RESULTS AFTER APPLYING THE RESEARCH IN TEACHING

4. RESULTS AFTER APPLYING THE RESEARCH IN

TEACHING:

There are three error identification sentences in the GCSE exam

making up 0,6 points.

- The score of the students in the GCSE exam (2016-2017) in

classes which are not applied the research.

Class Number of 0.6 points 0,4 points 0,2 points 0 point

students % % % %

12A1 45 3 (6,6 %) 6 (13,2 %) 15 (33,3 %) 21 (53,1%)

12A3 43 2 (4.6%) 5(11,6%) 12 (29,9%) 24 (53.9%)

12A4 40 2( 5%) 4 (10%) 10 ((25%) 24 (60%)

- The score of the students in the GCSE exam (2017-2018) in

classes which are applied the research is much better.

Class Number of 0.6 points 0,4 points 0,2 points 0 point

12A2 40 12 ((30%) 10 (25%) 16 (40%) 2 (5%)

12A5 44 13 (29,5%) 12 (27,2%) 12(27,2%) 7 (16,1%)

12A7 42 10 (23,8%) 12 (28,5%) 11(26,1%) 9 (21,6%)

The result has shown that the implementation and solutions used in the

school year 2017-2018 have made the students’score in the GCSE exam much

better.

III. CONCLUSION AND SUGGUESTION :

I have found some specific characteristics to create experiental steps singled out

from practical teaching at Hoang Hoa 4 high school in the past school year. The

study has provided students with good methods of doing error identification

exercise. This study will be applied in next years. I will try my best to explore

effective methods to help students to get higher score in the GCSE exam.

To bring students effective school time, I suggest modern educational

equipments should be installed in the classes for the ease of applying technology

in teaching .

I hope my experiential initiative will be received great comments so that I can

promote good points and limit shortcomings next time.

THE CONFIRMATION OF Thanh Hoa, May 25

, 2019

THE LEADER. I assure this experiential initiative is written

by myself, I do not copy the others’ content.

HOÀNG THỊ MINH

REFERENCE MATERIAL