Thực trạng việc thực hiện các kĩ năng học tập của sinh viên tâm lí học tại trường Đại học Sư phạm thành phố Hồ Chí Minh

TRƯỜNG ĐẠI HỌC SƯ PHẠM TP HỒ CHÍ MINH 
TẠP CHÍ KHOA HỌC 
HO CHI MINH CITY UNIVERSITY OF EDUCATION
JOURNAL OF SCIENCE
ISSN: 
1859-3100 
KHOA HỌC GIÁO DỤC 
Tập 14, Số 7 (2017): 5-15 
EDUCATION SCIENCE
Vol. 14, No.7 (2017): 5-15
 Email: tapchikhoahoc@hcmue.edu.vn; Website:  
5 
THỰC TRẠNG VIỆC THỰC HIỆN CÁC KĨ NĂNG HỌC TẬP 
CỦA SINH VIÊN TÂM LÍ HỌC 
TẠI TRƯỜNG ĐẠI HỌC SƯ PHẠM THÀNH PHỐ HỒ CHÍ MINH 
Đoàn Văn Điều* 
Khoa Tâm lí học – Trường Đại học Sư phạm TP Hồ Chí Minh 
Ngày Tòa soạn nhận được bài: 06-5-2017; ngày phản biện đánh giá: 19-5-2017; ngày chấp nhận đăng: 29-7-2017 
TÓM TẮT 
Bài viết nói về việc thực hiện các kĩ năng học tập trong quá trình học. Thực tế, sinh viên của 
Khoa Tâm lí học chưa tham gia các khóa học chính thức về kĩ năng học tập, do đó, việc thực hiện 
của họ có thể còn hạn chế. 
Từ khóa: việc thực hiện, kĩ năng, kĩ năng học tập. 
ABSTRACT 
The status of implementing study skills by psychology students 
at Ho Chi Minh City University of Education 
The article is about the implementation of study skills in the learning process. In fact, the 
Psychology students have not taken any official courses on study skills. Therefore, their 
implementation of study skills is limited. 
Keywords: implementation, skills, study skills. 
1. Introduction 
All over the world education authorities and individual schools are grappling with 
the question of what skills school students need to be taught in order to increase their 
chances of success in both higher learning and the world of work and enterprise. 
In the broadest sense all the components or categories of skills in all these models could be 
termed ‘learning skills’ because they are all the components of what it takes to be a brilliant 
learner in a modern digital age. We are right now the first generation of a new age. An age 
where all information will ultimately become freely available and we may well see the 
highest priority of education move from content to process, from what to learn to how to 
learn. For this age, the pre-eminent skills will be the skills of effective learning. (pp. 3 – 4) 
“If the improvement of learning is the priority for the twenty-first century, teachers and 
students need to be able to use the results of their assessment to improve their own 
performance. This is unlikely to happen unless students and teachers have information not 
only about students’ content knowledge but also about how they are developing as lifelong 
* Email: doanvandieu@hcmup.edu.vn 
TẠP CHÍ KHOA HỌC - Trường ĐHSP TPHCM Tập 14, Số 7 (2017): 5-15 
6 
learners in terms of cognition, metacognition, motivation and affect” (de la Harpe & 
Radloff, 2000) (p. 38) 
Lance G King, (2013), A Literature Review of the Key Skills of. Effective Learning, 
ATL in the IB Diploma. 
2. Methodology 
The tool is a questionnaire with 4 levels Never, Sometimes, Usually, and Always 
accordance with 1, 2, 3, and 4 in rating. Study Skills Assessment Questionnaire. (2016). 
Counseling Services. University of Houston-Clear Lake Counseling Services. Retrieved 
from https://www.uhcl.edu/counseling-services/resources/study-skills-questionnaire 
2.1. The factors in the questionnaire 
According to Dennis H. Congos, there are 8 factors with 64 items including: 
- Factor 1 includes: c1, c2, c3, c4, c5, c6, c7, c8. 
- Factor 2 includes: c9, c10, c11, c12, c13, c14, c15, c16. 
- Factor 3 includes: c17, c18, c19, c20, c21, c22, c23, c24. 
