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VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES LE MINH PSYCHOLOGICAL DIFFICULTIES IN GROUP LEARNING UNDER THE CREDIT BASED SYSTEM OF PEDAGOGICAL STUDENTS Major : Psychology Code : 9.31.04.01 SUMMARY OF PHD DISSERTATION ON PSYCHOLOGY Hanoi - 2019 The dissertation is completed at GRADUATE ACADEMY OF SOCIAL SCIENCES Scientific Instructor: Assoc Prof NGUYEN THI THANH BINH Reviewer 1: Assoc Prof Phan Trong Ngo Reviewer 2: Assoc Prof Tran Thu Huong Reviewer 3: Assoc Prof Dang Thanh Nga The Dissertation is defended at The Dissertation Review Council of The Graduate Academy of Social Sciences At…., on…… , 20… Further information on the Dissertation can be found at: - National Library of Vietnam - Library of the Graduate Academy of Social Sciences INTRODUCTION The urgency of the research topic Group learning is increasingly employed in universities around the world and in Vietnam This learning activity promotes active learning, self-control learning and increases the adaptability of the learners in dealing with problems Group learning is a tool to develop deep learning skills in a wide range of learning branches and environments; promote cooperation (cooperative learning, peer learning / teaching, peer-to-peer learning) to enable students to learn together in an effective way Vietnamese culture emphasizes the ideas “A young ox learns to plow from an older one” but still appreciates the thought of “peers make better teachers” This view highly appreciates the subjectivity of learners making the lifetime learning more realistic In a broad sense, it encourages and enhances the collaboration and team work throughout the life of the learners Currently, with the tendency to transfer university training from academic year system to the credit based system, university program must satisfy three principles of democracy, massification and active teaching: Aiming at the idea of subjective centered learners Therefore, many universities in Vietnam, including the pedagogical universities, have been paying more and more attention to the innovation of learning methods in the trend that helps learners learn more and remember longer while actively learning through group cooperation During the time learning and training at the universities, students in general and pedagogical students in particular manifest they fact that they have knowledge and competence to solve problems, to work creatively and to prove their critical thinking, etc but also lack many soft skills necessary for learning One of the weaknesses that hinders the process of studying under the credit based system of students is the lack of collaborative skills heading to the difficulties in group learning Particularly, in the context of reforming the general education program, the method of teaching and learning in general schools will follow the instructional orientation through active learning of the learners, in which cooperative teaching and learning are mentioned The Article 28 of the Education Law in 2005 also emphasized the need to foster student’s ability to work in groups: “The method of general education, must promote the positivity, selfconsciousness, proactivity and creation of the students that suitable to the characteristics of each class and subject; must foster the self-study methods, teamwork ability; training skills to apply knowledge into practice; must insert influences on emotions and bring joy as well as interest in learning for students” But the reality shows that, pedagogical students have encountered many difficulties and limitations with group learning from cognition to attitudes and skills Currently, in Vietnam, a number of psychological topics mainly survey group collaboration skills, adaptive issues with group learning, only a few authors mention the difficulties in group learning at some subjects of students and high school pupils There have been a few research projects mentioning the psychological difficulties in group learning; but not specifically defined how the psychological difficulties in group learning express The group learning activities of students are taking place in many different stages, so the psychological difficulties express in different way at each stage? Is there a difference in psychological difficulties in the criteria of school, majors or learning capacity among students? All of these issues are still left open, there have had no further studies or survey or investigation Stemming from the above reasons, we chose to study the topic: “Psychological difficulties in group learning under the credit based system of pedagogical students.” Research purposes and research tasks of the dissertation 2.1 Research purposes Researching the theory and reality of psychological difficulties in group learning of pedagogical students; on that basis, proposing remedial measures for psychological difficulties group learning of students of pedagogical students 2.2 Research tasks A research overview of the psychological difficulties in group learning of pedagogical students under the credit based system Systematizing a number of theoretical issues about psychological difficulties in group learning of pedagogical students under the credit based system Surveying and evaluating the reality of psychological difficulty level in group learning of the pedagogical students in Hanoi National University of Education, Hanoi Metropolitan University, Hanoi Pedagogical University and factors affecting the psychological difficulties in group learning of pedagogical students Organizing pedagogical experiment aiming at overcoming and limiting psychological difficulties