACHING-LEARNING
PROCESS IN CREDIT- BASED LEARNING
APPROACH OF SELECTED COLLEGES
IN THE ASSOCIATION OF TECHNICAL AND
ECONOMIC COLLEGES (ATEC), VIETNAM

Researcher :PHAM CHI CUONG (Strong)
Degree Conferred :Doctor of Philosophy in Educational Management

Group 1 (2.92) and Group 2 (2.72) teachers, and Group 1 (2.88) and Group 2
(2.71) students; teaching methods which are perceived by all sectors as
moderately carried out; learning methods wherein there is disparity between
the responses of two groups where credit-based system administrators (2.53),
teachers (2.53) and students (2.55) all perceive learning method moderately
carried out while non-credit-based administrators(2.33), teachers (2.37) and
students (2.41) rate it all very seldom carried out; organizational forms of
teaching and learning wherein almost all respondents perceive organization
forms in teaching-learning process moderately carried out as rated by Group 1
administrators (2.64), both Group 1 (2.65) and 2 (2.50) teachers, and Group 1
students (2.66) except for Group 2 administrators (2.49) Group 2 students
(2.49); test and assessment method where all the sectors in both groups
perceive test and assessment methods as moderately carried out as shown in
ratings of group 1 (3.03) and 2 (2.90) administrators, group 1 (3.01) and 2
(2.88) teachers, and group 1 (2.91) and 2 (2.83) students; and conditions for
teaching and learning process wherein there is another polarity in ratings of
groups of respondents wherein credit-based school administrators (2.62),
xi
teachers (2.61) and students (2.60) agree while the non-credit-based school
administrators (2.45), teachers (2.46), and students (2.44) disagree with the
conditions for teaching-learning. There is dominantly significant difference in
the management of teaching-learning process of the two college groups, a
strategic plan has been developed to improve the implementation of credit-
based learning approach; and developed strategic plan is highly acceptable in
terms of accuracy with 3.52, significance with 3.44, responsiveness with 3.50,
and authenticity with 3.44 AWM. Hence, the strategic plan is commendable to
improve the credit-based learning approach implementation. However, it was
recommended that the developed strategic plan may be adopted for the initial
implementation by both the credit- and non-credit-based learning schools and
self-learning and the use of variety of teaching methods may be reinforced by

had been approved by government. The directive of the Ministry of Education
and Training in school year 2008–2009 made it possible for universities and
colleges in the country to apply credit-based learning approach in 2009-2010.
2
The use of credit system was projected to increase personalization in learning
of each student and reduce the time for the training process. However, its
implementation has faced many difficulties and restrictions that have directly
affected the quality of education of universities and colleges in the country.

Background of the Study
The Association of Technical Economic Colleges (ATEC) is a social-
professional organization representing the memberships of the technical and
economic colleges and high schools in Viet Nam. Since its establishment in
1999, the association has more than 50 members including 14 colleges and
over 36 high schools. Performing the directives of the Ministry of Education
and Training, four of 14 colleges in the ATEC have been applying the credit-
based learning approach in training management.
After three years of credit-based learning application, a conference of
training management in credit-based learning approach was held by ATEC in
December 2012 in Thai Nguyen. At the conference, leaders of four colleges in
ATEC pointed out various difficulties and inconveniences of the credit-based
learning approach, to wit: inappropriateness and in flexibility of curricula of
most colleges which do not highly meet the learning objectives, unsuitability of
the allocation ratio between the compulsory subjects and electives subjects,
i.e. while there are too many compulsory subjects, only few are electives.
Added to that, curricula are heavily-laden on theory that it lacks inculcation of
professional, practical, and life skills for students. Modules are less organized,
arrangement of students in the class, and set-up of study schedules for the
courses are not systematic that at some subjects there are too many students
in the class which gravely affects the quality of learning of students.

1.4. Learning methods,
1.5. Organizational forms of teaching and learning,
1.6. Test and assessment method, and
1.7. Conditions for teaching and learning process.
2. Reveal any significant difference in the management of teaching-learning
process of the two college groups (one implementing credit-based learning
approach and the other not implementing the approach).
3. Develop a strategic plan for credit-based learning approach implementation.
4. Evaluate the acceptability level of the developed strategic plan.

Null Hypothesis
There is no significant difference in two college groups’ management of
teaching-learning process in ATEC.

Significance of the Study
This study which attempted to reveal the management status of the
teaching-learning process in the credit-based learning approach would be
beneficial to the administrators, teachers, students, and future researchers.
Administrators. It is hoped that the study may contribute in giving a
new dimension in the administration and improve training quality of selected
colleges in ATEC. The results of the study would also help administrators
especially the rectors of selected colleges in ATEC determine what to improve
5
in implementing credit-based learning approach after three years by making
appropriate solutions in the management of the teaching-learning process in
the colleges, In the long-run, it would provide administrators with a clear and
new idea on how to implement effectively and successfully the said approach.
Teachers. The outcome of this study could be of great help to teachers
because they would be made clearly aware of the teaching-learning process
in credit-based learning approach. This would eventually affect changes and