- Factor 4 includes: c25, c26, c27, c28, c29, c30, c31, c32. 
- Factor 5 includes: c33, c34, c35, c36, c37, c38, c39, c40. 
- Factor 6 includes: c41, c42, c43, c44, c45, c46, c47, c48. 
- Factor 7 includes: c49, c50, c51, c52, c53, c54, c55, c56. 
- Factor 8 includes: c57, c58, c59, c60, c61, c62, c63, c64. 
The questionnaire was translated into Vietnamese to collect the data in the school 
year of 2016-2017 in classes of undergraduate students at HCMUE. 
- Reliability: Cronbach's Alpha: .931 
- The discrimination index (DI) of the items in the questionnaire 
Figure 1. The discrimination index (DI) of the items in the questionnaire 
Item DI Item DI Item DI Item DI Item DI 
C1 .360 C14 .320 C27 .505 C40 .470 C53 .426 
C2 .533 C15 - .016 C28 .457 C41 .272 C54 .409 
C3 .495 C16 .289 C29 .386 C42 .549 C55 .361 
C4 .428 C17 .465 C30 .272 C43 .545 C56 .415 
C5 .253 C18 .434 C31 .387 C44 .503 C57 .438 
C6 .488 C19 .463 C32 .515 C45 .442 C58 .521 
C7 .510 C20 .579 C33 .491 C46 .289 C59 .418 
C8 .362 C21 .425 C34 .502 C47 .367 C60 .487 
C9 .272 C22 .530 C35 .401 C48 .541 C61 .268 
C10 .398 C23 .435 C36 .611 C49 .413 C62 .386 
C11 .403 C24 .440 C37 .468 C50 .593 C63 .415 
C12 .493 C25 .483 C38 .533 C51 .614 C64 .450 
C13 .450 C26 .618 C39 .474 C52 .469 
TẠP CHÍ KHOA HỌC - Trường ĐHSP TPHCM Doan Van Dieu 
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- The items with good discrimination index: C2, C3, C4, C6, C7, C11, C12, C13, C17, 
C18, C19, C20 , C21, C22, C23, C24, C25, C26, C27, C28, C32, C33, C34, C35, C36, 
C37, C38, C39, C40 , C42, C43, C44, C45, C48, C49, C50 , C51, C52, C53, C54, C56, 
C57, C58, C59, C60 , C63 and C64. 
- The items with rather good discrimination index: C1, C8, C10, C14, C29, C31, C47, 
C55 and C62. 
- The item with average discrimination index: C5, C9, C16, C30, C41, C46 and C61. 
- The item with weak discrimination index: C15. 
2.2. Sampling 
Total: 111 students in Department of Psychology 
Level of Education Frequency Percent 
Freshmen 33 29.7 
Junior 78 70.3 
Sex Frequency Percent 
Male 26 23.4 
Female 85 76.6 
3. Results 
3.1. The status of implementing study skills by psychology students at Ho Chi Minh 
City University Of Education (HCMUE) 
Figure 2. The status of implementing study skills by psychology students 
at Ho Chi Minh City University of Education 
 Contents Mean Std. Deviation Ranking 
 Time Management/Procrastination 
1 
1. I arrive at classes and other meetings on 
time 
3.0901 .69478 1 
2 
 2. I devote sufficient study time to each of 
my courses 
2.4775 .71155 3 
3 
 3. I schedule definite times and outline 
specific goals for my study time 
2.3874 .86520 4 
4 4. I prepare a “to do” list daily 2.1802 .87592 7 
5 
5. I avoid activities which tend to interfere 
with my planned schedule 
2.2613 .79443 6 
6 
6. I use prime time (when I am most alert) 
for study 
2.7658 .83072 2 
7 
7. At the beginning of the term, I make up 
daily activity and study schedules 
2.1171 .97923 8 
8 8. I begin major course assignments well in 2.3784 .93472 5 
TẠP CHÍ KHOA HỌC - Trường ĐHSP TPHCM Tập 14, Số 7 (2017): 5-15 
8 
advance 
 Concentration/Memory 
9 
1. I have the “study-place habit,” that is, 
merely being at a certain place at a certain 
time means time to study 
2.5766 .86916 
7 
10 
2. I study in a place free from auditory and 
visual distractions 
3.0450 .85692 
1 
11 
3. I find that I am able to concentrate—that 
is, give undivided attention to the task for at 
least 20 minutes 
3.0000 .85280 
2 
