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MINISTRY OF EDUCATION AND TRAINING
THAI NGUYEN UNIVERSITY

PHAN THANH VAN

EDUCATING LIVING SKILL
FOR HIGH SCHOOL STUDENTS THROUGH
EXTRACURRICULAR ACTIVITIES

Major: Theory and History of education
Code: 62.14.01.01

SUMMARY OF THESIS FOR PHD OF PEDAGOGY

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that basic knowledge and formed personality dignities are essential
and adequate to conditions of particular pupils.
5. Study on reality indicated that high school pupils either are
blind about or lack basic living skills. Educational forces are fully
aware of the nature and necessity of education on living skills to
pupils but are still embarrassed in procedures, methodologies and
contents of education to particular objectives.
6. The thesis has drawn out propositions on methodologies of
educating living skills to high school pupils with integrated contents,
designed educational themes flexible to particular activities.
2. Propositions
1. Education on living skills to high school pupils would be
effective, help enhance education quality meeting the social demand
when it is disseminated widely together with the target of eliminating
exam result-dependant mentality. Proper investment in this activity to
help schools organize well recreation activities could help improve
education quality and facilitate development of private schools.
2. The Ministry of Education and Training should early draw out
programs on educating living skills to pupils of different education
levels, including high school education. This could be an important basis
for schools to actively select forms of organizing education on living
skills to pupils in appropriate to particular school circumstances.
3. Pedagogy schools should hold training course for teachers to
meet the demand for education on living skills, and organizations of
recreation activities at high schools should be short-listed to ensure
main criteria of presentation skills and procedures. Pedagogy schools
should also conduct researches, outline methodologies to improve
education skills, living skills, and skills of organizing recreation
activities for students, satisfying the requirement for renovating high

evaluation, communication, tense encounter, and positive conflict
resolution. The outcomes of forming these skills are to educate pupils
about positive living style in the modern society, to build up or
change their behavior positively in appropriate to the targets of
developing learners’ comprehensive personality via helping them
acquire proper knowledge, dignity, behavior and skills.
4. Education on living skills via recreation activities is a
process of designing, operating constituent formants of education
activities under an integral viewpoint. The defined principle is based
on advantages of contents and program on high school education in
order to educate living skills to high school pupils, but is to ensure

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PRONOUNCED SCIENTIFIC WORKS RELATED TO THE THESIS
1. Phan Thanh Van (2004), "Educating legal awareness and
behavior for students", Education Magazine, Issue No. 83, Special
subject of the 1
st
quarter of 2004.
2. Phan Thanh Van (2009), " Educating living skill for students
in the emulative movement "Building friendly school, active
students”", Education Magazine, Issue No. 214, term 2-5/2009.
3. Phan Thanh Van (2009), "Educating living skill - Necessary
for children", Education Magazine, term 1-11/2009.
4. Phan Thanh Van (2010), "Integrating the objective of
educating living skill in extracurricular activities", Education
Magazine, Issue No. 239, term 1, 6/2010. 1

Life skills educational process for high school pupils and out-
of-class-hour educational activities in high schools.

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The post-test average point of capacity of two separate groups is
meaningful at the reliability of 95%.
3.2.2.3. Pre-test and post-test analyses on experiment group
Table 3.5: Frequency distribution of pre-test and post-test results
Turn N
Test results (%)Level 3 Level 2 Level 1 Level 0

Pre-test 96 0.8 2.2 25.9 71.2 3.7682
Post-test 96 14.9 27.1 42.7 15.3 6.3579
Comparison + 14.1 + 24.9 + 16.8 - 55.9 2.5897

