The Relationship between University Learning Experiences and Studentsâ€™ Problem-solving Efficacy in the University of Social Sciences and Humanities of Ho Chi Minh City
Keywords:University learning experiences, problem-solving efficacy, university students, Vietnamese higher education
Problem-solving efficacy has become the means to rejoin content and application in a learning environment for basic skills and their application in various contexts. The primary purpose of this study was to ascertain the studentsâ€™ problem-solving efficacy and analyzed how studentsâ€™ problem-solving efficacy was affected by their college learning experiences. The study used a self-report questionnaire with 169 third-year students at the Ho Chi Minh University of Social Sciences and Humanities. The findings of this study are found to answer three research questions. Firstly, results of this study indicated that studentsâ€™ problem-solving efficacy was within the range of â€œaverageâ€ to â€œhighâ€ response. Secondly, there were no existing significant differences between male and female studentsâ€™ problem-solving efficacy. Finally, student background, teaching approach, and curriculum emphasis of students showed positive effect on their problem-solving efficacy.
Baird, L. L. (1990). The undergraduate experience: Commonalities and differences. Research in Higher Education, 37 (3), 271 â€“ 278.
Bowen, H. R. (1977). Investment in learning. San Francisco: Jossey-Bass.
Braskamp, L., Trauvetter, L. & Ward, K. (2006). Putting students first: how colleges develop students purposefully. Bolton: Anker Publishing Company, Inc.
Braxton, J. M., Milem, J. F., & Shaw Shullivan, A. (2000). The influence of active learning on the college student departure process.The Journal of Higher Education, 71 (5), 569-590
Breiter, D., & Clements C. (1996). Hospitality management curricula for the 21st century. Hospitality and Tourism Educator, 8(1), 57-60.
Chickering, A. W. & Riesser, L. (1993). Education and identify (2nded.). San Francisco: Jossey-Bass
Colvin, C. & Ross, P. (1991). The science/language connections: Why to make it...how to do it. The Reading Teacher, 45(3), 248-249.
Froman, R. (2002). Florida works: Problem solving on the job. Florida Human Resources Development, Inc.
Gustin, M. (2001). Think for yourself: bringing critical thinking skills to the classroom. Journal of Hospitality and Tourism Education, 13(1), 41-47.
Hair, J., Anderson, R. E., Tatham, R. L., & Black, W. C. (2006). Multivariate data analysis. New Jersey: Prentice Hall.
Hamza, M. K., & Griffith, K. G. (2006). Fostering problem-solving & creative thinking in the classroom: cultivating a creative mind. National Forum of Applied Educational Research Journal-Electronic, 9 (3), 1-32.
Huang, Y., & Chang, S. M. (2004). Academic and co-curricular involvement: Their relationship and the best combinations for student growth. Journal of College Student Development, 45 (4), 391 â€“ 406.
Jacobs, H. H. (1990). The growing need for interdisciplinary curriculum content. In H.H. Jacobs (Ed.), Interdisciplinary curriculum design and implementation. Alexandria, VA: Association for Supervision and Curriculum Development.
Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
Krikley, J. (2003). The principles for teaching problem-solving. Plato Learning, Inc.
Luong, B. (2010). Students in Ho Chi Minh City are weak in soft skills. Retrieved from http://talk.onevietnam.org/students-in-ho-chi-minh-city-are-weak-in-soft-skills/
Nguyen, T. L. H. (2005). Current Update of Higher Education in South East Asian Countries: the case of Viet Nam. Paper presented at Regional Seminar on Higher Education. Bangkok: Thailand.
Ministry of Education and Training (MOET). (2001). Vietnamese education and training development strategy to year 2010 for the cause of industrialization and modernization of Vietnam. Ha Noi: Vietnam.
Oliver, D. (2002). The U.S. community college system as a potential model for developing countries: The case of Vietnam. University Microfilms International No. 9918255.
Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Education Psychology, 20, 426-443.
Pavesic, D. V. (1991). Another view of the future of hospitality education. Cornell Hotel and Restaurant Administration Quarterly, 32(4), 8-9.
Rossman, A. D. (1993). Managing Hands-On Inquiry. Science and Children, 31 (1), 35 â€“ 37.
Schmidt, W. H., McKnight, C. C., Huang, R. T. Wang, H. C. Wiley, D. E., Cogan, L. S. & Wolfe, R. G. (2001). Why schools matter a cross-national comparison of curriculum and learning. San Francisco: Jossey-Bass.
Schommer-Aikins, M., Duell, O. K., & Hutter R. (2005). Epistemological beliefs, mathematical problem-solving beliefs and academic performance of middle school students. Elementary School Journal, 105 (3), 289-304.
Shaspeare, P., & Hutchinson,S. (2007). Curriculum, quality and competencies. In World Association for Cooperative Education (Eds.), Prceeings of the Sixth World Association for Cooperative Education Annual International Symposium. Charleston, SC: Wace
Tran, A. T. (2009). Binding training and employment - universities and enterprises. Journal of Sciences of Vietnam National University-Ha Noi, 25, 77 â€“ 81.
Vallely, T. J., &Wilkinson, B. (2008). Vietnamese Higher education: Crisis and response. Retrieved from http://www.hks.harvard.edu/.../asia/.../HigherEducationOverview112008.pdf
Wilson, G. (1993). Problem-solving and Decision Making. London: Kogan Page
Wu, C. L. (2012). A comparison of the effects of university learning experiences on student leadership at Taiwanese General and Technical universities. The Asia-Pacific Education Researcher, 21(1), 130-140
Zekeri, A.A. (2004). College curriculum competencies and skills former students found essential to their careers. College Student Journal
How to Cite
- Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
- It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
- The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
- The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.