12 
4. I am confident with the level of 
concentration I am able to maintain 
2.6216 .71419 
6 
13 
5. I have an accurate understanding of the 
material I wish to remember 
2.7748 .74693 
4 
14 6. I learn with the intention of remembering 2.6937 .90245 5 
15 
7. I practice the materials I am learning by 
reciting out loud 
2.1802 .87592 
8 
16 
8. I recall readily those things which I have 
studied 
2.8288 .69901 
3 
 Study Aids/Notetaking 
17 
1. While I am taking notes I think about 
how I will use them later 
3.0360 .92371 
2 
18 
2. I understand the lecture and classroom 
discussion while I am taking notes 
2.6847 .83101 
5 
19 
3. I organize my notes in some meaningful 
manner (such as outline format) 
2.7477 .94838 
4 
20 4. I review and edit my notes systematically 2.5856 .95792 7 
21 
5. I take notes on supplementary reading 
materials 
2.6577 .91944 
6 
22 6. I have a system for marking textbooks 2.1261 1.02795 8 
23 
7. When reading, I mark or underline parts I 
think are important 
3.2703 .84149 
1 
24 8. I write notes in the book while I read 2.8739 1.03675 3 
 Test Strategies/Test Anxiety 
25 
1. I try to find out what the exam will cover 
and how the exam is to be graded 
2.8468 .93613 
5 
26 
2. I feel confident that I am prepared for the 
exam 
2.6216 .77523 
7 
27 
 3. I try to imagine possible test questions 
during my preparation for an exam 
2.9550 .79071 
4 
28 4. I take time to understand the exam 3.3964 .74198 1 
TẠP CHÍ KHOA HỌC - Trường ĐHSP TPHCM Doan Van Dieu 
9 
questions before starting to answer 
29 
 5. I follow directions carefully when taking 
an exam 
3.3874 .78822 
2 
30 
6. I usually get a good night’s rest prior to a 
scheduled exam 
2.5856 .94838 
8 
31 
7. I am calmly able to recall what I know 
during an exam 
3.0901 .74528 
3 
32 
 8. I understand the structure of different 
types of tests and am able to prepare for 
each type 
2.6486 .80508 
6 
 Information Processing 
33 
1. When reading, I can distinguish readily 
between important and unimportant points 
2.9820 .63220 
2 
34 
2. I break assignments into manageable 
parts 
2.6577 .85807 
5 
35 
3. I maintain a critical attitude during my 
study—thinking before accepting or 
rejecting 
2.7387 .86036 
4 
36 
4. I relate material learned in one course to 
materials of other courses 
2.6216 .79834 
6 
37 
 5. I try to organize facts in a systematic 
way 
2.5405 .72342 
7 
38 
6. I use questions to better organize and 
understand the material I am studying 
2.3423 .83661 
8 
39 
7. I try to find the best method to do a given 
job 
2.7838 .71865 
3 
40 
8. I solve a problem by focusing on its main 
point 
3.1712 .67250 
1 
 Motivation/Attitude 
41 1. I sit near the front of the class if possible 2.4865 .92309 5 
42 2. I am alert in classes 2.6126 .64907 4 
43 
3. I ask the instructor questions when 
clarification is needed 
2.2793 .84392 
8 
44 
4. I volunteer answers to questions posed by 
instructors in the class 
2.3514 .83827 
6 
45 
5. I participate in meaningful class 
discussions 
3.0991 .71293 
2 
46 6. I attend class regularly 3.5495 .71017 1 
47 7. I take the initiative in group activities 3.0450 .90842 3 
48 
8. I use a study method which helps me 
develop an interest in the material to be 
2.3333 .88763 7 
TẠP CHÍ KHOA HỌC - Trường ĐHSP TPHCM Tập 14, Số 7 (2017): 5-15 
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studied 
 Selecting Main Ideas/Self-
Testing/Reading 
49 
1. I survey each chapter before I begin 
reading. 
