Pham Thi Thu Phuong IBK7 Khóa luận fix1

THAI NGUYEN UNIVERSITY
INTERNATIONAL SCHOOL
FACTORS AFFECTING PARENT’S DECISION TO CHOOSE A LIFE SKILLS

EDUCATION PROGRAM FOR PRIMARY SCHOOL PUPILS
A CASE STUDY: PARENTS IN THAI NGUYEN
An Undergraduate Thesis
Presented to
The Department of Economic and Management
International School of Thai Nguyen University
The Socialist Republic of Vietnam
In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Economics
Major in International Business
By
PHAM THI THU PHUONG
October, 2021
THAI NGUYEN UNIVERSITY
International School
UNDERGRADUATE THESIS APPROVAL
Part A – Candidate’s Information

Full name: PHAM THI THU PHUONG
Class: IBK7 Student’s ID: DTQ1753401200087
Email phamthithuphuong12htm1@gmail.com Telephone No: 0965390622
Title of Thesis: FACTORS AFFECTING PARENT’S DECISION TO CHOOSE A LIFE
SKILLS EDUCATION PROGRAM FOR PRIMARY SCHOOL PUPILS.
A CASE STUDY: PARENTS IN THAI NGUYEN
Part B – Supervisor’s Recommendation for Final Defense
I have checked the candidate’s Thesis and hereby recommend to the committee for the final
defense.
Supervisor’s Name:____________________________________________________________
Department:__________________________________________________________________
Supervisor’s Signature:_____________________________Date:_________________________
Part C – Submission of Thesis

I hereby submit two (02) copies of my Thesis which have been checked and recommended by my
supervisor and through the Head of Department for final defense.
Candidate’s Signature Date
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DECLARATION OF ORIGINALITY
I, Pham Thi Thu Phuong, hereby declare that this thesis and the work reported herein was
composed by and originated entirely from me. Information derived from the published and
unpublished work of others has been acknowledged in the text and references are given in the list
of sources. This work presented here has not been previously presented at this or any other
university for similar purposes.
Date of submission (dd/mm/yyyy): ________________
Signature of declarer: ________________
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ACKNOWLEDGEMENTS
I would like to thank the Board of Directors and staff at GABE Vietnam Education
Development Joint Stock Company, who contributed to the completion of this research paper
with their commitment, encouragement and support me from the beginning of the study to the
end.
Special mention goes to my enthusiastic supervisor, Master Tran Minh Chau. My study
has been an amazing experience and I thank his wholeheartedly. He as a mentor, monitor, he
gave me the necessary knowledge about the theory, experience, as well as give me the share,
guidance about the steps to implement a research paper concretely, details, so that I can perform
and complete my research article.
I am extremely grateful for the enthusiastic join of all respondents who provide me their
valuable input and suggestions. Finally, but by no means least, thanks go to my family and
friends, they were always listening, encouragement, ready to assist to resolve my questions, any
time.
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ABSTRACTS
It is assumed that the learning environment contributes significantly to student
performance. Therefore, choosing a learning support environment that helps students build a
strong foundation of knowledge and skills is very important throughout their lives, especially for
younger students. As a result, parents often scrutinize every aspect of an educational institution
before making a decision to send their child.
In the case of choosing a life skills education program for kids, a parent's decision is also
influenced by a number of different factors such as physical facilities, quality education of the
center, and personal income. Thus, this study was conducted to carry out the main objective of
finding out which factors related to life skills education centers have the most influence on
parents' choice of a life skills education program. This research not only allows customers to
express their wishes, but also helps education service providers understand customers thoroughly.
The study will attempt to describe some of the factors related to life skills education centers that
may influence parents' decisions. Surveys demonstrate that different factors in life skills
education centers have an impact on parents' decisions. The purpose of this study is to determine
the factors that may influence the parents' choice of a life skills education center in Thai Nguyen
city. This study will demonstrate that several key factors related to life skills have a great
influence on parents' decisions about choosing a life skills education program for their children.
Keywords: Parental choice, Life skills, Pupils, Educational services.
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TÓM TẮT
Người ta cho rằng môi trường học tập đóng góp đáng kể vào hiệu quả của học sinh. Vì
vậy, việc lựa chọn một môi trường hỗ trợ học tập giúp học sinh tạo nền tảng kiến thức và kỹ năng
vững chắc là điều rất quan trọng trong suốt cuộc đời của các em, đặc biệt là đối với các em học
sinh nhỏ tuổi. Do đó, các bậc cha mẹ thường xem xét kỹ lưỡng mọi khía cạnh của một cơ sở giáo
dục trước khi đưa ra quyết định gửi con của họ.
Trong trường hợp lựa chọn một chương trình giáo dục kỹ năng sống cho trẻ, quyết định
của phụ huynh cũng bị ảnh hưởng bởi một số yếu tố khác nhau như cơ sở vật chất của trung tâm,
chất lượng giáo dục và thu nhập cá nhân. Do đó, nghiên cứu này được thực hiện nhằm thực hiện
mục tiêu chính là tìm ra các yếu tố liên quan đến trung tâm giáo dục kỹ năng sống có ảnh hưởng
nhất đến việc lựa chọn chương trình giáo dục kỹ năng sống của phụ huynh. Nghiên cứu này
không chỉ cho phép khách hàng bày tỏ mong muốn của họ mà còn giúp các nhà cung cấp dịch vụ
giáo dục hiểu thấu đáo về khách hàng. Nghiên cứu sẽ cố gắng mô tả một số yếu tố liên quan đến
trung tâm giáo dục kỹ năng sống có thể tác động đến quyết định của phụ huynh. Các cuộc điều
tra chứng minh rằng các yếu tố khác nhau trong các trung tâm giáo dục kỹ năng sống có tác động
dẫn đến quyết định của phụ huynh. Mục đích của nghiên cứu này là xác định các yếu tố có thể
ảnh hưởng đến việc lựa chọn trung tâm giáo dục kỹ năng sống của phụ huynh tại thành phố Thái
Nguyên. Nghiên cứu này sẽ chứng minh rằng một số yếu tố chính liên quan đến kỹ năng sống có
ảnh hưởng lớn đến quyết định của phụ huynh về việc chọn chương trình giáo dục kỹ năng sống
cho con của họ.
Từ khóa: Lựa chọn của phụ huynh, Kỹ năng sống, Học sinh, Dịch vụ giáo dục.
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TABLE OF CONTENTS
DECLARATION OF ORIGINALITY.............................................................................................3
ACKNOWLEDGEMENTS.............................................................................................................4
ABSTRACTS...................................................................................................................................5
TÓM TẮT........................................................................................................................................6
LIST OF TABLES...........................................................................................................................9
LIST OF FIGURES........................................................................................................................10
LIST OF ABBREVIATIONS........................................................................................................11
LIST OF APPENDIX.....................................................................................................................11
CHAPTER I: INTRODUCTION...................................................................................................12
1.1. Background of the study..................................................................................................................12
1.2. Statement of the problem.................................................................................................................14
1.3. Research objectives, questions and hypothesis...........................................................................15
1.3.1. Research objectives..................................................................................................................15
1.3.2. Research questions...................................................................................................................16
1.3.3. Research hypothesis.................................................................................................................16
1.4. The significance of the study...........................................................................................................17
1.5. Scope of the study...........................................................................................................................18
1.6. Definition of terms..........................................................................................................................18
CHAPTER II: LITERATURE REVIEW.......................................................................................20
2.1. Theotical Framework.......................................................................................................................20
2.1.1. Rational choice theory..............................................................................................................20
2.2. The concept of parental choice........................................................................................................22
2.2.1. Decision making process...........................................................................................................23
2.3. Factors affecting decision making process......................................................................................25
2.3.1. Physical facilities of life skills education center.........................................................................25
2.3.2. The quality of education affects parents' decision to choose a life skills education center.......26
2.3.3. Income affects parents' decision to choose a life skills education center..................................27
CHAPTER III: METHODOLOGY................................................................................................28
3.1. Conceptual Framework....................................................................................................................28
3.2. Research Design and Research Process...........................................................................................29
3.3. Population, Sample and Sampling technique...................................................................................30
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3.3.1. Target population.....................................................................................................................30
3.3.2. Sample size...............................................................................................................................30
3.4. Development of Survey Questionnaire............................................................................................31
3.5. Statistical Analysis..........................................................................................................................33
3.5.1. KMO & Exploratory Factor Analysis (EFA).................................................................................33
3.5.2. Descriptive Statistics.................................................................................................................33
3.5.3. Reliability test...........................................................................................................................34
3.6. Data collection and data procedure..................................................................................................34
3.7. Data Processing and Analysis..........................................................................................................35
CHAPTER IV: FINDINGS AND DISCUSSION..........................................................................37
4.1. Findings...........................................................................................................................................37
4.2. Demographic of respondent............................................................................................................37
4.3. Descriptive analysis of the respondents...........................................................................................39
4.4. Reliability statistics.........................................................................................................................40
4.5. Exploratory Factor Analysis (EFA).................................................................................................42
4.6. Test of hypotheses...........................................................................................................................45
4.7. Discussion.......................................................................................................................................48
CHAPTER V: CONCLUSION AND RECOMMENDATIONS...................................................50
5.1. Conclusion.......................................................................................................................................50
5.2. Recommendations...........................................................................................................................50
5.3. Limitations and directions for further research................................................................................52
5.3.1. Limitations of research.............................................................................................................52
5.3.2. For future research...................................................................................................................52
REFERENCES...............................................................................................................................53
APPENDIX 1.................................................................................................................................55
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LIST OF TABLES
Table 3.4. Data encryption.............................................................................................................33
Table 4.2: Demographic of respondents.........................................................................................39
Table 4.3: Descriptive Statistics of factors.....................................................................................41
Table 4.4: Cronbach's Alpha coefficient of independent variables................................................41
Table 4.5.1: KMO and Bartlett's Test.............................................................................................43
Table 4.5.2: Rotated Component Matrixa.......................................................................................44
Table 4.5.3: Group of factor...........................................................................................................45
Table 4.6.1: Model Summaryb........................................................................................................46
Table 4.6.2: ANOVAa.....................................................................................................................46
Table 4.6.3: Coefficientsa...............................................................................................................46
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LIST OF FIGURES
Figure 2.1.2. Structural model social action...................................................................................23