Based on the data, we are aware that high school pupils’ post-
test manners and behaviors relating to living skills are better than the
pre-test ones. The proportion of high school pupils with pre-test
points at level 3 was 0.8%, but the post-test one was 14.9%
(difference + 14.1%). The proportion of high school pupils with pre-
test points at level 2 was 2.2%, but the post-test one was 27.1%
(difference + 24.9%). The proportion of high school pupils with pre-
test points at level 1 was 25.9%, but the post-test one was 42.7%
(difference + 16.8%). The proportion of high school pupils with pre-
test points at level 0 was 71.2%, but the post-test one was 15.3%
(difference - 55.9%). The pre-test average point was 3.7682, and the
post-test one was 6.3579 (difference + 2.5897).

of Sig = 0.9 < 0.1 so that supposition is turned down (at the reliability
of 95%), which means that variances of two groups are equal. Value of
significance level on two-side test = 0.02 < 0.05; so value T is valuable
at the reliability of 95%. Variances averaged at 1.978 means that at the
reliability of 95%, average point of capacity of the control group is
0.1978 lower than that of the experiment group. Standard error of this
variance is 0.01636. The reliability of 95% indicated difference in the
average point of capacity of the experiment and control group varies
from 2.111 to 2.578.
Tale 3.4: Test T on control and experiment groups after test

Test S gives
equality of
variances
Test T give equality of averages
F Sig T Df
Sig
(2-t)

MD Std.ED

95% CID
L U
EVA

- Experiment

- Control

7.321

2.111

2.1112.578

2.578

The aforementioned data analyses comes to a conclusion that
post-test variances on points of capacity of two groups are different.

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3.2. Subjects of the research
Life skills educational measures applied for high school pupils
through out-of-class-hour educational activities.
4. Research hypothesis
If the proposed measures which are feasible according to
orientation of component integration of life skills education with
elements of out-of-class-hour educational activities, they can improve
the efficiency of life skills education for high school pupils.
5.Tasks of the research
5.1. Systematize theoretical issues of life skills, life skills education,
life skills education for high school pupils through organizing the out
side class hour educational activities.
5.2. Survey the actual status of life skills education for high school
pupils through organizing the outside class hour educational activities
in some high schools.
5.3. Propose some measures of life skills education for high school pupils
through out-of-class-hour educational activities and experimentation of

7.2.3. Supporting methods
- Method of observation: research actual status and research results.
- Method of mathematical statistics: To be used to treat the
experimental educational results and survey results by questionnaires.
8. Protected arguments
- Life skills education is the objective and responsibilities in the
task of comprehensive education of high school education.
- Life skills education for high school pupils through out-of-class-hour
educational activities is operating at the same time elements of life skills
education and other elements of out-of-class-hour educational activities
to implement the objectives of the two activities.
- Integration is the effective way to implement life skills
education for pupils through out-of-class-hour educational activities
and not to overload the high school pupils’ activities.
9. New contribution of the thesis
9.1. On the theoretical side
Contribute to develop the theory on life skills education
through out-of-class-hour educational activities by the conclusions:
- Life skills education is determined as a task of high school
education in order to develop the comprehensive personality for high
school pupils in the context of international integration.

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3.2.1.3. Content
Based on assessment of the necessity and feasibility of
methodologies, two following methodologies were selected for
pedagogic experiments:
- Using types of activities and forms of organizing recreation education
flexibly so as to realize the targets of educating integrated living skills.
- Designing themes for education on living skills in appropriate to the


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3.1.2.2. Result of survey on feasibility of methodologies
Survey showed that most of the methodologies are of great
feasibility. All methodologies could be implemented successfully and
none received any rejects. Power impacts implementation of the
methodologies differently but assessments are consented, so the
points for general impacts total 65.9.
In short, surveys showed that almost all surveyed people agreed
with methodologies proposed by the author with the majority
considering the methodologies necessary and feasible. This means that
proposed methodologies are appropriate and can meet the requirements
for educating living skills to high school pupils via recreation activities.
3.2. PEDAGOGIC EXPERIMENTS
3.2.1. Overview
3.2.1.1. Purpose
- Check feasibility and efficiency of proposed methodologies of
educating living skills to high school pupils via recreation activities.
- Affirm positive impacts of experimental methodologies on
living skills of high school pupils in terms of awareness, manners and
behaviors.
3.2.1.2. Objectives
Due to difficulties in negotiating locations for experiments (a few
schools, high schools agreed to allow the author to organize
experiments at schools), experiments were only carried out at two
high schools namely Binh Phu and Nguyen Khuyen High Schools in
Ho Chi Minh City in the 2007-2008 and 2008-2009 academic years.
Sample of the experiments are following:
Table 3.2: Sample of experiment
No. School names