in group learning of pedagogical students Research subjects and scope of the dissertation 3.1 Research subjects The expression and level of psychological difficulties in group learning stages of pedagogical students under the credit based system 3.2 Research scope 3.2.1 In term of research content + The research project of psychological difficulties in group learning under the credit based system of pedagogical students + The research content focuses on the expressions of psychological difficulties in group learning such as awareness, attitude and behavior; these expressions are reviewed in the group learning stages of pedagogical students + Considering some subjective and objective factors that affect psychological difficulties in group learning of pedagogical students 3.2.2 In term of research population Studying 540 students and 18 lecturers of the pedagogical universities including Hanoi University of Education, Hanoi Metropolitan University, Hanoi Pedagogical University Methodology and research methods of the dissertation 4.1 Research methodology The dissertation’s study bases on the approaches: approach to major, approach to system, and approach to operation 4.2 Research methods The thesis has employed some of the following methods: Document research method, expert methods, survey methods by questionnaires, multiple choice method, in-depth interview method, observation method, pedagogical experiment method and method of data processing by mathematical statistics Innovative scientific contributions of the dissertation 5.1 Theoretical contributions The dissertation has built up a relatively reasoning system on psychological difficulties in group learning under the credit based system from concepts to expressions and influencing factors This problem has not been studied in depth and in system throughout Vietnam The research results are also the theoretical basis for the further studies on the topics of psychological difficulties in group learning under the credit based system of pedagogical students in our country today 5.2 Practical contributions The research results of the reality of psychological difficulties in group learning of pedagogical students under the credit based system shows that: psychological difficulties in group learning of pedagogical students are at difficult level, the pedagogical students encounter difficulty the most in behavior and the least in the attitude In the four stages of group learning, pedagogical students meet the biggest psychological difficulties at the stage of establishing learning groups and the least ones at the class discussion period The research results of the dissertation contribute to the creation of a scientific basis in developing training and remedial program for the psychological difficulties in group learning under the credit based of pedagogical students The theoretical and practical significance of the dissertation 6.1 Theoretical significance The dissertation has systematized and identified a number of basic theoretical issues about psychological difficulties, psychological difficulties in group learning of pedagogical students under the credit based system Among the issues, the dissertation has built a new concept of psychological difficulties in group learning of pedagogical students under the credit based system The dissertation further points out the expressions in three aspects of awareness, attitude, behavior of psychological difficulties in each stage of group learning of pedagogical students under the credit based system The research results of the dissertation contribute to the clarification of the theories on group learning psychology and pedagogical psychology at university 6.2 Practical significance The dissertation has clarified the reality and the level of psychological difficulties in group learning of pedagogical students under the credit based system by analyzing the level of specific expression of psychological difficulties in three aspects of awareness, attitude and behavior in each stage of group learning of pedagogical students under the credit based system The indicators for school groups, majors, academic years, learning capacity are analyzed and compared to show the differences The dissertation has pointed out the level of influence of a number of subjective and objective factors on psychological difficulties in group learning of pedagogical students under the credit based system The experiments show appropriate impacts that bringing positive effects On that basis, some recommendations for pedagogical universities, teacher training faculties and support lecturers organize and instruct group learning to pedagogical students under credit based system and further help them limit some psychological difficulties in group learning The conclusions of the dissertation also help managers of pedagogical schools and pedagogical faculties, lecturers obtain more suitable and effective management and teaching methods, enable pedagogical students to limit the psychological difficulties in group learning The research results of the dissertation can also be considered as a suggestion for the next research directions such as the study of psychological difficulties in group learning for those students in the role of leaders; student’s skills to build learning groups; critical thinking in learning group; group learning motivation of the students, etc Structure of the dissertation: In addition to the introduction, conclusions and recommendations, the index of references and appendices, the dissertation consist of chapters: Chapter 1: An overview on researching psychological difficulties in group learning