Figure 3.1. Conceptual Framework................................................................................................30
Figure 4.5.4. Final model
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LIST OF ABBREVIATIONS
1 GABEVN GABE Vietnam Education Development Joint Stock

Company
2 SPSS Statistical Package for the Social Sciences
3 Edtech Educational technology
4 EFA Exploratory Factor Analysis
5 KMO Kaiser-Meyer-Olkin
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LIST OF APPENDIX
Appendix1. Questionnaire..............................................................................................................56
Appendix2. Bảng câu hỏi khảo sát60
Appendix3. Statistical results64
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CHAPTER I: INTRODUCTION
1.1. Background of the study
The 21st century is a century of integration and development not only in the economic and
political fields, but also profoundly affecting the education of countries around the world.
Education is considered the main driver for the socio-economic development of countries and
accounts for 20% of the annual Gross National Product (GNP) of developing countries (Maangi,
2014). In Vietnam, especially in the current trend of integration with a constantly changing
society, it requires people to regularly respond to the daily changes of life. People, especially
parents with children, are willing to invest in training programs for their children since they
realize the benefits that education brings (Tran, 2016). From a government perspective,
investment in education and training must be considered “one of the main objectives of
development investment” (MOET, 1995, p. 14). According to Fung and Lam (2011), parents will
exercise their sacred right to choose and prioritize the best interests of their children. In the
current elements of children's education, life skills education is a concept that is not too strange to
us. In recent years, life skills education has become more and more popular and widely deployed
throughout the country, in schools with almost all levels of education.
Life skills are one of the skills that today's students need to be able to become a well-
rounded person. The reality shows that students often tend to study the main subjects in class but
have very poor life skills. Faced with complex problems that constantly arise in society, if
children do not have the necessary knowledge to know how to choose positive life values,
without the capacity to cope, to overcome challenges, it is easy to encounter obstacles and risks
in life. That is why 164 countries, under the United Nations Education Sector (UNESCO),
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include “life skills” as a basic learning need for all young people. Therefore, the issue of life
skills education for students is more urgent than ever.
With its practicality, life skills are one of the important skills for pupils, especially primary
school pupils. Primary school pupils are pupils of preschool age, new children are forming and
developing personality, basic habits are not stable but are being formed and strengthened.
Therefore, it is necessary to educate primary school pupils in life skills to help them live safely
and healthily. These results will be the basis, the foundation to help students develop personality
later. Recognizing the importance of life skills education for students across the country, many
centers have been implementing models of teaching life skills in different forms, creating a
fiercely competitive market.
More intense competition in the field of choosing life skills training programs for primary
school children, pupils from 6 to 10 years old are decided by parents to choose a school program
for their children, not children - learners. Parents are the primary caregivers of their children and
are responsible for educating their children in a school of their choice (Fung and Lam, 2011).
Therefore, how do centers attract parents to choose life skills training programs for their children
over other competitors is a question for all players in the market. Insight into the factors that
influence parents' decision to choose an educational program is the answer to this question.
GABE Vietnam Education Development Joint Stock Company - a pioneer in Vietnam
applying technology in education, life skills training, personality and comprehensive intellectual
development for children, was established in August 2020 and officially put into operation from
October 1, 2020. The company's head office is at 77, lane 46, Viet Bac street, Thai Nguyen city.
Besides the life skills education center at the main headquarters, GABEVN also developed a
branch in Phan Dinh Phung ward, Thai Nguyen city. GABEVN provides life skills training
programs for primary school pupils in addition to the knowledge learned in the classroom such as
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social skills, medical and health skills, and natural skills, scientific and technical skills or self-
development skills, etc. In addition, GABEVN also brings the values of educational
technology(Edtech) services and experiences towards a young generation with full knowledge
and skills. With an active foundation and ongoing technology application, GABEVN closely
accompanies families and schools in education, life skill training, personality and comprehensive
intellectual development for children. GABEVN is constantly researching and developing,
contributing to raising the importance of education through digital technology, improving the
quality of Vietnam's human resources. In particular, GABEVN pays great attention to the training
of enthusiastic, disciplined, creative and professional staff, constantly striving to improve
themselves and the development of the company. Despite many difficulties ahead, GABE
Vietnam Education Development Joint Stock Company promises to constantly create, innovate
and improve competitiveness to bring the best services to meet customer satisfaction.
1.2. Statement of the problem
Today, life skills education programs are getting a lot of attention from parents.
Understanding this need, many private centers have been opened. In Thai Nguyen city, there are
a number of life skills training centers and institutions focusing on the customer segment of
primary school pupils. It is very difficult for a newly established life skills education center to
gain market share in the competitive education market due to the solid position of some existing
competitors that have built their reputation and quality in the industry for a long time. New
centers that want to highlight their brand must make a difference and stand out in terms of their
curriculum, teaching staff, and customer service to attract learners. While some life skills
education centers focus solely on providing certain skills courses for specific purposes, such as
survival skills, social skills, or meeting requirements basic needs, GABEVN has developed
additional courses in health skills, science, and technology skills or personal development skills
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to help students gain knowledge beyond the classroom textbook. In particular, GABEVN has
applied educational technology (Edtech) to the curriculum, built online platforms with Virtual
Environment in the classroom to provide a flexible and stimulating learning environment and
ignite excitement for pupils. Due to Covid-19, many localities had to blockade or temporarily
close schools and centers, GABEVN has flexibly used a learning model that combines traditional
and online learning methods. This is one of the best options for uninterrupted learning but also
ensures student safety, helping pupils increase their self-study time and self-discovery. In
addition, GABEVN also invests significantly in comfortable teaching equipment as well as the
quality of each lesson to create conditions for children to learn more effectively and with more
interest. Despite favorable learning conditions, as a newly established company, the coverage is
not widespread, so the number of parents and pupils who know about it is not really large.
Therefore, it is necessary to find out what factors affect the decision-making process of parents
about choosing a life skills education center for their children, this will be the answer to the
question about the development of life skills education centers offered by this company.
On the part of parents, although they are well aware of the importance of educating their
children in life skills, they are still confused in choosing between centers, forms and programs of
skills education living. Due to the lack of accurate measures of the quality of life skills education
services, it is difficult for parents to choose a reliable educational institution for their children
from an early age. To partially address this predicament, this study was conducted to provide
parents with an opportunity to express their desire for an ideal life skills education center, while
allowing administrators to improve factors that parents care about in order to bring the best
educational products and services to their customers, especially parents with children of primary
school age.
1.3. Research objectives, questions and hypothesis
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1.3.1. Research objectives
The general objective of this study was to examine factors affecting parents' decision to
choice of a life skills education program for primary school pupils. From there, some solutions
are proposed to improve the quality of education for GABEVN in order to meet the needs of
customers and compete successfully with other life skills education centers.
Specifically, the objectives of this study are:
1. To identify and investigate the factors affecting parents in Thai Nguyen decision to choice
of a life skills education program for primary school pupils.
2. To evaluate the influence of selected factors on the decision-making process of parents.
3. To provide references and propose several solutions to enhance business performance for
the Director of GABE Vietnam Education Development Joint Stock Company based on
research results and conclusions.
1.3.2. Research questions
This research seeks to answer the question:
RQ1: What are the factors affecting the decision to choose a life skills education program
for primary school pupils?
RQ2: Does the quality of education have a significant influence on the choice of a life skills
program?
RQ3: What should GABE Vietnam Education Development Joint Stock Company do to
improve its competitiveness?
1.3.3. Research hypothesis
Based on the objectives of the study, the researchers want to test relationship have related.
They are:
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H1: Physical facilities have a positive impact on parents' decision to choose a life skills
education program.
H2: The quality of education significantly influences the parents' decision to choose a life
skills education program for primary school pupils.
H3: Income factors affect parents' choice of life skills education programs for primary
school pupils.
1.4. The significance of the study
The finding of the study may be significant to several stakeholders in the education market.
Firstly, it may give insight to the Vietnam Education Development Joint Stock Company
GABE in identifying elements that satisfy or dissatisfy their customers. This is important for
Vietnam Education Development Joint Stock Company GABE to adjust the weaknesses and
shortcomings in their education services.
Secondly, the research results can help the Board of Directors of Vietnam Education
Development Joint Stock Company GABE develop a strategy to improve its competitiveness of
their in the midst of a fiercely competitive market.
Thirdly, customers, specifically parents, can express their concerns and learn about a life