2.7027 .98714 5 
50 
2. I follow the writer’s organization to 
increase meaning 
2.5856 .94838 7 
51 
3. I review reading material several times 
during a semester 
2.3694 .72523 8 
52 
 4. When learning a unit of material, I 
summarize it in my own words 
2.6937 .90245 6 
53 5. I am comfortable with my reading rate 2.8919 .87751 3 
54 6. I look up parts I don’t understand. 3.0000 .77460 2 
55 7. I am satisfied with my reading ability 2.7477 .94838 4 
56 8. I focus on the main point while reading 3.0901 .62595 1 
 Writing 
57 
1. I find that I am able to express my 
thoughts well in writing 
3.0811 .84353 1 
58 
2. I write rough drafts quickly and 
spontaneously from notes 
2.6667 .90788 5 
59 
 3. I put aside a written assignment for a day 
or so, then rewrite it 
2.0991 .71293 8 
60 
4. I review my writing for grammatical 
errors 
2.9279 .95071 2 
61 
5. I have someone else read my written 
work and consider their suggestions for 
improved writing 
2.2883 .87788 7 
62 
 6. I am comfortable using library resources 
for research. 
2.7027 .92042 4 
63 
7. I am able to narrow a topic for an essay, 
research paper, etc. 
2.3153 .77439 6 
64 
8. I allow sufficient time to collect 
information, organize material, and write 
the assignment 
2.8378 .73287 3 
TẠP CHÍ KHOA HỌC - Trường ĐHSP TPHCM Doan Van Dieu 
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To sum up: 
Mean Levels Items 
From 3.51 to 4.0 High c46 
From 2.51 to 3.50 Pretty high 
c1, c6, c9, c10, c11, c12, c13, c14, 
c16, c17, c18, c19, c20, c21, c23, 
c24, c25, c26, c27, c28, c29, c30, 
c31, c32, c33, c34, c35, c36, c37, 
c39, c40, c42, c45, c47, c49, c50, 
c52, c53, c54, c55, c56, c57, c58, 
c60, c62 and c64. 
From 1.51 to 2.50 Moderate 
c2, c3, c4, c5, c7, c8, c15, c22, c38, 
c41, c43, c44, c48, c51, c59, c61 and 
c63. 
From 0.50 to 1.50 Low None 
In short, the results show that: 
- The implementation of study skills by psychology students assessed high includes “I 
arrive at classes and other meetings on time” falling to the skill of Time 
Management/Procrastination; 
- The implementation of study skills by psychology students assessed pretty high 
includes the following specified with the skills: 
 + Time Management/Procrastination: I use prime time (when I am most alert) for 
study. 
 + Concentration/Memory: I have the “study-place habit,” that is, merely being at a 
certain place at a certain time means time to study; I study in a place free from auditory 
and visual distractions; I find that I am able to concentrate—that is, give undivided 
attention to the task for at least 20 minutes; I am confident with the level of concentration I 
am able to maintain; I have an accurate understanding of the material I wish to remember; I 
learn with the intention of remembering; and I recall readily those things which I have 
studied. 
 + Study Aids/Notetaking: While I am taking notes I think about how I will use them 
later; I understand the lecture and classroom discussion while I am taking notes; I organize 
my notes in some meaningful manner (such as outline format); I review and edit my notes 
systematically; I take notes on supplementary reading materials; When reading, I mark or 
underline parts I think are important; and I write notes in the book while I read. 
+ Test Strategies/Test Anxiety: I try to find out what the exam will cover and how the 
exam is to be graded; I feel confident that I am prepared for the exam; I try to imagine 
possible test questions during my preparation for an exam; I take time to understand the 
exam questions before starting to answer; I follow directions carefully when taking an 
TẠP CHÍ KHOA HỌC - Trường ĐHSP TPHCM Tập 14, Số 7 (2017): 5-15 
12 
exam; I usually get a good night’s rest prior to a scheduled exam; I am calmly able to recall 
what I know during an exam; and I understand the structure of different types of tests and 
am able to prepare for each type. 
