SỰ KHÁC BIỆT TRONG KẾT QUẢ HỌC TẬP GIỮA SINH VIÊN SƯ PHẠM VÀ SINH VIÊN KHÔNG THUỘC KHỐI NGÀNH SƯ PHẠM TẠI TRƯỜNG ĐẠI HỌC THỦ ĐÔ HÀ NỘI: PHÂN TÍCH TỪ DỮ LIỆU HỌC KÌ ĐẦU TIÊN

Abstract

This study examines differences in first-semester academic performance between students in teacher-education programs and those in non-education majors at Hanoi Metropolitan University. The sample comprises 2,002 first-year students in the 2024–2025 academic year (765 in teacher-education programs and 1,237 in non-education fields). A quantitative design was used to compare mean academic outcomes across the two groups. Results show that student teachers achieved significantly higher average GPAs (M = 3.2892, SD = 0.34409) than their non-education counterparts (M = 2.9728, SD = 0.41957), with the difference statistically significant. Distributional analyses and academic classifications further indicate that the proportion of students attaining excellent and very good standings is substantially higher in the teacher-education group, whereas the non-education group has larger shares in the average, weak, and poor categories. These findings point to meaningful differences in academic foundations, motivation, and initial adaptability between the two cohorts and underscore the need to tailor academic support policies to their distinct profiles.