under the credit based system of pedagogical students; Chapter 2: The arguments of psychological difficulties in group learning under the credit based system of pedagogical students; Chapter 3: Research Organization and Methods; Chapter 4: Research results of the reality of psychological difficulties in group learning under the credit based system of pedagogical students CHAPTER AN OVERVIEW ON RESEARCHING PSYCHOLOGICAL DIFFICULTIES IN GROUP LEARNING UNDER THE CREDIT BASED SYSTEM OF PEDAGOGICAL STUDENTS Studies on psychological difficulties in group learning Studies on psychological difficulties in learning in children can be found in the works of such authors as Bianka Zazzo, A.V Petropxki, Sheldon Horowitz (2005), Murray Evely and Zoe Ganim (2011) According to these authors, psychological difficulties in learning in children caused by the following reasons: The change of operating environment, called the transformation of primary activities, from playing and freedom to learning activities; the biological defects in knowledge acquisition; anxiety in learning and fear of learning The studies by Ballard and Clanchy (1985); Bob Smale, Julie Fowlie (2009) aimed at psychological difficulties in learning in students These authors argue that students encountered many difficulties in adapting to the new learning environment such as learning methods, learning ways, learning culture, language use Particularly the students who studied abroad experienced culture shock and found themselves unable to adapt and integrate with the group; afraid to communicate with strangers; stressful with a great amount of knowledge; unable to establish effective learning at university level Referring to the studies on difficulties in learning in general, it is a must to mention the book Peak Learning (1999) by Ronald Gross where he pointed out the common fears or psychological difficulties found in learners such as difficulties in acquiring knowledge and difficulties in choosing learning methods Ronald Gross argued that all learners can be classified into one of three study areas: Overburdened area: finding hard and uncontrollable in learning, learners encounter a lot of psychological difficulties Refreshing area: Learning is challenging but manageable, learners not meet psychological difficulties in learning activities The do-nothing area: The study is boring, slow and tired, the learners meet psychological difficulties because they have neither awareness of the importance, nor positive attitudes, nor study skills The studies of psychological difficulties in learning in Vietnam mainly focuses on the problem of the first-grade pupils at primary schools and first-year students at College and University Name of some authors who have studied on the psychological difficulties in learning are as follows: Nguyen Xuan Thuc, Dao Thi Lan Huong (2007); Do Thi Hanh Phuc and Trieu Thi Huong (2007); Dang Thi Lan (2007) (2015); Do Van Dat and Nguyen Thi Bich Lien (2017) The studies of these authors confirm: First-year students encounter quite a lot of psychological difficulties in learning, some studies have been concerned about how these students deal with these difficulties, the study of Do Van Do shows that 100% of pedagogical students have difficulties in learning under the credit based system at different levels The studies of psychological difficulties in learning of the author Dang Thi Lan focuses mainly on difficulties in learning foreign languages, the author has tried to clarify the level and expression of difficulties in learning foreign languages of students in terms of awareness, attitude and behavior According to Do Van Dat and Nguyen Thi Bich Lien, there are many reasons leading to student’s psychological difficulties in learning, and the main causes are from the issues that: Students are not equipped with credit-based study skills, students not understand clearly about their difficulties and how to cope with difficulties in credit-based learning Nguyen Khac Vien, Nguyen Thi Nhat, Nguyen Ke Hao, Mac Van Trang, Vu Ngoc Ha, Nguyen Thi Vui, etc are the authors having studies on elementary pupils These authors mainly study some difficulties while preparing for children to enter grade and the psychological difficulties of first-grade pupils All of the above studies have been carried out in different subjects but share the common approach to psychological difficulties in learning in three expressions of awareness, attitude and behavior or in two expressions of attitude and behavior The studies all identified the expressions of psychological difficulties and measured the level of expressions as well as the factors affecting those psychological difficulties In addition to the psychological difficulties foreign language learning and Vietnamese language learning, the remaining studies focused exploiting psychological difficulties in general learning of both pupils and students Studies on group discussions and group learning In the world, the studies on group discussion and group learning have attracted the attention of many educational institutions such as the National Institute for Applied Behavioral Science of America, the Commission for Education Training and Development of America; and together with the interest of lots of scholars, educational experts such as Allport, Watson, Shaw and Mead, May and Doob; philosophers and psychologists such as John Dewey, Kurt Lewin, Morton Deutsh and Tuckman, a research experts on group dynamics At the end of the 20th and 21st century, it’s necessary to mention the following authors: Spencer Kagan, the specialist in researching group learning according to approach to