The current practices of utilising forms, methods, and assessment strategies for self-study learning activities among students at Can Tho University

Abstract

Self-study is a crucial component of higher education, playing a significant role in enhancing students’ academic success and lifelong learning abilities. This study examines the current practices of self-study at Can Tho University, focusing on forms, methods, and assessment strategies. A mixed-methods approach was adopted, involving 919 participants, including administrators, lecturers, and students. Quantitative data were analysed using SPSS, while qualitative insights were extracted through thematic coding. The findings reveal that self-study with direct guidance from lecturers is considered the most effective, emphasising the critical role of timely instructor support in improving learning outcomes. Interactive methods, such as group discussions and online exploration, were highly rated by students, while autonomous methods like mind mapping posed challenges due to insufficient self-management skills. Differences in perceptions between students and lecturers regarding the effectiveness of self-study methods and assessment strategies were also noted, particularly in the preference for flexible forms and prompt feedback. These results highlight the need for enhanced guidance, improved assessment systems, and tailored support tools to foster effective self-study habits. This study provides valuable insights into optimising self-study practices and improving the quality of higher education in Vietnam.