skills training program for their children. In other words, it creates awareness of customer needs
to enhance customer satisfaction.
And finally, the researcher hoped that this research would become useful reference material
for other researchers who want to investigate further about this problem.
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1.5. Scope of the study
- Scope of place: Case study in several primary schools around Thai Nguyen city such as
Doi Can Primary School, Dong Quang Primary School and Tich Luong Primary School.
- Scope of time: The study was carried out from October 2021 to December 2021.
- Scope of content: Within the framework of this study, focus only on factors affecting the
parents' decision to choose a life skills education program for primary school pupils in Thai
Nguyen including parents' income, facilities and the quality of education. The researcher will
then make some recommendations to the education company to enhence the performance of their
business by focusing on improving these factors.
1.6. Definition of terms
Influence is an impact (from a person, thing, or phenomenon) that can gradually make
certain changes in thought, behavior, or in the process of development in something or someone.
Parental choice defined as a parent’s act of making a decision to select a suitable option
among a list of alternatives.
Life skills education is a purposeful, planned pedagogical impact process aimed at
forming capacity for positive action, related to knowledge and attitudes, helping individuals have
a sense of self, communication, social relations, job performance, effective response to the
challenging demands of daily life.
Physical facilities are tools to transmit content, knowledge, and practice skills for students
such as classrooms, TVs, projectors, speakers, etc.
Income is the amount of wealth that is usually calculated as money that an individual
receives over a certain period of time from some work, service, or activity.
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Quality of education can be defined very simply, as activities that promote student
learning. It includes all the behaviors of teachers, not only having teaching qualifications but also
having methods of effectively conveying knowledge to students.
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CHAPTER II: LITERATURE REVIEW
This chapter provides documentation on the concept of parents' choice of a life skills
education program, clarifies theories about the decision-making process, and investigates the
income factor, physical facilities and quality of the training program can influence how parents
choose a life skills education program.
2.1. Theotical Framework
2.1.1. Rational choice theory
This research is based on Rational Choice Theory developed by prominent sociologists
such as George Homans and George Simmel. This theory holds that people always act in a
purposeful, thoughtful way to choose and use resources rationally to achieve maximum results
with minimum costs. The term “choice” emphasizes having to consider alternatives and make
prudent, logical decisions that might bring about the greatest benefit or satisfaction, in their
highest self-interest. George Homans shows that man is a subject in consideration and choice of
action. People always tend to multiply the value of the result of an action and the ability to realize
that action. That is, people will decide to choose an action even when its value is low, but in
return its feasibility is very high.
Along with that, George Simmel's point of view refers to the principle of "mutual benefit"
in social interactions between individuals and states that each individual always considers and
calculates more losses to pursue and satisfy their own needs. George Simmel believes that
human-to-human interactions are based on the give-take mechanism, ie equal exchange. It is this
mechanism that forms the rational choice for that individual in different circumstances. Besides,
each individual has choices that are appropriate to the situation as well as the desire to get the
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maximum benefit from that choice. The rational choice here is applied in many different
situations, because people always know how to get the best benefits.
Using rational choice theory is fundamental in the research topic. In this study, the
researcher adopts this theory to explain the thought process of choosing and deciding on actions
to choose a life skill education program for children of parents.
The sociological theory of social action is associated with the name of the sociologist M.
Weber. This theory considers social action as the core of the relationship between man and
society, and at the same time the basis of human social life. Although each sociologist approaches
social action from different angles, they all agree on several points:
 Social action always has the participation of the conscious element, even at different
levels, which means that the subject always attaches a certain subjective meaning to the
action.
 Social action is purpose-oriented.
 Social action is action directed towards others.
M. Weber gave a structural model of social action:
Circumstance
↑↓
Need Vehicle
Engine The action subject Tools
Purpose
Purpose
Figure 2.1.2. Structural model social action
The above model has shown us that these factors are not separated from each other but are
closely related to each other. Applying this theory, we see that parents' action for children to learn
life skills education programs is a social action. This is a conscious, well-considered action of the
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parents (the action subject). Stemming from the need for children to be comprehensively
developed, there was a motivation for them to learn life skills education programs. Teachers who
teach life skills education programs are tools and means to help parents achieve their goals. We
can understand this action of parents because every parent wants their child to be educated in the
best environment for development. It is with those desires that parents let their children learn life
skills education programs while their children are still primary school pupils. This is the purpose-
oriented nature of actions for children to learn life skills programs. Put in the "context" of social
action, letting children learn life skills education programs is of course affected by social values
and standards, so it can be affirmed that letting children learn program life skills education
oriented towards others placed in interaction with the subject of action.
2.2. The concept of parental choice
Parents are the primary caregivers of their children and are responsible for educating their
children in an educational setting of their choice. According to Fung and Lam (2011), parents
will exercise their sacred right to choose and consider the best interests of their children as their
priority. Parents want a good education that prepares their children for life, they want to know
what knowledge and skills their children will be provided with to be successful in the future.
Parents' school choice and its role in education is a hot topic of discussion among many
educators. As observed by Darmody, Smyth and McCoy (2012) parents' school choice is rarely
determined by a single factor but by a number of interconnected factors. Based on research by the
Independent Schools Council of Australia, ISCA (2008), higher levels of satisfaction with the
educational institution have been revealed by parents choosing a school. Based on individual
income status, parents want to make informed choices about their children's education. According
to Rehman, Khan, Tariq, and Tasleem (2010), the quality of education is largely determined by
the learning environment in the school. Quality teachers and good curriculum are the foundation
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for parents to entrust their children to the center. Most parents prefer educational environments
with good and modern educational facilities and favorable learning conditions for their children
to develop comprehensively. Therefore, by closely combining factors together, parents will
actively choose centers to register their children. They base on different criteria and interests to
choose the best educational program for their child.
2.2.1. Decision making process
A detailed study of consumer behavior to understand market trends is essential for the
growth of any organization that provides goods or services to consumers in the global market.
The consumer decision-making process is a complex process performed by the consumer
regarding a potential market transaction, before, during, and after the purchase of a product or
service. Businesses should understand deeply and thoroughly the process of customers deciding
to buy their products or services.
There are five stages of the consumer buying or decision-making process established in
1910 by John Dewey:
- Stage 1: Problem recognition
- Stage 2: Product information search.
- Stage 3: Evaluation of alternatives.
- Stage 4: Purchasing decision.
- Stage 5: The post-purchase evaluation.
 Problem recognition: The customer's decision needs mainly derived from their desire to
be satisfied. Therefore, we can say that customer recognition of the problem is the first
stage of the consumer decision-making process. As a smart business owner or marketer,
you must always strive to create demand i.e. need recognition in the customer's mind for
your product or service. Your mission is to present your brand as the best choice. In case
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parents decide to choose a life skills education program for their children to go to school,
the centers need to find out why they send their children to the life skills education center,
then the center can develop a marketing plan based on the needs of parents.
 Product information search: The information search phase involves gathering information
from a variety of sources to make more informed decisions for customers. In the past,
people used to gather information through family, friends, television, radio, and
newspapers, and now it has changed. They mainly look to online search engines, such as
Google, Facebook, Instagram, Youtobe - areas where they can control the entire
experience on their own. Nowadays, when the internet becomes more popular, online
feedback is also one of the important sources to find information about life skills
education programs in Vietnam.
 Evaluation of alternatives: Consumers often don't decide as soon as they find a suitable
option. Most customers tend to weigh their options against comparable alternative
products, services, or brands on the market before making a final decision. At this stage,
consumers evaluate their various options based on factors such as price, quality, and
value-added features. Every consumer wants to find the best option. They do their best in
risk management by taking the time to evaluate alternatives.
 Purchasing decision: After analyzing all the available options, the consumer makes the
final decision to buy the product or service.
 The post-purchase evaluation: The final stage of this process is where the consumer
evaluates his decision, the consumer will be satisfied or dissatisfied with the product or
service they receive. Customers are more likely to keep coming back to a supplier if they
are satisfied with the product or service. On the other hand, if customers believe that the
purchase is a disappointment, they will remove these brands from their decision-making
25
process. For example, if a parent is interested in a life skills education program and
decides to enroll their child, one of the most important things that make them choose
another center is the level of satisfaction they achieve.
2.3. Factors affecting decision making process