pupils in the high schools effectively.
10. The outline of the thesis
The thesis consists of 145 pages, in which: Introduction (8
pages). Chapter 1: Theoretical and practical basis (59 pages); Chapter
2: Life skills education measures for high school pupils through out-
of-class-hour educational activities (37 pages); Chapter 3: Pedagogic
Experimentation (29 pages). Conclusions and recommendations
(3 pages). The scientific works have been published relating to the
thesis (1 page). References (8 pages). The appendix (27 pages). The
thesis presents 28 tables, 3 diagrams and two graphs.
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Chapter 1
THE THEORETICAL AND PRACTICAL BASIS ON LIFE SKILLS
EDUCATION FOR HIGH SCHOOL PUPILS THROUGH OUT-
OF- CLASS-HOUR EDUCATIONAL ACTIVITIES

1.1. OVERVIEW OF RESEARCH
1.1.1. Researches abroad:
The researches on life skills education in the world are
plentiful. According to summary of the UNESCO, it can generalize
the main contents in these researches as follows: The researches
identify the goals of life skills education; The researches identify the
programs and the forms of life skills education. Programs, life skills
education documents are designed for non-formal education is

- Rectors, deputy rectors at high schools: 25 people.
- Education researchers and managers: 20 people.
- High school teachers: 45 people.
3.1.1.3. Content
Sending questionnaires under the referendum to objectives to define
the necessity and feasibility of methodologies. Methodologies that are
considered necessity are those can resolve problems defined during
education living skills to high school pupils via recreation activities.
Feasible methodologies are those which meet requirements set for them.
3.1.1.4. Methodology
Using the methodology of statistics to process collected data via
questionnaires and using the methodology of assessment by the
Crown Agents International Training Center (Worthing, Brightain,
Great Britain) on the basis of effects of particular groups of
participants in implementation of those methodologies to analyze the
collected results.
3.1.2. Results of survey
3.1.2.1. Result of survey on necessity of methodologies
Table 3.1: Result of referendum on necessity of methodologies
Methodologies
Levels

Very
necessary

Necessary

Unnecessary

1. Integrating the targets of educating

education on living skills to high school pupils with recreation
activities at high schools, as following:
- Integrating the targets of educating living skills with the
targets of recreation activities.
- Designing themes for education on living skills in appropriate
to the content, activities to realize themes of recreation education at
high schools.
- Using types of activities and forms of organizing recreation
education flexibly so as to realize the targets of educating integrated
living skills.
- Other supporting methodologies.
Chapter 3
PEDAGOGIC EXPERIMENTS
3.1. SURVEY ON NECCESITY AND FEASIBILITY OF METHODOLOGIES
3.1.1. General issues on surveying necessity and feasibility of
proposed methodologies
3.1.1.1. Purpose
To define necessity and feasibility of proposed methodologies to
create a basis for selection of methodologies for pedagogic experiments.