structure; David and Roger Johnson, the first two authors who have the careful study on the dependence with a learning group; Larry K Michaelsen, the father of the TBL method (group-based learning); Rachel E Stein, Corey J Colyer, Jason Manning (2016); Parto S.Khansari, Leanne Coyne (2018) Basically, the research directions focus on producing the process of group learning, considering the effectiveness of discussion and group learning in students and students; Testing according groups and discussion comparison and considering group learning as a positive learning method in comparison to other learning methods Most of the above authors have found the comparison between group learning and individual learning showing collaboration has always created more effective working and learning results However, they also admit that more difficulties and obstacles appearing in group learning hinder the cooperation and sometimes personal work seems to be more effective The transformation of teaching toward the student-centered method during the past time has increased the numbers of studies on group learning in Vietnam since this is considered one of the most active learning methods that helps promote in maximum the initiative of the learners Some educational experts having interest in the theoretical issues about group learning are: Nguyen Ngoc Bao, Tran Kieu, Dang Thanh Hung, Nguyen Huu Chau, Thai Duy Tuyen Some recent practical studies on group learning are mostly coming from the Education and Psychology dissertations of such the authors as : Tran Thi Thu Mai, Tran Duy Hung, Nguyen Thanh Kinh (2010), Truong Thi Thu Yen ( 2012), Nguyen Thi Quynh Phuong (2012), Nguyen Thi Thuy Hanh (2012), Nguyen Thi Thanh (2013) These authors mainly researches the group learning skills, process for training group learning skills, process of group teaching and learning In addition, there are research projects on the application of the group learning in teaching and learning such subjects as foreign languages, chemistry, physics, history and biology These studies focus on proposing group teaching process, providing measures to improve collaborative learning effectiveness and pointing out some common difficulties in group learning, for example reducing the independence, group learning disapproval by many pupils, no adaption to the cooperative learning, increasing tend to the dependence of pupils while joining group learning In conclusion, the studies on group learning in Vietnam and around the world, mainly research the effectiveness that group learning brings to learners, the process of group learning skills and the process of group learning in class Here found a few studies on the limitations of group learning The psychological difficulties during group working and group learning Around the world, psychological difficulty is an issue attracting many authors’ interest in many different fields such as group learning, working, business, etc but the studies on group learning has researched in depth the expressions in psychological difficulties as well as the level and factors affecting psychological difficulties in group learning Only the author John C Maxwell mentions the expressions in psychological difficulties in terms of awareness, attitude and skills in group working, the other authors mainly focus on the attitude, behavior and solutions for resolving the difficulties in behavior and teamwork skills In Vietnam, the studies mentioning psychological difficulties in group working and group learning are named as follows: “Group leadership study in business management in the aspect of social psychology|” by Vu Dung (1993), “Group cohesion in the official small group of students” by Nguyen Duc Son (2009), “Study the limitations of group activities in English classes” by Le Pham Hoai Huong (2009), “The reality causing inefficient group work of the first-year students of Dong Nai University” by Phan Thi Hong Ha (2017), “Skills for coping with psychological difficulties in learning under the credit based system of students of University of Technology and Education” by Phan Thi Tam (2017) Some aspects of psychological difficulties in group learning, the cause of these above mentioned works can be drawn as follows: The group has not shown the positive as a true subject in the activities, group activities are inadequate as members don’t in engage their full participation, the cooperative spirit is low as the members not collaborate and help each other; disputes and conflicts are not been resolved as the members lack of enthusiasm; there is little agreement on ideas as some members are inferior while others not contribute their ideas; the task is not fairly assigned Subjective causes from students are as follow: incorrect and incomplete awareness about groups; negative attitude and behavior of group working (lack of responsibility, cooperation but full of laziness and passivity) are the basic causes of poor working group Furthermore, there are some objective reasons such as: The group does not set up the principles for group working; there is no clear assignment; the team leader imposes his/her opinions on others while working together Thus, the issue of psychological difficulties in learning, cooperative skills, teamwork skills are interested and researched by many authors, but these issues are independently studied; There have not any topics to study on psychological difficulties in group learning of pedagogical students Therefore, with this dissertation, we focus on researching some psychological difficulties, the expressions of psychological difficulties in the credit based system of pedagogical students and figure