2.3.1. Physical facilities of life skills education center
All parents, when choosing to send their children to an educational center, are only truly
assured when their children are cared for, nurtured, and educated in a safe and healthy
environment. One of the criteria that creates peace of mind for parents is the problem of facilities.
According to Longman (2000), the adequacy of physical facilities mentions the full provision of
resources for teaching and learning in an educational institution. Most parents prefer educational
environments with good and modern educational facilities and favorable learning conditions for
their children to develop comprehensively. Parents' perception of school facilities has an
influence on parents' choice of schools, the better the facilities, the higher the probability of
choosing a school (Hsu & Yuan-fang, 2013). Therefore, life skills education center need to focus
on equipping and upgrading teaching facilities and equipment, such as smart TVs, air
conditioning, projectors, screens, loudspeakers, and online CCTV systems for parents to attract
more customers.
Physical facilities play an important role in parents' choice of education program. Four out
of five parents rank facilities as one of the top three motivations for their child's choice of
educational center (According to Alsuadi, 2015). The life skills education center with modern
facilities will help children easily access the advanced curriculum. Building facilities to help
create the most favorable environment for children to learn and develop themselves
comprehensively. While a large number of parents placed physical facilities as a determinant
(Beamish and Morey,2013), some parents did not consider that as a factor influenced school
26
choice. This difference in ranking of physical facilities as a factor in school choice proves that
parents regard other factors either more or less important than physical facilities influence the
parental choice of an education institution.
2.3.2. The quality of education affects parents' decision to choose a life skills education center
The quality of education in this study includes the quality of teachers and the quality of
educational methods. Teachers are the ones who directly teach their children, so parents need to
find out carefully. According to the results of Hoxby study (2002), school choice by parents
increases the demand for high quality of teacher’s education. Enthusiastic, friendly teachers with
pedagogical competence and good qualities are important criteria when parents choose. Many
parents believe that teacher quality has a strong relationship with student achievement (Dahari &
Mohd, 2011). All teachers of the center have undergone a rigorous selection process and are
trained by the GABEVN, granted an annual certificate in addition to practical experience and
continuous rubbing after many years teaching year. At the same time, teachers also self-study and
cultivate successful educational methods in advanced countries, know how to combine traditional
teaching methods and apply technology into the curriculum, making the lessons better, lively,
practical and easier to understand. Long-term attachment to an educational organization helps
teachers understand psychology and the strengths and weaknesses of each student, thereby having
the best method of supporting them throughout their development.
No matter how optimal the educational program is, the inappropriate method also makes
it difficult for children to absorb. GABEVN has focused on creativity, paralleling knowledge and
skills, applied in practice for students of the 21st century. The best educational method today is a
combination of educational methods traditional and creative, between theory and practice. More
specifically, GABEVN has applied educational technology (Edtech) to the teaching system and
built an online platform with Virtual Environment in the classroom to bring a flexible learning
27
environment and create excitement for students. Successfully applying the combined learning
model between traditional and online, GABEVN supports and creates favorable conditions for
pupils to be proactive about time and place, helping children learn anytime, anywhere and
acquire knowledge wake up in the easiest way. In addition to attaching importance to learning in
young children, the center also organizes meaningful extracurricular activities, creative
experiential learning programs - creating all conditions for children to develop comprehensively.
2.3.3. Income affects parents' decision to choose a life skills education center
Whether you say it or not, financial issues are always an important issue in choosing an
educational program for your child. Income level becomes an important factor which affects the
parents’ choice in their children education due to the involvement of monetary contribution
towards school quality assurances (Rehman et. al, 2010). Any parent wants their child to study in
the best educational environment, but their child's education is a long-term investment, so parents
must balance their finances so that their child's education is not a burden and affects them greatly
affect future normal activities. Parents should have a careful calculation to ensure the preparation
of a budget for their children to attend the school during the learning process, to avoid the
situation of not being able to afford the tuition fees, causing the child's learning process to be
interrupted.
According to research by Dronkers J. & S. Avram, (2010), wealthy families, have an
academic background as well as professional reputation that represents the student's
socioeconomic background. It can be seen that, the higher the income, the more expenses parents
spend on their children's education. However, not all parents can afford to send their children to a
life skills training program in addition to basic subjects at school. Therefore, parents should
consider and choose life skills education centers with appropriate costs and on the basis of family
income.
28
CHAPTER III: METHODOLOGY
This chapter demonstrates the methodology used in the current research in details,
including temporal conceptual framework based on the result of literature review, research
design, and method of collecting and analyzing data.
3.1. Conceptual Framework
A conceptual framework is a research model illustrating the inputs, the process and the
outputs. Figure 3.1 shows the relationship between Life skills education program-related factors
and parental choice.
Physical Facilities
Parental choice of
Quality of Education Life skills
Parents' Income education program
Figure 3.1. Conceptual Framework
This model shows 3 main factors affecting parents' choice, which are:
- Physical facilities: teaching equipment, smart TV, projector, screen, loudspeaker, online CCTV
system
- Quality of education: experienced and qualified teachers with certificates and bachelor's
degrees; Modern curriculum that applies technology to education
- Parents' income: financial balance with other expenses
A center equipped with teaching facilities and equipment such as smart TVs, projectors,
screens, speakers, and online CCTV systems for parents is a favorable environment for pupils to
29
be educated and developed comprehensive development. Sufficient and modern facilities are an
indicator of quality. The quality of education is determined by the qualifications of teachers,
teaching methods, modern curriculum content, and the application of technology in education.
Parental income indicates the extent to which parents invest in their children's education, parents
must balance their finances with other expenses so that their children's education does not
become a burden. Parents will search for information about various educational centers through
social media, internet, referrals from people around, leaflets or center advertisements based on
the importance of parents' attention to each of these factors.
3.2. Research Design and Research Process
This study was conducted with the aim of determining the factors affecting parents'
decision to choose a life skills education program for their children in Thai Nguyen city.
Quantitative methods were used to approach the research problem. By applying this method, the
problem will be solved by generating numerical data or data that can be converted into usable
statistics (DeFanzo, 2011).
To collect data on the determinants of parental choice, a questionnaire survey was created.
Descriptive surveys provide data in the form of variables of interest and collect factual
information on attitudes and preferences (Cohen, Manion & Morrison, 2007). The most
significant advantage of using a survey as the main method for data collection is that it allows
researchers to collect large amounts of data relatively quickly, scientifically, and objectively at a
low cost. In this survey, respondents were asked to answer questions about personal information
and to evaluate the factors influencing the choice of a life skills education program for their
children including personal income, facilities and educational quality of the center. The
researcher also using back to translation approach to let respondents understand the
30
questionnaires. The quantitative research method is considered appropriate to address the
research questions of this study because it leads to accurate and objective conclusions.
3.3. Population, Sample and Sampling technique
3.3.1. Target population
The target population of this study included parents whose children attended primary
schools around Thai Nguyen city, namely Doi Can Primary School, Dong Quang Primary School
and Tich Luong Primary School.
3.3.2. Sample size
In this study, the researcher does not know the exact number of parents with primary
school children in Thai Nguyen city, so the sample size can be calculated by considering the
standard deviation. To specifically determine the sample size, the researcher based on the formula
of calculating sample size developed by Smith (2011):
2
pqZ
N= 2
E
Where:
N stands for Necessary sample size
Z2 stands for The Square of the confidence interval in standard error units. In this case, the
confidence level is 95% (95% Z = 1.96).
p is the estimated proportion of success. For a conservative approach, let p = 0.5 (Levine et al.,
1999): q = (1 – p). A mean of the strength of the evidence against the null hypothesis if the null
hypothesis is actually true.
2
E allowable margin of error (7%= 0,07)
31
The sample size is collected was 196 respondents in order to get the result more reliable
for this research. This sample size is large enough for the study to obtain reliable information and
also to save both time and money in the data collection process.
3.4. Development of Survey Questionnaire
The researcher will use questionnaires during data collection. The relevance of this
questionnaire is assessed as convenient, easy to understand, less time consuming and costly. The
questionnaires were piloted as recommended by Saunder et al (2003). The questionnaire consists
of the following two main parts:
 Part I: Includes some information related to Respondent's Profile such as Gender, Age,
Education, Occupation and Monthly Income.
 Part II requires respondents to objectively assess the extent to which the factors affecting
parents' choice of a life skills education program for their children, including facilities, the
quality of the center's training program and parent's income.
To measure the influence of the above factors, participants were asked to rate the
questions on a Likert scale with five levels: 1 Strongly disagree, 2. Disagree, 3. Neutral, 4. Agree,
5. Strongly agree. Data through questionnaires were collected and then aggregated the results.
Structured questionnaires are the primary measurement tool in survey research designed to
answer the researcher's questions.
32
Table 3.4. Data encryption
No. Code Contents of question