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the research thesis is: "ability to make the behavior and the oneself
change suitable with the positive behavior and help people control,
manage effectively needs and challenges in daily life".
- There are many classifications of life skills, although the
classification is under any way, some skills are still considered the core
skills such as: evaluation skills, communication skills, skills to cope
with emotional stress; conflict solving skills in a positive ways; self-
awareness skills, decision-making skills, goal setting skills… Author
of the thesis has limited the life skills studied in the research to educate

Life skills education for high school pupils as well as the
processes, and other educational activities in high schools have the
determined structure, in which the elements of the objectives, contents
and methods are the elements that make the difference between life
skills education with other educational processes, and activities.
1.2.3. Factors affecting the characteristics of life skills education
in high school pupils in big cities
1.2.3.1. Factors affecting life skills education for high school pupils
- Psychological characteristics of high school pupils.
- The elements of the educational programs in high schools.
- The elements of family and social environment.
1.2.3.2.Characteristics of life skills educationfor high school pupils
in big cities
From the characteristics of social and economic development,
educational development of big cities, it is possible to identify two
main features of the life skills education for high school pupils in big
cities as follows: In the big cities, there is not only needs to be
educated on life skills of the high school pupils but life skills
education requirements for high school pupils are also very high. Life
skills education for high school pupils in big cities has some
advantages but also face many difficulties.
1.3. OUT-OF-CLASS-HOUR EDUCATIONAL ACTIVITIES AND LIFE
SKILLS EDUCATION ISSUES FOR HIGH SCHOOL PUPILS
1.3.1. out-of-class-hour educational activities in high schools
1.3.1.1. Position and role of out-of-class-hour educational activities
in high schools
Out-of-class-hour educational activities are the continuation of
activities in class, aim to help pupils develop comprehensive
personality. out-of-class-hour educational activities are in order to
implement aspects of education in schools, so the contents of

awareness of the integral viewpoint in educating living skills to high
school pupils.
- Enhancing capacity of participants in education on living skills
and organizing recreation education at high schools.
- Promoting the most role of pupils
2.2.4.3. Conditions for implementation
In order to implement the aforementioned supporting
methodologies synchronically, the following conditions are required:

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2.2.1.3. Conditions for implementation
2.2.2. Designing themes of education on living skills appropriate to
contents and activities to realize the theme of recreation education
at high schools
2.2.2.1. Purpose and meaning
This methodology fosters creating comprehensive education
contents, which would be consistent to the contents of educating
living skills with the contents of recreation education.
2.2.2.2. Contents and procedures of implementation
Designing themes of educating living skills appropriate to themes of
recreation activities at high schools is implemented under the following steps:
- Analyzing the program on recreation education at high
schools so as to define which themes could be designed into themes
of educating living skills.
- Designing themes of educating living skills in integration
with the contents and the themes of recreation education.
2.2.2.3. Conditions for implementation
In order to implement this methodology, the following
conditions are required:
- Teachers must have a full understanding about the program,

class (through the forms of club activities by subject, picnics,
activities on the theme …); have political consciousness, ethical,
legal and healthy lifestyle, sense of right and responsibility for
oneself, family, school and society; have consciousness of the career
orientation, choose profession suitable with personal ability and
profession development requirements in the society.
* Educational tasks of skills
Continue to practice the basic skills created from the secondary
schools in order to base on that basis to develop a number of key capabilities
such as: self-improvement capability, adaptability, communication skills,
problem solving skills, consistency skill, capability for political- social
activity, organizing and management capacity, capacity of cooperation,
share, negotiation in order to help pupils live safely, healthy, adaptive with a
non-stopping changing life.
* Tasks of attitude.
To educate the pupils with the ideal of the life for a tomorrow
of career,to have belief in the future, the sense and spirit of national
pride. To know how to express the attitude ahead of life issues, take
responsibility for their own behavior; actively struggle with the
wrong expression of themselves and of the others (for self-
improvement); to know how to accept and evaluate the beauty in life.

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To foster them positivity , actively and creatively engaged in group
activities, school and social work, eto ducate them the spirit of
solidarity, peace and friendship.
1.3.1.3. Content of out-of-class-hour educational activities in high schools
Content of out-of-class-hour educational activities in high
schools education is conducted according to the major topics, each
topic includes a variety of content broken down, major themes are

pupils via recreation activities. Teachers have not yet fully
understood about the integration of educating living skills to pupils
with recreation education.
3. Based on the reality, it is believed that educating living skills
to high school pupils is of great necessity, educating living skills to
pupils is to educate them about positive living in the society, either
building or changing their behaviors adequate to the purpose of
fostering learners’ comprehensive personality development by
providing them with proper knowledge, dignity, behavior and skills.