out the factors affecting those psychological difficulties Sub-conclusion of chapter Through the generalization of domestic and foreign studies, it can be seen that there are many studies on psychological difficulties in studying and studies on group discussions, group learning as well as the studies on psychological difficulties during the process of group working and group learning Among these studies, both domestic and abroad, there only have a few on the limitations and difficulties of group learning The authors mainly explore and exploit the general difficulties of group learning and psychological difficulties in such some aspects as the cohesion in groups, awareness and attitude about group learning, lack of group learning skills, response to psychological difficulties in group learning Currently, there are few research projects on the psychological difficulties in group learning of pedagogical students Among the few studies in Vietnam referring to psychological difficulties in group learning, there haven’t found any studies indicated clearly the expressions, the level of psychological difficulties in the group learning as well as the factors affecting the psychological difficulties in group learning under the credit based system follows: Awareness, personality, self-awareness and learning motivation and value orientation 2.5 Factors affecting psychological difficulties in group learning under the credit based system of pedagogical students 2.5.1 Objective factors The objective factors that affect psychological difficulties in group learning under the credit based system of pedagogical students include: The organization and evaluation of the results of group learning from lecturers; the organization of group learning by the leader; class characteristics; learning materials and content 2.5.2 Subjective factors The subjective factors that affect psychological difficulties in group learning under the credit based system of pedagogical students include: the motivation of group learning, the positivity of group learning, group learning skills Sub-conclusion of chapter The study identified basic theoretical issues as a basis for practical research The dissertation has built the concept of the tools: psychological difficulties in group learning under the credit based system of pedagogical students The psychological difficulties in group learning under the credit based system of pedagogical students manifest in three aspects: Awareness, attitude and behavior Those psychological difficulties are considered in the four stages of group learning of pedagogical students: establishing and building learning groups; assigning and receiving learning tasks; group discussions and class discussions The psychological difficulties in group learning of pedagogical students are influenced by both objective and subjective factors The subjective factors include: the motivation of group learning, the positivity of group learning, group learning skills and the objective factors include lecturers, group leaders, class characteristics; learning materials and content CHAPTER RESEARCH ORGANIZATION AND METHOD 3.1 Research organization We carry out the research from April 2015 to April 2018, the dissertation is studied in the two main stages: The stage of theoretical research and the stage of practical research 3.2 Research Methods 3.2.1 Methods of researching documents and materials 11 Purpose: To generalize the psychological issues related to psychological difficulties in group learning of pedagogical students to build the theoretical basis of the topic 3.2.2 Expert method Purpose: To determine the specific expressions of psychological difficulties in group learning under the credit based system of pedagogical students 3.2.3 Questionnaires investigating method Purpose: To assess the reality of the level of expressions in psychological difficulties in group learning under the credit based system of pedagogical students; the subjective and objective factors affect psychological difficulties in group learning of pedagogical students 3.2.4 Observation method Purpose: To observe objectively the reality of expressions and factors affecting the expressions psychological difficulties in group learning under the credit based system of pedagogical students 3.2.5 In-depth interview method Purpose: To collect, supplement, check and clarify the information obtained from the actual survey 3.2.6 Experimental method Purpose: The thesis uses pedagogical experiment to limit the psychological difficulties in group learning under the credit based system of pedagogical students Experimental process: Fostering and raising awareness of group learning activities for pedagogical students 3.2.7 Mathematical statistical methods Purpose: To handle the data collected in the official survey for the analysis of the results in chapter 3.3 Evaluation criteria and evaluation scale 3.3.1 Evaluation criteria Based on the concepts of tools, the expression of psychological difficulties in group learning of pedagogical students The dissertation evaluates the level of expressions of psychological difficulties in group learning of pedagogical students through stages of group learning 3.3.2 Evaluation scale 3.3.2.1 How to calculate the scores: 12 KKTL: PSYCHOLOGICAL DIFFICULTIES Figure 3-1: Distribution of scores on the expressions of psychological difficulties in group learning under the credit based system of pedagogical students In questionnaires, scores are calculated as follows: with the content for scoring on a scale from to corresponding to the choices of pedagogical students: Never (1 point); rarely (2 points); occasionally (3 