Physical Facilities (PF)
1 PF1 The center has spacious and airy classrooms
2 PF2 The center fully equipped devices to support learning and
teaching
3 PF3 The center has solid and solid works
4 PF4 The center has an online CCTV system (parents can
watch their children's activities online)
5 PF5 I want my child to learn in the most modern educational
environment
Quality of education (QE)
1 QE1 Formally trained teachers
2 QE2 Teachers with skills and teaching experience of 2 years or
more
3 QE3 Center for applying technology to the curriculum
4 QE4 Learning model that combines traditional and online
5 QE5 I want my child to have better academic results
Parents' income (PI)
1 PI1 High-income parents can invest in their children's

participation in life skills education programs from an
early age
2 PI2 As household income increases, so does the choice of
type of education program
3 PI3 Low-income parents will not have many choices about
life skills education programs for their children
4 PI4 High-income parents can choose a higher quality
educational program
5 PI5 I want to choose an educational institution with a tuition
fee that is suitable for my personal income
33
3.5. Statistical Analysis
The study will be applied the following statistical treatment:
3.5.1. KMO & Exploratory Factor Analysis (EFA)
Bartlett and Cronbach Alpha testing were utilized to evaluate the scale and the correlation
among survey statements as the basis for Exploratory Factor Analysis.
Exploratory Factor Analysis (EFA) was employed to remove unqualified statements in the
questionnaire and to group correlated statements (components) into factors for further analysis.
EFA is a technique within factor analysis whose overarching goal is to identify the underlying
relationships between measured variables. It aimed to find out statistically significant factors
from existing variables by using rotation and extraction techniques.
According to Theo Hair & ctg, values used to consider the appropriateness of factor
analysis KMO high between 0.5 - 1 is sufficient conditions to analyze the factors, if this value has
a value less than 0.5, the factor analysis likely not appropriate for the data. Eigenvalue of factors
equal to or greater than 1 will be put into the model; According to Kaiser standard, the factors
have Eigenvalue smaller than 1 will be eliminated from the model of research because its
influence is negligible. The observed variables are acceptable when the factor loading greater
than 0.4 and percentage of variance is greater than 0.5 (50%).
3.5.2. Descriptive Statistics
Descriptive statistics was applied to analyze the mean, frequency, maximum score,
minimum point, range (max-min) of the variables. ANOVA Test (analysis of variance) is a way
to check if the results of a survey or experiment are significant. In other words, this test detects
whether the null hypothesis is rejected or accepted. Basically, ANOVA utilizes to test groups to
34
see if there’s a difference between them. In case the significance level of the variable is higher
than 0.05, it means there is no difference between the variables and vice versa.
3.5.3. Reliability test
To achieve the purpose of the research, the researcher will test the reliability of each
factor to obtain the correlation between each factor in one group. It require:
1. Corrected Item-total Correlation ≥ 0.3 (Nunnally, J. 1978)
2. Cronbach's Alpha if Item Deleted ≤ Cronbach's Alpha
3. For Cronbach's Alpha should between range [ 0.6: 0.99] (Nguyen DinhTho, Nguyen Thi
Mai Trang,2004)
Follow Nunnally And Berstein (1994) Cronbach Alpha coefficients:
 From 0.8 to close to 1: the scale is very good.
 From 0.7 to close to 0.8: good usable scale.
 From 0.6 and up: qualifying scale.
The correlation coefficient variable - the sum of the observed variables greater than 0.3 is
considered suitable for the study variables.
3.6. Data collection and data procedure
In this study, the researcher will collect primary data through information provided by
survey questionnaire to parents in Thai Nguyen province to determine to determine the factors
affecting the parents' selection of a life skills education program for their children.
First, the researcher conducted a pilot with 20 parents to test the appropriateness of the
questionnaire. After the pilot test, the researcher must correct the unreasonable points in the
questionnaire before conducting the actual survey. Respondents to this study's questionnaire were
selected by the researcher based on the following criteria: selecting 196 parents (mothers or
35
fathers), those with children aged 6-10 attending their chosen primary school or Parents who
intend to send their children to study at life skills centers in the future. The investigator reached
out to parents at a select number of elementary school gates at the times when they dropped their
children off at school and when they picked up their children back home. If the participants met
the above criteria, they would proceed to answer the researcher's questionnaire.
The questions in the survey are arranged in the form of 5 Likert points - a style rating
scale for measuring exactly which factors affect parents' decision to choose a life skills education
program for their children. The researcher used SPSS software to run Correlation and ANOVA to
examine what factors influence parents' decision to choose a life skills education program. This
type of device is suitable for similar groups of responders. Then, SPSS will be used to run
Cronbach's Alpha to check the reliability of the scale used to check the consistency inside the
EFA for exploratory factor analysis.
3.7. Data Processing and Analysis
After using different tools to collect data, the researcher has received rich information to
answer the above three research questions as well as the factors affecting the decision to choose
the life skills education program for parents' children.
The survey questionnaire is based on the study of factors affecting the parents' decision to
choose a life skills education program for their children in Thai Nguyen. The use of Likert scale
in the survey has effectively supported to test different opinions about the 3 factors that determine
the choice of a life skill education program of parents. To measure the level of 3 factors,
Weighted Arithmetic Average was used to analyze respondents' perception. Frequency and
percentage were used to find out the demographics of the respondents. Then, by using the
Correlation and ANOVA testing, it allows the researcher to examine the relationship between
respondents' attributes and their satisfaction level. These are the most suitable tools for analysis
36
and comparison between different groups of respondents to find out their interactions. Next,
SPSS will be used to run EFA to measure the significance and precision of the variables and then
Alpha Cronbach will be applied to confirm whether these factors meet the standard confidence
level or not.
37
CHAPTER IV: FINDINGS AND DISCUSSION
In this chapter, the researcher presents the findings of the study and analysis in line with
the set objectives, which include considering the influence of the factors of facilities, quality of
education and income to parents choosing a life skills education program for their children in
Thai Nguyen City. The social characteristics of the respondents are also considered to establish
their relationship with the variables under investigation.
4.1. Findings
The researcher targeted a sample size of 196 respondents, from whom 196 respondents
were able to fully respond to the questions asked in the data collection instruments giving a
response rate of 100%. According to Mugenda (1999), a response rate of 50% is adequate for
analysis and reporting; a rate of 60% is good and a response rate of 70% and over is excellent.
Based on the assertion, this response rate is excellent for representing any social science research.
Valid samples were collected, processed and analyzed by the researcher using SPSS
software with the following contents: The researcher uses descriptive statistics (frequency and
percentage) to describe and analyze the demographics of the respondents. Second, the researcher
uses descriptive statistics (mean and standard deviation) to describe respondents' opinions on
đifferent variables. Next, the researcher uses Pearson correlation to determine whether there is a
relationship between the dependent and independent variables. Finally, the researcher conducts a
T-test to test each hypothesis.
4.2. Demographic of respondent
Table 4.2 presents descriptive statistics on the demographic characteristics of 196 parents
with children attending primary schools sampled in Thai Nguyen city.
38
Table 4.2. Demographic of respondents
Demographic Frequency Percentage
Gender
Male 80 40.8
Female 116 59.2
Age
25-30 years old 110 56.1
31-35 years old 64 32.7
Over 35 years 22 11.2
Education level
High school or lesser level of

21 10.7
education
Associate's and Intermediate 77 39.2
Undergraduate and
98 50.1
Postgraduate
Monthly Income (VND)
Under 6 million 7 3.6
6-9 million 63 32.1
9-12 million 78 39.8
Over 12 million 48 24.5
Note: n=196
Source: Results from SPSS
39
Out of 196 respondents shows that 43,9% of fathers of primary school students agree to
participate in the study while 56,1% are mothers. The result has shown to be the disparity ratio
between male and female is negligible.
According to reflection, group of parents whose age range from 25-30 years old
accounted for the largest proportion (56.1%), followed by the group of parents aged 31-35 years
old. However, only 11.2% of the respondents were age over 35 years old.
The majority of parents indicated that they have undergraduate and postgraduate,
accounting for 50.1% and only 10.7% of parents have a high school or lesser level of education.
Regarding monthly income, the group of parents with an average income of 9-12 million
dong accounted for the largest proportion (39.2%). In contrast, the group of parents with income
below 6 million has the lowest rate at 3.6% (7 respondents).
In general, it can be concluded that parents with children studying in primary schools in
Thai Nguyen city are quite young. They are mainly female with high education level and stable
income.
4.3. Descriptive analysis of the respondents
The analysis and findings of the data generated from 196 parents in Thai Nguyen city.
The study sought to analyze the various factors influencing the parental choice of a life skills
education program including physical facilities (PF), quality of education (QE) parents’ income
(PI) and parents' expectations (PE).
The levels of measurement used vary from strongly disagree to strongly agree. Strongly
disagree was assigned a numerical number 1, the next is disagree with number 2, neutral with
number 3, agree with number 4 and the last is strongly agree which was assigned number 5.
40
Through the respondents collected from the questionnaire, the author compiled and
ranked the factors affecting the parents' decision to choose a life skill education program with X
>= 3.45 is rated as Good. The results of descriptive statistical analysis were shown on table 4.3.
Table 4.3. Descriptive Statistics of factors
Mean Std. Deviation Valid N
PF1 4,11 ,697 196
QE4 4,24 ,663 196
PI4 4,05 ,736 196
PC2 4,09 ,690 196
As shown in Table 4.3, the Quality of Education (QE) factor has component “QE4” which
has the largest value of mean, X = 4.24. Followed by, Physical Facility (PF) has the highest mean
PF1, X = 4.11. Then for the overall assessment, the PC2 factor got the highest average point from
the respondents, with the average value of X = 4.10. Finally, Parent's Income (PI), particularly,
PI4 component received was the highest rating from 196 respondents with X = 4.05, which is the
good component. Therefore, it can be concluded that the respondents are satisfied with the
statements. The standard deviation values of the variables are all < 1, showing that the survey
respondents do not have much difference in opinion. This can be explained by the fact that most
of the respondents are highly educated, so they will give same point of view.
4.4. Reliability statistics
Table 4.4: Cronbach's Alpha coefficient of independent variables
Scale Mean if Item Scale Variance if Corrected Item- Cronbach's Alpha

Deleted Item Deleted Total Correlation if Item Deleted
Physical facilities (PF): Cronbach’s Alpha = 0,864
PF1 12,65 3,038 ,647 ,852
41
PF2 12,70 2,745 ,732 ,819
PF3 12,66 2,942 ,736 ,818
PF4 12,65 2,824 ,739 ,815
PF5 12,58 3,482 ,752 ,851
Quality education (QE): Cronbach’s Alpha = 0,891
QE1 12,23 3,622 ,780 ,852
QE2 12,28 3,760 ,764 ,859
QE3 12,24 3,449 ,754 ,863
QE4 12,96 7,553 ,806 ,889
QE5 12,27 3,588 ,754 ,864
Parents' income (PI): Cronbach’s Alpha = 0,860
PI1 14,83 4,341 ,797 ,760
PI2 14,85 4,132 ,844 ,740
PI3 14,90 3,861 ,804 ,747
PI4 14,78 4,352 ,815 ,755
PI5 14,86 4,253 ,746 ,749
Overall assessment (PC): Cronbach’s Alpha = 0.863
PC1 11,96 4,547 ,762 ,845
PC2 11,98 4,343 ,814 ,826
PC3 12,03 4,102 ,762 ,848
Table 4.4 reveals that results analysis reviews the reliability of the measuring scale for
each independence factor and dependent factors indicated there are three independent factors are
accepted right from the times of the first analysis are Physical facilities (PF), Quality of education
(QE) and Parents' income (PI).
All these factors had Cronbach’s Alpha coefficient of reliability of over 0.7, and the
correlation coefficients of the total variables of these components all reach the allowable standard
of greater than 0.4. Thus, it can be concluded that the index of the factors is reliable and that each
component of the factors is significantly correlated with each other. Besides, the variable-total
correlation is satisfactory, so the measurement variables of this scale are used in the subsequent
EFA analysis.
42
4.5. Exploratory Factor Analysis (EFA)
In this study, the researcher conducts an EFA analysis to select a subset of variables from
a larger set based on the original variables, the variables with the highest correlation.
According to Kaiser (1974), when the researcher wants to use EFA, KMO Bartlett test
must be greater than 0.50 and follow the following scale:
KMO >= 0.90: very good;
0.80 <= KMO < 0.90: good;
0.70 <= KMO < 0.80: appropriate;
0.60 <= KMO < 0.70: quite good;
0.50 <= KMO < 0.60: normal;
KMO < 0.50: except, Sig. < 5%
By examining the relationship between the measured variables, using correlation
matrices, the researcher can realize the extent of the relationship between the variables (Hair,
2004). If the correlation coefficient is less than 0.3, the use of EFA is not appropriate.
Table 4.5.1: KMO and Bartlett's Test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .898
Approx. Chi-Square 1559.203

