 because students neglect to cube to expression in the root.
• Answer A is wrong because students forget to multiply 4 in the formula.
• Answer C is wrong because students neglect to cube to expression in the root.
• Answer D is wrong because students forget to divide 3 in the formula.
Therefore selecting Answer A.
• Answer B is wrong because of only multiply sin 30°.
• Answer D is wrong because students forget to divide 12 in the formula.
So choosing Answer C.
• Answer D is wrong because students forget to divide 12 in the formula.
Question 22 Hence selecting Answer D.
• Answer A is wrong because students mistake in a 3.
• Answer B is wrong because of only square in a 2 or forget to multiply 2 in the formula. • Answer A is wrong because of only substitute the length of edge is a.
• Answer C is wrong because students forget to cube 2a.
• Answer D is wrong because students mistake in options.
• Answer C is wrong because students forget to multiply 2 12 in the formula.
• Answer D is wrong because students mistake in the addition operation.
• Answer A is wrong because students forget to multiply 2 12 in the formula.
• Answer D is wrong because students neglect to take the square root.
Hence selecting Answer D.
• Answer A is wrong because students neglect to divide 3 in the formula.
• Answer B is wrong because students forget to multiply 2 in the root.
• Answer C is wrong because students mistake in abc 6.
Question 27 Thus choosing Answer A.
• Answer B is wrong because students neglect to divide 3 in the formula.
• Answer C is wrong because students forget to multiply 2 in the root.
• Answer D is wrong because mistake in abc 6.
• Answer A is wrong because students forget to change cm.
• Answer C is wrong because of mistake in 2.S 1 S 2 S 3 3.
Question 29 So choosing Answer C.
• Answer A is wrong because students forget to divide 6 in the formula.
• Answer D is wrong because of mistaking in 2.S 1 S 2 S 3 3. Hence selecting Answer B.
• Answer A is wrong because students neglect to cube cos! and cos!.
• Answer D is wrong because students forget to take the square root. Thus choosing Answer C.
• Answer B is wrong because students neglect to cube cos! and cos!.
• Answer D is wrong because students forget to take the square root.
• Answer B is wrong because of mistaking sin 60° to cos 60°.
• Answer C is wrong because students neglect to divide 6 in the formula.
• Answer D is wrong because students forget to multiply to d. So choosing Answer D.
• Answer A is wrong because students forget to mutltiply lack of an edge 3a.
• Answer B is wrong because students neglect to multiply to d.
• Answer C is wrong because students forget to divide 6 in the formula.
Question 34 Hence selecting Answer B.
• Answer A is wrong because students neglect to divide 3 in the formula.
• Answer C is wrong because students forget to multiply 2 in the formula.
• Answer D is wrong because of missing in SA = a. Thus choosing Answer A.
• Answer B is wrong students neglect to divide 3 in the formula.
• Answer C is wrong because of mistaking the length of edge is a.
• Answer D is wrong because students forget to multiply 2 in the formula. Therefore selecting Answer B.
Answer A is wrong because students forget to divide 6 in the formula.
Answer C is wrong because students mistake the product of 3 edges to the sum of 3 edges.
Answer D is wrong because students mistake sin to cos in the formula. • Answer A is wrong because students forget to divide 6 in the formula.
• Answer C is wrong because of mistaking the length of edge is a.
• Answer D is wrong because of missing in options.
Question 38 Hence selecting Answer A.
• Answer B is wrong because students forget to cube the length of edge.
• Answer C is wrong because students only square the length of edge.
• Answer D is wrong because students only replace the length of edge is a.
• Answer A is wrong because of missing in the formula.
• Answer B is wrong because of mistaking in the formula and the score of a 3 V.
• Answer C is wrong because students neglect to take the score of a 3 V, only calculating the volume. Therefore selecting Answer C.
• Answer A is wrong because students forget to cube the length of edge.
• Answer B is wrong because of only square the length of edge.
• Answer D is wrong because students only replace the length of edge is a.
We now turn on the posteriori analysis in the next sub-section.

Introducing IATA Question Analysis Software
We execute IATA software to analyze the above results. This software can be downloaded via the link: https://polymetrika.com/Downloads/IATA. Discr is discriminant; Pval is difficulty; PBis is correlation coefficient according to classical test theory. The coefficients a and b are discriminants, the difficulty according to the test theory answers the IRT question. The results of the IATA show that the questions that are well used are 14 questions, which can be used as 23 questions and 3 questions have issues are questions 20, 21, and 27. Therefore, 3 questions have issues are excluded to proceed to approach 2.

Experimental Results of Approach 2
From 40 exercises of group A students drawn from approach 1 and 37 exercises of group B students from Ly Tu Trong High School for the Gifted, High School Pedagogical Practice, Chau Van Liem High School, Bui Huu Nghia High School, Nguyen Viet Hong High School are analyzed as follows:

Evaluation of Experimental Results
Based on Tables 2 and 3, the control group has an average score of 100% in good mathematics, but the correct rate of sentences is low, for example: questions 34 and 35 have a rate of 21.62%; questions 37 and 39 have a rate of 27.03%; and question 40 has a rate of 35.14%.
Meanwhile, the experimental group had a lower mathematics score than the control group, but the rate of correct answers was higher, most of them were over 80%, the lowest rate was 28 with 75%. This shows the effectiveness of using quick calculation formulas.
Through the experimental process, the results showed that: the experimental purpose has been completed, and the feasibility and effectiveness of using the formulas for calculating the volume of the polyhedron in spatial geometry has been affirmed. Implementing geometric exercises with quick calculation formulas is a tool to support students to receive, understand and apply in appropriate situations, thereby helping students to achieve good results in exams.

CONCLUDING REMARKS AND INFERENCE
As stated in the Introduction, in the age of globalization, an effective leadership skill is the ability for quick calculation of work-related problems. From an economic perspective, fast computation often gives a competitive advantage in business, where speed, efficiency and accuracy are essential. Quick calculation techniques are a central problem in modern mathematics because it shortens the time for solving technical problems. This paper has developed convenient and straightforward formulas to calculate quickly the polyhedron volume in spatial geometry. The empirical analysis was conducted at Can Tho City to evaluate efficiently the proposed formulas. This paper provides a foundation for teachers and students to approach the method of quick solving spatial geometry exercises using simple formulas. The experimental results show that students can solve exercises faster with the help of quick calculation formulas. This is a useful tool that can help students be more confident in the face of problems of calculating volumes in space geometry, which can be useful for commercial purposes.  Moreover, the formulas for quick calculation of the polyhedron volume in spatial geometry contributed importantly and significantly to the solution of multiple choice tests. This is also a premise to develop simple and faster calculation formulas in solving problems of spatial geometry and a tool for research in developing cognate topics. As an extension of the paper, we can directly use software such as R, GeoGebra for programming in learning and teaching. This is a topic of ongoing research.The General Election in May 2015 looks set to be one of the most unpredictable elections in decades. Against a backdrop of falling living standards and increased privatisation, Class will use its role as a forum for left debate and discussion to promote alternative policies that will reduce inequality and improve public services.
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