+ Information Processing: When reading, I can distinguish readily between 
important and unimportant points; I break assignments into manageable parts; I maintain a 
critical attitude during my study—thinking before accepting or rejecting; I relate material 
learned in one course to materials of other courses; I try to organize facts in a systematic 
way; I try to find the best method to do a given job; and I solve a problem by focusing on 
its main point. 
+ Motivation/Attitude: I am alert in classes; I participate in meaningful class 
discussions; I attend class regularly; and I take the initiative in group activities. 
+ Selecting Main Ideas/Self-Testing/Reading: I survey each chapter before I begin 
reading; I follow the writer’s organization to increase meaning; When learning a unit of 
material, I summarize it in my own words; I am comfortable with my reading rate; I look 
up parts I don’t understand; I am satisfied with my reading ability; and I focus on the main 
point while reading. 
+ Writing: I find that I am able to express my thoughts well in writing; I write rough 
drafts quickly and spontaneously from notes; I review my writing for grammatical errors; I 
am comfortable using library resources for research; I allow sufficient time to collect 
information, organize material, and write the assignment. 
- The implementation of study skills by psychology students assessed moderate 
includes “I devote sufficient study time to each of my courses; I schedule definite times 
and outline specific goals for my study time; I prepare a “to do” list daily; I avoid activities 
which tend to interfere with my planned schedule; At the beginning of the term, I make up 
daily activity and study schedules; I begin major course assignments well in advance; I 
practice the materials I am learning by reciting out loud; I have a system for marking 
textbooks; I use questions to better organize and understand the material I am studying; I 
sit near the front of the class if possible; I ask the instructor questions when clarification is 
needed; I volunteer answers to questions posed by instructors in the class; I use a study 
method which helps me develop an interest in the material to be studied; I review reading 
material several times during a semester; I put aside a written assignment for a day or so, 
then rewrite it; I have someone else read my written work and consider their suggestions 
for improved writing; and I am able to narrow a topic for an essay, research paper, etc.” 
 Only one sub-skill of 64 skills is assessed with high level; 46 skills is assessed with 
pretty high level; and 17 skills is assessed with moderate level The results show that 
students respond in the truthful way. What they can do or what they haven’t been able to 
do can see in the reality. 
TẠP CHÍ KHOA HỌC - Trường ĐHSP TPHCM Doan Van Dieu 
13 
3.2. Comparing the levels of implementing study skills by psychology students at Ho 
Chi Minh City University of Education (HCMUE) by factor 
To compare the levels of implementing study skills by psychology students at Ho 
Chi Minh City University of Education (HCMUE) by factor, the author calculates the 
mean of all the sub-skills in each of the 8 factors in the questionnaire. The results can be 
seen in Figure 3. 
Figure 3. Comparing the levels of implementing study skills by psychology students 
 at Ho Chi Minh City University of Education by factor 
Factor Mean Std. Deviation Ranking 
Time Management/Procrastination 2.4572 .47688 8 
Concentration/Memory 2.7151 .41873 6 
Study Aids/Notetaking 2.7477 .59734 3 
Test Strategies/Test Anxiety 2.9414 .50052 1 
Information Processing 2.7297 .46635 4 
Motivation/Attitude 2.7196 .49807 5 
Selecting Main Ideas/Self-Testing/Reading 2.7601 .50484 2 
Writing 2.6149 .47974 7 
The result shows that the eight factors are ranked from top to down as follow: Test 
Strategies/Test Anxiety, Selecting Main Ideas/Self-Testing/Reading, Study Aids/ 
Notetaking, Information Processing, Motivation/Attitude, Concentration/Memory, Writing, 
and Time Management/Procrastination. 
In the other words, students can manage to implement the normal skills better than the 
technical ones that are needed training. 
Figure 4. Comparing the levels of implementing study skills by psychology students 
 at Ho Chi Minh City University of Education by factor (sex variable) 
Sex 
F 
df=1 
P 
Male Female 
Mean 
Std. 