Bartlett's Test
df 66
of Sphericity
Sig. .000
As shown in table 4.5.1, the results of KMO Barrett’s test of Sphericity indicated a
statistical significance and the appropriateness to use EFA. KMO coefficient of the factor
analysis (KMO = 0,898) is acceptable level is from 0,5 to 1. Bartlett's Test has a significance
43
level of 0.000 <0.05, so the observed variables are correlated on the overall scale. Thus, this
means that these variables are appropriate for factor analysis.
Table 4.5.2: Rotated Component Matrixa
Component
1 2 3 4
PI2 ,847
PI1 ,803
PI3 ,775
PI4 ,755
PF1 ,821
PF4 ,798
PF2 ,747
PF3 ,745
QE3 ,835
QE4 ,834
QE2 ,808
QE1 ,680
PI5 ,960
PF5 ,954
QE5 ,727
Eigenvalues 6,505 2,389 1,524 1,039
Extracted
43,369 59,297 69,458 76,384
Variance %
Extraction Method: Principal Component Analysis.

Rotation Method: Varimax with Kaiser Normalization.a
a. Rotation converged in 5 iterations.
44
Table 4.5.2 represents the rotation component matrix of all factors which converged in 5
iterations and the rotated component matrix expresses the relationship in each group factor and
decides 4 groups that has the relationship with each other. The rotated component matrix is the
most important result of principal components analynis. It includes estimates of the correlations
between each variable and their estimated components. The stronger the association between
variables and factors, the higher the factor loading.
In addition, the Total Explained Variance is 76,384% > 50%, which means that these
factors could explain 76,384% of all data and it is satisfactory and statistically significant. Then,
the researcher collects all the factors with parameters with Eigenvalues > 1. Because if the
eigenvalue is low, it means that there are few explanatory factors for the variance in the variables
and can be excluded from the model.
The results of the rotation component matrix show that all variables of three factors have
factor loadings larger than 0.5, and explanatory variables for a factor are separated from other
factors. Hence, no variables are removed.
After running exploratory factor analysis, the extracted factors are all based on the
reliability tested scales above. Fifteen observed variables converge into 4 groups of factors,
specifically:
Table 4.5.3: Group of factor
Factor Observed variables Group name
PF PF1, PF2, PF3, PF4 Physical Facilities

QE QE1, QE2, QE3, QE4 Quality of Education
PI PI1, PI2, PI3, PI4 Parents' Income
PE PF5, QE5, PI5 Parents' Expectations
45
These groups of factors will be included in the multiple linear regression analysis along
with the dependent variable which is the parental choice of Life skills education program (PC).
4.6. Test of hypotheses
The study was conducted to study regression between:
- Dependent factors: Parents' choice of life skills education program
- Independent factors: Physical facilities, quality of education, parents' income and
parents' expectations.
And the results will be in the table below:
Table 4.6.1: Model Summaryb
Model R R Square Adjusted R Std. Error of the Durbin-Watson

Square Estimate
1 ,765a ,586 ,572 ,445 1,878
a. Predictors: (Constant), PI, QE, PF, PE
b. Dependent Variable: PC
R Square reflects the influence of the independent variables on the dependent variable. In
this case, the regression models show four independent variables mentioned (Physical facilities,
Quality of education, Parents' income and Parents' expectations) affect 58,6% of the variation of
the dependent variable. The remaining 41,4% is due to variables outside the model and random
errors. Durbin-Watson coefficient is 1.878, ranges from 1 to 3, so there is no multicollinearity in
this model regression.
46
Table 4.6.2: ANOVAa
Model Sum of Squares df Mean Square F Sig.
Regression 54,576 .000b

31,869 4 7,967
1 Residual
34,138 191 ,179
Total
66,007 195
a. Dependent Variable: PC
b. Predictors: (Constant), PI, QE, PF, PE
F-ration shows the statistical significance of the overall model. The F-ratio is the result of
comparing the amount of explanatory variance with the unexplained variance. The results of the
regression model in the ANOVA table above show that Sig is 0.00< 0.05. So, the multiple linear
regression model fits the data set and can be used.
Table 4.6.3: Coefficientsa
Model Unstandardized Standardize t Sig. Collinearity Statistics

