ACADEMIC DIFFICULTIES OF FIRST-YEAR STUDENTS AT VNU UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
Main Article Content
Abstract
This study examines the prevalence, severity, and impact of academic difficulties on learning effectiveness among first-year students at the University of Languages and International Studies, Vietnam National University, Hanoi. A mixed-methods design was employed, with quantitative analysis as the primary approach. Academic difficulties were examined across four dimensions: learning goal setting, selection of learning strategies, development and implementation of study plans, and identification and resolution of academic tasks. The survey data was collected from 1,003 first-year students across multiple language faculties. The results indicated that students experienced moderate difficulties across all the four dimensions, with goal setting and strategy selection being the most prominent. Learning effectiveness after the first semester was relatively low. Significant differences in academic difficulties were found across faculties and Grade Point Average (GPA) groups. Correlation and regression analyses revealed significant negative associations between academic difficulties and learning effectiveness, particularly for difficulties related to learning goals, learning strategies, and task resolution.
Keywords
first-year students, academic difficulties, learning effectiveness, learning strategies, goal setting
Article Details
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