and interviews.
The time frame of doing this study covered the period from
September 2012 to 2013.
Definition of Terms
For the clarity and better understanding of the study, the following
terminologies are defined both conceptually and operationally.
Assessment of learning outcomes means determining the level of grasp of
knowledge skills and techniques of students compared to program
requirements outlined (Education Dictionary, 2001).
Conditions for teaching and learning process in the credit-based learning
approach, consists of teaching and learning facilities, management
software in training process, learning advisors, teaching equipment,
textbooks and reference materials, and some training management
activities (Ministry of Education and Training, 2007).
7
Content includes the knowledge, skills, experiences of creative activity, the
normative attitudes, emotions, values. Teaching content is a system
of knowledge, skills and technique relevant to the certain professions
that students must master during the training process in accordance
with training objectives in general, goals and teaching mission in
particular (Dang Vu Hoat & Ha Thi Duc, 2003).
Credit-based learning approach refers to the curriculum under study which
is defined as a quantity used to measure the entire compulsory period
of a student in a normal cognitive level to study a specific subject. The
entire time includes: class time; time in laboratory, practice or other
work specified in school schedule; time for reading, research, resolve
problems, write or lesson preparation (Dang Xuan Hai, 2012).
Curriculum refers to a detailed design of teaching process in training course,
which reflects the content, structure, process, method of organization,
implementation and test, evaluation of teaching activities for the whole

with the expected results identified in the teaching objectives for
understanding and diagnosing before and during the teaching-
learning process (formative) or after a process of learning (summative
knowledge assessment; (Tran Khanh Duc , 2010). 9
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents relevant readings in the form of literature and
researches which have significance and similarities with the present study.
This also includes the conceptual framework and the research paradigm.

Credit-based Learning Approach
Credit-based learning approach is not organized by academic year but
organized by semester. One academic year can be organized by two or three
semesters. As Trexler (2008) stated, each training program of certain field of
study is not determined by academic year but by accumulation of knowledge
of students, students accumulating enough credits defined for a discipline will
get a diploma and graduate from universities.
Cobbe (2008) illustrated that in the credit-based learning approach, the
students have to register learning schedule and modules at the beginning of
each semester. To do this, students must understand the relevant documents
such as student handbook, curriculum, modules that students must learn,
knowledge of general education, knowledge of professional education to help
students register schedule for each semester in accordance with regulations
of the universities and ability, cognitive ability and specific conditions of each
student. The advantages of credits-based learning approach are: Students do
not only have the right to choose compulsory modules/subjects in curriculum,
but also can choose some elective modules of training program determined

compared to year-based learning approach but also be improved by quality
accreditation and assurance activities. To meet this requirement, teachers
and students must innovate the methods of teaching and learning towards
using active teaching methods and student-centered teaching and learning
process. Students must study materials before going to class and teachers
must provide assignments to enhance self-learning, self-study to students.
In the credit-based earning approach, self-study of students is most
important. Students have to take part in self-earning and self-studying process
in all trainings (in the class, in the library, in the laboratory, at home). To adapt
to the organizational training forms of credit-based learning approach, both
teachers and students are required to renew the methods of teaching and
learning. Teachers must use the active teaching methods (students-centered
teaching) and students must use active learning methods (considering self-
learning and self-study as main activities of teaching and learning process).

Objectives
Article 2 of Vietnamese Education Law (2005) states that the objectives
of education are to educate the Vietnamese into comprehensively developed
persons who possess ethics, knowledge, physical health, aesthetic sense and
profession, loyal to the ideology of national independence and socialism; and
to shape and cultivate dignity, civil qualification and competence, satisfying
the demands of the construction and defense of the fatherland. This objective
can specify criteria such as: he quality of morals, society, health indicators,
psychology, biology, level of knowledge, skills, learning capacity, living and
adaptation; potential of personal development (physical, intellectual).
12
According to Nguyen Huu Chau (2005), the aim of training in the
academic credit must be consistent with the philosophy of education which is
flexible and with increasing adaptability towards initiative and creativity to
meet social requirements. Parallel to that, Dang Xuan Hai (2012) stated that

education activities in a specified time, which sets up the learning objectives
to be achieved by learners, and identify the scope and severity of the learning
content, methods, means and ways of organizing learning, and how to assess
learning outcomes in order to achieve the learning objectives set out (Nguyen
Huu Tri, 2002).
Regulation No .43 (2007) of the Ministry of Education and Training
stated that higher education curriculum expresses goals of higher education,
defines knowledge standards, skills, scope and structure of higher education
content, methods and training forms, how to assess training outcomes for
each module, field of study, and the training level of higher education. The
curriculum of each college is built base on the curriculum framework issued by
Ministry of Education and Training. Curriculum is structured in two modules
from two parts of knowledge: general education and professional education.
Phan Trong Ngo (2005) cited that curriculum includes several levels:
teaching program of a country, a field of study, level and grade of education,
classes, courses, subjects, lessons, and knowledge units. Dang Xuan Hai
(2012) mentioned that curriculum in the credit-based learning approach are
14
designed in modules with range of elective subjects. The number of subjects
in the program structure of each academic major is larger than the number of
subjects that students must choose for the degree of the major. Besides the
compulsory subjects, the curriculum must have many elective subjects for
students (compulsory elective and optional elective with a specified rate). In
each subject of the curriculum, the number of hours for class in the credit-
based learning approach is much less than in the yearly system combined
with the modules. Curriculum framework must express full nature of the credit
system. Each subject is defined: time for learning in classroom; for learning in
lab, practice rooms and for independent reading and research time and time
for lesson or seminar preparation at home. Curriculum in the credit-based
learning approach needs to be flexible, to make favorable conditions for the