Coefficients d
Coefficients
B Std. Error Beta Tolerance VIF
(Constant)
,716 ,191 2,808 ,005
PF
,471 ,085 ,383 5,566 ,000 ,635 1,575
1 QE
,448 ,067 ,426 6,661 ,000 ,661 1,512
PI
,180 ,045 ,207 4,007 ,000 ,610 1,693
PE
,243 ,053 ,239 4,550 ,000 ,593 1,687
a. Dependent Variable: PC
The results of regression analysis in Table 4.6.3 show that four independent factors
including physical facilities, quality of education, parents' income and parents' expectations all
47
have sig < 0.05. Therefore, these variables all have explanatory meanings for the dependent
variable, no variables are excluded from the model. VIF <2, so there is no multicollinearity
occurs. Due to the regression coefficients of 4 independent factors have the same positive sign, it
can be concluded that 4 factors (PF, QE, PI, PE) affect the dependent variable in the positive
direction. The value of the standard regression of each independent variable is QE(0.448),
PF(0.471), PE(0.243), PI(0.180), respectively.
Regression Formula:
Y= α + βx1 + βx2 + βx3 + βx 4
When: α =0.716
X1: Physical facilities
X2: Quality of education
X3: Parents’ income
X4: Parents’ expectations
We have a Nu-hypothesis: H0= Y= α+ βx1 + βx2 + βx3 + βx 4
Sig < 0.05
In this study, accept Nu-hypothesis H0 then we have regression formula for this study:
PC = 0.716 + 0.471βx1 + 0.448βx2 + 0.180βx3 + 0.243βx4
Adjusted R Square is 0.572 indicating that the mean fit of this model is 57.2%. Thus, the
choice of students' parents can be influenced and explained by 4 factors: Physical Facilities,
Quality of Education, Parents' Income and Parents' Expectations.
Standardized Coefficients Beta for we know the importance of each independent variable
to the variable depends. Based on the magnitude of the standardized regression coefficient Beta,
48
the order of magnitude of the effect from the strongest to the weakest of the independent
variables on the dependent variable PC is QE(0.448)> PF(0.471)> PE(0.243)> PI(0.180).
Correspondingly, the quality of education factor has the strongest impact on parents' decisions,
then on the physical facilities, the parents' expectations and finally the parents' income.
After running exploratory factor analysis, the researcher had the following final
conceptual framework:
Quality of Education
Parental choice of
Physical Facilities
Life skills
Parents' Expectations education program
Parents' Income
Figure 4.5.4: Final model
H1: Quality of Education has correlation to parents' choice of a life skills education program.
H2: Physical Facilities has correlation to parents' choice of a life skills education program.
H3: Parents' Expectations has correlation to parents' choice of a life skills education
program.
H4: Parents' Income has correlation to parents' choice of a life skills education program.
4.7. Discussion
In this study, after processing SPSS to find out the factors affecting the choice of a life
skill education program for their children, the researcher collected the results that independent
factors include: physical facilities, quality of education, income and parents’ expectations have a
positive relationship and have a positive impact on parental choice. Therefore, in order to
49
improve business efficiency and attract customers, GABE Vietnam Education Development Joint
Stock Company needs to focus on improving the small components in these four independent
variables.
Out of 196 respondents, 56.1% were mothers and 43.9% were fathers. This shows that the
ratio between men and women is not significant. Besides, the survey subjects are quite young
people, in the age group of 25-30 years old, accounting for 56.1%. Respondents' are known to
have high school and university education with a huge gap, 50.1% and 10.7% respectively. The
majority of respondents have a stable income, from 9 to 12 million, accounting for 39.2% of the
total sample of this study.
The study chose the common elements, which were from the previous studies to build the
conceptual framework. Reliability test Statistics show that Cronbach's Alpha of 4 independent
factors is higher than the acceptable level of 0.6. Exploratory Factor Analysis (EFA) also shows
that all variables are suitable for factor analysis because KMO ranges from 0.5 to 1. Futhermore,
Linear Regression Analysis also shows that The factors (physical facilities, quality of education
and parents' income), selected from the model of George Homans and George Simmel (1944) are
relevant, and the new factor (the parents' expectations) has a positive influence on parents' choice
of a life skills education program.
The research results give a regression equation to explain 57.2% of the relationship
between the independent variable and the dependent variable. Based on the magnitude of the
standardized regression coefficient Beta, the influence of the independent variables on the
dependent variable PC is QE (0.448) > PF (0.471) > PE (0.243) > PI (0,180). Due to the
regression coefficients of 4 independent factors have the same positive sign, it can be concluded
that 4 factors (PF, QE, PI, PE) have a positive influence on the dependent variable and none of
the factors have been removed.
50
CHAPTER V: CONCLUSION AND RECOMMENDATIONS
Chapter five is focused on giving the conclusion and recommendation of the research
regarding the research objectives.
5.1. Conclusion
Based on data analysis from 196 parents in Thai Nguyen, the research shows that parents
highly appreciate the quality of the center's education when sending their children to school.
They seem to prefer a center that has a fresh curriculum, a mix of teaching styles, and a team of
qualified teachers with real-world experience to keep learning activities productive. Parents'
income is also one of the factors that have a significant influence on the decision to choose a life
skills education program for their children. The financial balance between the cost of children's
education and other family expenses to match the source of income is what parents are always
concerned about. Research also shows that facilities influence parents' choices. A fully equipped
education center, especially teaching and learning equipment, attracts the attention of parents
when deciding to choose a life skills education center for their children. In addition, parents also
expressed their expectation of a perfect life skills education center for them to study.
From the research results, it can be concluded that parents are influenced by 4 factors,
namely the quality of education, physical facilities, income and parents' expectations when they
make decisions choose a life skill education program for their children.
5.2. Recommendations
In order to attract more students to improve business efficiency, GABEVN life skills
education center and other life skills education centers, especially newly established centers,
should focus on improving their educational service quality in several aspects. The following
51
recommendations are addressed to all interested life skills education center directors, especially
life skills education centers for children whose parents are considered target customers.
The study made the following recommendations:
i. For new institutions entering the life skills education market, they should build up
permanent and solid buildings, and invest in modern equipment and facilities, such as
loudspeakers, screens, projectors, etc., especially focusing on online CCTV system so that
parents can conveniently monitor their children's learning and at the same time create more
confidence for parents when sending their children to center.
ii. After correctly identifying the target customers, the life skills education center needs to
maintain the current customer base as well as attract new customers by building appropriate and
standard education programs with the team experienced and qualified teachers.
iii. Life skills education centers are responsible for recruiting qualified teachers who have
obtained some necessary qualifications and are able to deliver high-quality curriculum
effectively. Because it is believed that teachers contribute significantly to the process of students'
knowledge accumulation.
vi. To improve customer satisfaction, life skills education centers should combine
traditional and online educational methods, applying educational technology to the curriculum.
This creates favorable conditions for students to learn anytime, anywhere and acquire knowledge
in the easiest way. This is also a significant driving force in parental choice.
v. Parents will always consider and choose life skills education centers with appropriate
costs and on the basis of family income. Therefore, a life skills education center should adjust to
the appropriate tuition rate to satisfy its customers.
52
5.3. Limitations and directions for further research
5.3.1. Limitations of research
During the implementation of the study, this study has some limitations:
First, due to funding and time constraints, the researcher only approached a small number
of parents in Thai Nguyen city, so the results of this study may not really provide enough
reliability to apply to a larger scale.
Second, the majority of selected parents gave neutral evaluations for all factors. As a result,
the results may be unclear and inadequate.
Third, during the analysis, the researcher realized that some of the questions in the
questionnaire had been designed in an inaccurate way to obtain the desired data.
Therefore, we hope that other future studies can overcome these obstacles to yield more
accurate results.
5.3.2. For future research
The researcher proposes a study in which evaluation data from parents are collected and
compared to gain insight into the gap that exists between preparation and performance standards
and expectations. Issues related to educational quality improvement and expectations impacting
parental choice must be included for a more accurate assessment.
Future researchers should delve deeper into the fundamental aspects of customer choice
and lay the groundwork for that factor in the long run. Besides, they should continue to work on
the issues this study has explored in order to enhance existing research as well as general factors
of parental choice. Finally, future researchers should also invest more time and effort in building
larger sample sizes at a broader scale to improve and develop research to yield better results.
53
REFERENCES
Alsauidi, F. (2016). Reasons influencing selection decision making of parental choice of school,
Journal of Research in Eduucation and Science (IJRES), 2(1), 201-211, Retrieved from
http://files.eric.ed.gov/fulltext/EJ1105167.pdf Accessed December 23, 2021
Dinesh R, Belinda R. Importance of life skills education for youth. Indian J Appl Res.
2014;4(12):92–4
Fung, K. and Lam, C. (2011). Empowering parents’ shoice of Schools. The rhetoric and reality of
how Hong Kong kindergarten parents choose schools underthe voucher scheme. Current
Issues in Education. 14(1) 7-16
Njoki, M. M. (2015). School related factors influencing Parental choice of primary schools
inEmbakasi Sub- County, Kenya.
Davis, A, M. (2011). Why do parents choose to send their children to private schools? Electronic
Theses & Dissertation. Retrieved from http://digitalcommons.georgiasouthern.edu/etd/382
Ruchismita R. (2016). Essay on the Concept and Importance of Life Skill Education. Retrieved
from: http://www.laqsh.com/index.php/articles/100-life-skills/329essay-on-theconcept-and-
importance-of-life-skill-education.html
Maangi, E. N. (2014). Factors influencing parental patronage of private primary schools in
KenyaDepiste Free Primary Education (FPE) in public schools, Journal of Education and
practices 5(26). Retrieved from http:// www.jiste.org/journal 2009
Hsu, Y. & Yuan-fang, C. (2013, Februar). An analysis of Factors Affecting Parents’ Choice of a
Junior High School. Internationa Journal of Business Humanities and Technology. (3)2.
Allen, R., Burgess, S. & McKenna, L. (2014). School performance and parental choice of school:
Secondary data analysis. Retrieved from:

54
https://www.gov.uk/goverment/uploads/attachment_data/file/275938/RR310_-
School_performance_and_parent_choice_of_school.pdf Accessed November 27, 2021
Omede J (2015). Private participation in education in Nigeria: some issues that matter. Asian J.
Humanit. Soc. Sci. 3 (91), 101-109.
Mungenda, O.M. & Mungeda, A.G. (2003). Research methods: Quantitative and qualitative
approaches. Nairobi: Acts Press
Burns, T. And Roszkowska, E. (2016). Rational Choice Theory: Toward a Psychological, Social,
and Material Contextualization of Human Choice Behavior. Theoretical Economics Letters,
6, 195-207. http://dx.doi.org/10.4236/tel.2016.62022
Darmody, M., Smyth, E, & McCoy, S. (2012). School sector variation among primary schools in
Ireland. Research Report. Department of Children and Youth Affairs. Retrieved from
https://www.educationtogether.ie/sites/default/files/school_sector_variation_0.pdf
Indepedent Schools Council of Australia, ISCA. (2008). Factors affecting school choice. Research
Report. Retrieved from http://www.isca.edu.au
Beamish, P., & Morey P. (2012). School choice: What motivates parents. TEACH Journal of
Christian Education, 6(2), 32–38.
Loeb, S., Valant, J., & Kasman, M. (2011). Increasing choice in the market for schools: Recent
reforms and their effects on student achievement. National Tax Journal, 64(1), 141–164.
Altrichter, H., Bacher, J., Beham, M., Nagy, G., & Wetzelhütter, D. (2011). The effects of a free
school choice policy on parents’ school choice behaviour. Studies in Educational
Evaluation, 37(4), 230–238.
Cohen, L., Manion, L, & Morrison, K. (2007). Research methods in education. (6 thed.) New York:
Routkedge
55
APPENDIX 1
QUESTIONNAIRE
Factors affecting parent's decision to choose a Life skills education program for
primary school pupils. A case study: Parents in Thai Nguyen.
Dear Mr/ Ms,
My name is Pham Thi Thu Phuong, a senior at International School - Thai Nguyen
University. Currently, I am in the process of completing the graduation thesis with the topic
''Factors affecting parent's decision to choose a Life skills education program for primary
school pupils. A case study: Parents in Thai Nguyen''. Therefore, I designed the following
questionnaire to investigate the factors that you are interested in when choosing a life skills
education program for your children. Your opinions are valuable information that helps me
complete the above topic. I would like to receive your cooperation and comments. I guarantee all
your information will only serve for research purposes.
Sincerely!
Part I: Personal information
1. Gender
o Male
o Female
2. Age
o 25-30 years
o 31-35 years
o Over 35 years
56
3. Education level
o High school or lesser level of education
o Associate's and Intermediate
o Undergraduate and Postgraduate
4. Monthly income
o Under 6 million
o 6-9 million
o 9-12 million
o Over 12 million
Part II: Assess the factors influencing the decision to choose a life skills education program
for your child
Please indicate your level of agreement with the statements below by rating them from 1 to 5 for
each question in the questionnaire below. In which, the order of numbers represents the level of
agreement from low to high, specifically:
1 2 3 4 5
Strongly disagree Disagree Neutral Agree Strongly agree
Code Contents of question Influence level

