LEARNING EFFECTIVENESS OF FULL-TIME UNDERGRADUATE STUDENTS AT THAI NGUYEN UNIVERSITY OF SCIENCES (THAI NGUYEN UNIVERSITY): CURRENT STATUS AND IMPROVEMENT SOLUTIONS

Abstract

This study assesses the current situation and proposes solutions to enhance the learning effectiveness of full-time students at Thai Nguyen University of Sciences in the context of higher education digital transformation. Data were collected from 1,592 valid responses (1,302 students, 214 lecturers, and 76 administrators) from July to September 2025. A quantitative approach was applied using descriptive statistics, Cronbach’s Alpha, ANOVA, Pearson correlation, and multiple linear regression. The results indicate high internal consistency (α > 0.90) and no significant differences among groups (Sig. > 0.05). Four factors Learning Motivation, Learning Methods, Learning Support, and Technological Competence and Learning Conditions positively and significantly influenced learning effectiveness, with Learning Methods (β = 0.298) and Technological Competence (β = 0.241) being the strongest predictors. The study proposes the 4H Model – Effective Learning (Hứng thú–Motivation, Học hỏi–Method, Hỗ trợ–Support, Hiện đại–Technology) as an integrated approach to promote self-directed learning, strengthen institutional support, and foster digital transformation in higher education.