points); often (4 points); very often (5 points) Disagree (1 point); partly agree (2 points); basically agree (3 points); agree (4 points); totally agree (5 points) Incorrect (1 point); wrong more than correct (2 points); right more correct (3 points); correct (4 points); exactly correct (5 points) The classification of the expression levels of the psychological difficulties in group learning of pedagogical students is determined based on the average score and the standard deviation of the results distribution and is divided into levels: Less difficult level, difficult level, very difficult level 13 3.3.2.2 The evaluation scale of the expressions of psychological difficulties in group learning of pedagogical students The dissertation classifies the levels of expressions of the psychological difficulties in group learning of pedagogical students based on the average score and standard deviation of the results distribution of the expression components and is divided into levels: very difficult level, difficult level, less difficult level Table 3-1: Summary table of the expressions of psychological difficulties Expression level of Quantitative Qualitative psychological difficulties Level 3- very 3,56 ≤ Average The expressions of psychological difficulties in group difficult score ≤ 4,15 learning of pedagogical students express in the aspect of awareness, attitude, behavior at a very difficult level In the process of learning, the group always faces difficulties and challenges; lack of proper awareness, attitudes and behaviors during group learning periods; not really understand and be properly aware of group learning and show the neglect, disinterest and dislike of the exchange and discussion Psychological difficulties at this level hinder group learning; the learning tasks of the group are not effectively completed Level 22,95≤ average The expression of psychological difficulties in group difficult score 0.05) At all stages of group learning, in the expression of awareness, attitude and behavior, psychological difficulties in group learning are not different (P> 0.05) (see Appendix 8, Table 8.5) The outcome shows that although students of different majors among natural sciences, social sciences, early childhood education and primary education have different learning contents, they all meet the same psychological difficulties in group learning, therefore, difference has not been found here 4.2.4 Comparing psychological difficulties in group learning under the credit based system of pedagogical students according to the academic competence Table 4.5: Psychological difficulties in group learning of pedagogical students according to the learning capacity No Learning capacity Average Standard P deviation High Distinction, 3,21 0,30 P < 0,05 Distinction Fair 3,22 0,37 Average, Weak 3,34 0,32 Table 4.19 shows the difference in psychological difficulties in group learning of pedagogical students in terms of learning capacity (p Beta of group learning positivity = 0.113 and Beta of group learning skills = 0.102) Thus, it can be seen that the subjective factors all affect psychological difficulties in group learning of pedagogical students, but the group learning motivation is an extremely important factor, which has a greater influence than that of other factors, so group learning with internal motivation, for the acquisition of knowledge, skills, and techniques must be noticed while group learning with external motivation for personal benefits, dependence on the group and teachers must be abolished If the pedagogical students not practice group learning with the useful internal motivation, the group learning positivity or good group learning skills also cannot completely limit the psychological difficulties in group learning; however, if students have positive group learning motivation, it is sure that the group learning positivity and skills will be better improved Also by considering the influence of objective factors, it is shown that the factors of learning materials, discussion content have the most impact on psychological difficulties in group learning of pedagogical students; The reality has also proved that students still lack a lot of textbooks and materials for learning; and while self-study is the main orientation in the University, it is easily understandable that the books play more important role in learning than friends and teachers Next 18 comes the lecturer factor, class characteristics and lastly the group leader The group leader is the least influential factor because the students also underestimate the role of the leader during their group learning By considering the impact of factors on psychological difficulties in group learning of pedagogical students, it is shown that the factor of group learning motivation has the most influence on psychological difficulties in group learning of pedagogical students, next comes to the factors of learning materials and discussion content, group learning positivity; Class characteristics and group learning skills have equal beta coefficient; the leaders and lectures occupy the least influence In summary, it is necessary to consider and compare the influential level of the factors, however in fact, these factors all have extremely complex influences and impacts on psychological difficulties in group learning of pedagogical students, reviewing all the factors is a must 4.4 Results of pedagogical experiment Basing on the reality surveying results, inviting 40 pedagogical students from Hanoi Metropolitan University who have psychological difficulties in group learning at very difficult level and difficult level to join before and