Physical Facilities 1 2 3 4 5
PF1 The center has spacious and airy
classrooms
PF2 The center fully equipped devices to
support learning and teaching
57
PF3 The center has solid and solid works
PF4 The center has an online CCTV system
(parents can watch their children's activities
online)
PF5 I want my child to learn in the most modern
educational environment
Quality of Education
QE1 Formally trained teachers
QE2 Teachers with skills and teaching
experience of 2 years or more
QE3 Center for applying technology to the
curriculum
QE4 Learning model that combines traditional
and online
QE5 I want my child to have better academic
results
Parents' Income
PI1 High-income parents can invest in their
children's participation in life skills
education programs from an early age
PI2 As household income increases, so does the
choice of type of education program
PI3 Low-income parents will not have many
choices about life skills education programs
for their children
PI4 High-income parents can choose a higher
quality educational program
PI5 I want to choose an educational institution
with a tuition fee that is suitable for my
personal income
Overall assessment
PC1 Physical Facilities affect parents' choice of

life skills education program
PC2 Quality of education affect parents' choice
of life skills education program
58
PC3 Parents' income affect parents' choice of
life skills education program
Do you have any recommendations to improve the quality of Life skills education program?
Sincerely thank you for spending time to complete the survey and give valuable
suggestions!
59
APPENDIX 2
BẢNG CÂU HỎI KHẢO SÁT
Các yếu tố ảnh hưởng đến quyết định lựa chọn chương trình giáo dục kỹ năng sống
cho học sinh tiểu học của phụ huynh. Trường hợp: Phụ huynh ở Thái Nguyên.
Gửi anh/chị,
Tôi là Phạm Thị Thu Phương, sinh viên năm cuối của Khoa Quốc tế - Đại học Thái
Nguyên. Hiện tôi đang trong quá trình hoàn thành khóa luận tốt nghiệp với đề tài '' Các yếu tố
ảnh hưởng đến quyết định lựa chọn chương trình giáo dục kỹ năng sống cho học sinh tiểu học
của phụ huynh. Trường hợp: Phụ huynh ở Thái Nguyên ''. Vì vậy, tôi thiết kế bảng câu hỏi sau để
khảo sát những yếu tố mà anh/chị quan tâm khi lựa chọn chương trình giáo dục kỹ năng sống cho
con em mình. Ý kiến của anh/chị là thông tin quý báu giúp tôi hoàn thành đề tài trên. Tôi rất
mong nhận được sự hợp tác và đóng góp ý kiến của anh/chị. Tôi đảm bảo tất cả thông tin của bạn
sẽ chỉ phục vụ cho mục đích nghiên cứu.
Trân trọng!
Phần I: Thông tin cá nhân
1. Giới tính
o Nam
o Nữ
1. Độ tuổi
o 25-30 tuổi
o 31-35 tuổi
o Trên 35 tuổi
60
2. Trình độ học vấn
o Trung học phổ thông trở xuống
o Cao đẳng và Trung cấp
o Đại học và Sau đại học
3. Thu nhập hàng tháng
o Dưới 6 triệu
o 6-9 triệu
o 9-12 triệu
o Trên 12 triệu
Phần II: Đánh giá các yếu tố ảnh hưởng đến quyết định lựa chọn chương trình giáo dục kỹ
năng sống cho con anh/chị
Vui lòng cho biết mức độ đồng ý của bạn với các câu dưới đây bằng cách xếp hạng từ 1
đến 5 cho mỗi câu hỏi trong bảng câu hỏi dưới đây. Trong đó, thứ tự các số thể hiện mức độ đồng
ý từ thấp đến cao, cụ thể:
1 2 3 4 5
Rất không đồng ý Không đồng ý Bình thường Đồng ý Rất đồng ý
Mã số Nội dung câu hỏi Mức độ ảnh hưởng

Cơ sở vật chất 1 2 3 4 5
PF1 Trung tâm có phòng học rộng rãi, thoáng
mát
PF2 Trung tâm trang bị đầy đủ các thiết bị hỗ
trợ học tập và giảng dạy
PF3 Trung tâm có các công trình kiên cố và
vững chắc
PF4 Trung tâm có hệ thống camera quan sát
trực tuyến (phụ huynh có thể xem trực
61
tuyến các hoạt động của con em mình)
PF5 Tôi muốn con tôi được học trong môi
trường giáo dục hiện đại nhất
Chất lượng giáo dục
QE1 Giáo viên được đào tạo chính quy
QE2 Giáo viên có kỹ năng và kinh nghiệm giảng
dạy từ 2 năm trở lên
QE3 Trung tâm ứng dụng công nghệ vào chương
trình giảng dạy
QE4 Mô hình học tập kết hợp giữa truyền thống
và trực tuyến
QE5 Tôi muốn con tôi có kết quả học tập tốt hơn
Thu nhập
PI1 Cha mẹ có thu nhập cao có thể đầu tư cho
con tham gia các chương trình giáo dục kỹ
năng sống từ khi còn nhỏ
PI2 Khi thu nhập hộ gia đình tăng lên, việc lựa
chọn loại chương trình giáo dục cũng tăng
lên
PI3 Cha mẹ có thu nhập thấp sẽ không có nhiều
lựa chọn về các chương trình giáo dục kỹ
năng sống cho con
PI4 Cha mẹ có thu nhập cao có thể chọn
chương trình giáo dục chất lượng cao hơn
PI5 Tôi muốn chọn cơ sở giáo dục có mức học
phí phù hợp với thu nhập cá nhân
Đánh giá chung
PC1 Cơ sở vật chất ảnh hưởng đến sự lựa chọn

chương trình giáo dục kỹ năng sống của
phụ huynh
PC2 Chất lượng giáo dục ảnh hưởng đến sự lựa
chọn chương trình giáo dục kỹ năng sống
của phụ huynh
PC3 Thu nhập ảnh hưởng đến sự lựa chọn
chương trình giáo dục kỹ năng sống của
62
phụ huynh
63
Anh/chị có kiến nghị gì để nâng cao chất lượng chương trình giáo dục Kỹ năng sống không?
Xin chân thành cảm ơn anh/chị đã dành thời gian hoàn thành bảng khảo sát và đưa ra
những góp ý quý báu!
64
APPENDIX 3
STATISTICAL RESULTS
Appendix 3.1: Descriptive Statistics
N Minimu Maximu Mean Std.

m m Deviation
PF1 196 2 5 4,11 ,697
PF2 196 1 5 4,06 ,666
PF3 196 2 5 4,10 ,764
PF4 196 1 5 4,07 ,727
PF5 196 1 5 3,90 ,871
QE1 196 2 5 4,23 ,645
QE2 196 2 5 4,19 ,694
QE3 196 1 5 4,22 ,625
QE4 196 2 5 4,24 ,663
QE5 196 1 5 3,91 ,864
PI1 196 1 5 4,00 ,751
PI2 196 2 5 3,98 ,771
PI3 196 1 5 3,93 ,872
PI4 196 2 5 4,05 ,736
PI5 196 1 5 3,87 ,896
PC1 196 2 5 4,01 ,716
PC2 196 1 5 4,09 ,671
PC3 196 1 5 4,03 ,690
Valid N
196
(listwise)
Appendix 3.2: Total Variance Explained

65
Component Initial Eigenvalues Extraction Sums of Squared Loadings
Total % of Cumulative Total % of Cumulative

Variance % Variance %
1 6,505 43,369 43,369 6,505 43,369 43,369
2 2,389 15,928 59,297 2,389 15,928 59,297
3 1,524 10,161 69,458 1,524 10,161 69,458
4 1,039 6,926 76,384 1,039 6,926 76,384
5 ,658 4,387 80,771
6 ,476 3,174 83,944
7 ,437 2,912 86,856
8 ,400 2,666 89,522
9 ,333 2,222 91,744
10 ,311 2,073 93,817
11 ,299 1,997 95,814
12 ,228 1,520 97,334
13 ,209 1,391 98,724
14 ,171 1,142 99,866
15 ,020 ,134 100,000
66

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THAI NGUYEN UNIVERSITY

FACTORS AFFECTING PARENT’S DECISION TO CHOOSE A LIFE SKILLS

A CASE STUDY: PARENTS IN THAI NGUYEN

The Department of Economic and Management

International School of Thai Nguyen University

The Socialist Republic of Vietnam

Of the Requirements for the Degree

Major in International Business

PHAM THI THU PHUONG

UNDERGRADUATE THESIS APPROVAL

Part A – Candidate’s Information

SKILLS EDUCATION PROGRAM FOR PRIMARY SCHOOL PUPILS.

A CASE STUDY: PARENTS IN THAI NGUYEN

Part B – Supervisor’s Recommendation for Final Defense

Part C – Submission of Thesis

Candidate’s Signature Date

university for similar purposes.

Date of submission (dd/mm/yyyy): ________________

Signature of declarer: ________________

and complete my research article.

It is assumed that the learning environment contributes significantly to student

before making a decision to send their child.

Keywords: Parental choice, Life skills, Pupils, Educational services.

cho con của họ.

Table 3.4. Data encryption.............................................................................................................33

Table 4.2: Demographic of respondents.........................................................................................39

Table 4.3: Descriptive Statistics of factors.....................................................................................41

Table 4.4: Cronbach's Alpha coefficient of independent variables................................................41

Table 4.5.1: KMO and Bartlett's Test.............................................................................................43

Table 4.5.2: Rotated Component Matrixa.......................................................................................44

Table 4.5.3: Group of factor...........................................................................................................45

Table 4.6.1: Model Summaryb........................................................................................................46

Table 4.6.2: ANOVAa.....................................................................................................................46

Table 4.6.3: Coefficientsa...............................................................................................................46

Figure 2.1.2. Structural model social action...................................................................................23

1 GABEVN GABE Vietnam Education Development Joint Stock

2 SPSS Statistical Package for the Social Sciences

3 Edtech Educational technology

4 EFA Exploratory Factor Analysis

1.1. Background of the study

throughout the country, in schools with almost all levels of education.

skills education for students is more urgent than ever.

fiercely competitive market.

GABE Vietnam Education Development Joint Stock Company - a pioneer in Vietnam

intellectual development for children. GABEVN is constantly researching and developing,

of enthusiastic, disciplined, creative and professional staff, constantly striving to improve

1.2. Statement of the problem

1.3. Research objectives, questions and hypothesis

Specifically, the objectives of this study are:

of a life skills education program for primary school pupils.

2. To evaluate the influence of selected factors on the decision-making process of parents.

research results and conclusions.

1.3.2. Research questions

This research seeks to answer the question:

for primary school pupils?

improve its competitiveness?

1.3.3. Research hypothesis

skills education program for primary school pupils.

1.4. The significance of the study

shortcomings in their education services.

their in the midst of a fiercely competitive market.

to enhance customer satisfaction.