Deviation 
Mean 
Std. 
Deviation 
Time 
Management/Procrastination 
2.4952 .61286 2.4485 .43012 .214 .645 
Concentration/Memory 2.7404 .48467 2.7074 .39929 .123 .727 
Study Aids/Notetaking 2.6731 .57887 2.7706 .60438 .528 .469 
Test Strategies/Test Anxiety 3.0433 .44853 2.9103 .51380 1.411 .238 
Information Processing 2.8077 .57144 2.7059 .43030 .948 .332 
Motivation/Attitude 2.7933 .58089 2.6971 .47142 .741 .391 
Selecting Main Ideas/Self-
Testing/Reading 
2.8606 .62282 2.7294 .46285 1.348 .248 
Writing 2.6058 .51562 2.6176 .47141 .012 .913 
TẠP CHÍ KHOA HỌC - Trường ĐHSP TPHCM Tập 14, Số 7 (2017): 5-15 
14 
The result shows that there are no differences in statistical in assessment by sex on 
level of implementing study skills by psychology students with the skills of Time 
Management/ Procrastination; Concentration/Memory; Study Aids/Notetaking; Test 
Strategies/Test Anxiety; Information Processing; Motivation/Attitude; Selecting Main 
Ideas/Self-Testing/ Reading and Writing. 
Figure 5. Comparing the levels of implementing study skills by psychology students 
at Ho Chi Minh City University of Education by factor (Level of Education variable) 
 Level of Education 
F 
df=1 P 
Freshmen Junior 
Mean Std. 
Deviation 
Mean Std. 
Deviation 
Time Management/ 
Procrastination 2.4545 .48090 2.4583 .47829 .001 .970 
Concentration/Memory 2.7045 .51046 2.7196 .37699 .030 .864 
Study Aids/Notetaking 2.7917 .68156 2.7292 .56170 .252 .617 
Test Strategies/Test Anxiety 2.8258 .53303 2.9904 .48129 2.544 .114 
Information Processing 2.5871 .52337 2.7901 .42948 4.532 .036 
Motivation/Attitude 2.7235 .51135 2.7179 .49569 .003 .958 
Selecting Main Ideas/Self-
Testing/Reading 2.6364 .53066 2.8125 .48757 2.871 .093 
Writing 2.5758 .54031 2.6314 .45446 .310 .579 
The result shows that: 
- there is difference in statistical in assessment by class on level of implementing study 
skills by psychology students with the skills of Information Processing. 
- there are no differences in statistical in assessment by class on level of implementing 
study skills by psychology students with the skills of Time Management/ Procrastination; 
Concentration/Memory; Study Aids/Notetaking; Test Strategies/Test Anxiety; 
Motivation/Attitude; Selecting Main Ideas/Self-Testing/ Reading and Writing. 
4. Conclusion 
- Psychology students assess the implementing study skills with high level (1 skill); 
pretty high one (46 skills), and moderate one (17skills). This assessment reflects the way 
they do in reality. 
- It may be said students in general, and Psychology students in special, need training 
study skills so that they can learn more effectively at school. 
- The eight skills are ranked from top to down as follow: Test Strategies/Test Anxiety, 
Selecting Main Ideas/Self-Testing/Reading, Study Aids/ Notetaking, Information 
Processing, Motivation/Attitude, Concentration/Memory, Writing, and Time 
Management/Procrastination. In the other words, students can manage to implement the 
normal skills better than the technical ones that are needed training. 
TẠP CHÍ KHOA HỌC - Trường ĐHSP TPHCM Doan Van Dieu 
15 
REFERENCES 
Lance G. King, (2013), A Literature Review of the Key Skills of Effective Learning, ATL in the IB 
Diploma. 
Walter Pauk, and Ross J. Q. Owens. (2005). How to Study in College. Eight Edition. 
Houghton Mifflin Company. 
Study Skills Assessment Questionnaire. (2016). Counseling Services. University of Houston-Clear 
Lake. Retrieved from https://www.uhcl.edu/counseling-services/resources/study-skills-
questionnaire