Chapter 2
METHODOLOGIES OF EDUCATING LIVING SKILLS TO
HIGH SCHOOL PUPILS VIA RECREATION ACTIVITIES
2.1. PRINCIPLES OF PROPOSING METHODOLOGIES
2.1.1. Principle of ensuring targets
2.1.2. Principle of ensuring inherence
2.1.3. Principle of ensuring feasibility
2.1.4. Principle of ensuring sysmtematism
2.2. SOME METHODOLOGIES OF EDUCATING LIVING SKILLS
TO HIGH SCHOOL PUPILS VIA RECREATION ACTIVITIES
2.2.1. Integrating the targets of educating living skills with the
targets of recreation education
2.2.1.1. Purpose and meaning
Integrating the targets of educating living skills with the targets
of recreation education is among methodologies of educating living
skills to high school pupils via recreation activities on the basis of
integral education viewpoint.
2.2.1.2. Contents and procedures of implementation
Access based of orientation of integrating the targets of educating
living skills with the targets of recreation education including:

resolution skills, self-conscious skills, decisive skills and targeting
skills, etc.” The author has confined living skills in this thesis on
educating living skills to high school pupils via recreation activities
to evaluation skills, communication skills, tense encounter skills, and
positive conflict resolution skills.
2. Practical studies showed that almost all high school pupils lack
basic living skills. A few pupils could have access to information
about common living skills and particular skills regularly. Although
teachers have been aware of the nature and the necessity of educating
living skills to pupils, they are still hesitant in methodologies. Survey
showed that only a small number of teachers had appropriate

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and actively in the processes of operation, thereby forming or changing
the behavior to their pupils in the positive way to develop the
comprehensive personality of the pupils, help them live safely and
healthy, actively in the daily life. Essentially, life skills education
through out-of- class-hour educational activities are to implement the
integrated out-of- class-hour educational activities with life skills
education. In other words it is the process of implementation of life
skills education and out-of- class-hour educational activities in
integrated perspective. Iintegrated point of view in organizing
educational activities in high schools is reflected in two forms: firstly,
an educational goal should be implemented through various
educational activities (and other different educational activities but
together make a certain educational goal); secondly, an educational
activity while implementing several educational objectives.
1.3.2.2. Principles for implementation of life skills education
through out-of- class-hour educational activities in high schools
- Principle of approaching the activity and personality in life

The actual status of information receipt related to the life skills
of high school pupils: The survey results showed that: 50.52% of
pupils have received information about the life skills and concept of
life skills at occasionally level. There are 33.8% of the pupils
considering that, they have never heard about the concept of life
skills and specific names of life skills. In which, skills such as
conflict solving skills in a positive way, the skills to cope with
emotions that the percentage of pupils said that they "never heard" at
the highest (62.4%, and 46, 8%). In the listed life skills, there are
57.6% of high school pupils were asked to mention that they
regularly listen this skills.
1.4.2.2. Assessment of the teachers on the actual status of life skills of
high school pupils
The above results show that, life skills of high school pupils are
very much limited. Most of the pupils need the assistance on order to
implement the basic life skills. Some life skills pupils have already
received information on the frequency (communication skills), but no
pupil was assessed by the teachers to implement the skills in a handy
way. The basic life skills such as conflict resolution in a positive
way, dealing with emotions, stress; evaluation are skills that pupils
are still embarrassed when performing.

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1.4.3. Actual status of life skills education for high school pupils
through out-of- class-hour educational activities
1.4.3. Reality of educating living skills to high school pupils via
recreation activities
1.4.3.1. Teachers’ awareness of education on living skills for high
school pupils via recreation activities
Teachers’ awareness of the nature and necessity of educating