after the experiment Table 4.6: Results before and after experiment on the level of psychological difficulty in group learning of the experimental groups Before the After the Level of experiment experiment meaning Psychological difficulties in Group learning Average Standard Average Standard P score deviation score deviation Psychological difficulties in 3,09 0,47 1,99 0,39 0,000 group learning expressing in term of awareness Psychological difficulties in 3,37 0,37 2,12 0,50 0,000 group learning expressing in term of awareness General psychological 3,23 0,34 2,05 0,27 0,000 difficulties Psychological difficulties in group learning expressing in term of awareness Stage of establishing and 2,63 0,79 1,94 0,70 0,000 building group learning Stage of assigning and receiving 2,86 0,78 1,88 0,72 0,000 learning tasks Stage of group discussion 3,66 0,40 1,93 0,50 0,000 Stage of class discussion 3,21 0,61 2,22 0,87 0,000 Psychological difficulties in group learning expressing in term of behavior Stage of establishing and 3,15 0,72 2,21 0,83 0,000 building group learning 0,94 Stage of assigning and receiving 3,33 0,46 2,29 0,86 0,000 learning tasks 19 Stage of group discussion 3,88 0,72 2,01 0,85 0,000 Stage of class discussion 3,13 0,40 1,95 0,99 0,000 The results of data table 4.6 show that psychological difficulties in group learning of pedagogical in all manifestations of awareness and behavior and in all four stages of group learning have a decreased average score after having impacted by the trainings during the experimental process which specifically: The average score of psychological difficulties in both the awareness and attitude before the experiment is 3.23, but t reduced to 2.05 after the experiment, showing that psychological difficulties in group learning after experiment have been improved However, before the experiment, psychological difficulties in group learning is at the averagely difficult level, then after the experiment of psychological difficulties in group learning, the result decreases but remains at the averagely difficulty level at all manifestations This shows that, in order to significantly reduce psychological difficulties in group learning of pedagogical students, the experimental group will need a lot of time to train, foster and enhance the awareness as well as skills to identify and overcome psychological difficulties in group learning Between the expression of awareness and of behavior, the expression of psychological difficulties in group learning in behavior have the bigger changes that that in awareness (From 3.09 - 1.99 decreased much compared to 3.37 - 2.12) By considering psychological difficulties in group learning expressing in term of awareness during the stages of group learning, it is found that group discussion is the stage has biggest change in psychological difficulties As for psychological difficulties in group learning expressing in term of behavior during the stages of group learning, group discussion is also the stage has biggest changes In both aspects of awareness and behavior; psychological difficulties in group learning changes the least in the stage of establishing study groups In general, the experimental results show that the pedagogical impact measures have certain effects but it is necessary to be implemented in a long time by various forms of enhancement and training Sub-conclusion of chapter The results from surveying the reality of psychological difficulties in group learning under the credit based system of pedagogical students show that: pedagogical students have psychological difficulties in group learning at the difficult level expressing in three aspects of awareness, attitude and behavior Pedagogical students meet the most psychological difficulties in group learning in term of behavior and the least in term of attitude As for the four stages of group learning, pedagogical students meet psychological difficulties the most in aspects of establish learning group and the least in the stage of class discussion The comparison of psychological difficulties in group learning according to the criteria such as university group, major, academic year, learning capacity shows that there are differences in psychological difficulties in group learning among these criteria (except for major where found no difference in statistics) 20 All the surveyed objective and subjective factors have an impact on psychological difficulties in group learning under the credit based system of pedagogical students Particularly, group learning motivation, learning materials and discussion content are found as the most influential factors The experimental results reveal that the method of enhancing awareness of pedagogical students in identifying psychological difficulties in group learning has reduced the psychological difficulties in group learning; however, it hasn’t reach a remarkable decrease This means that overcoming completely psychological difficulties in group learning under the credit based system of pedagogical students is a difficult task that needs to be implemented for a long time with many impacting methods for the better and more effective results CONCLUSIONS AND RECOMMENDATIONS Conclusion From the results of theoretical and practical research on psychological difficulties in group learning under the credit based system of pedagogical students, the dissertation draws some conclusions as follows: 1.1 In term of theoretical aspect: Psychological difficulties in group learning under the credit based system of pedagogical students is indispensable and objective Upon appearance, it will reduce the efficiency of group learning under the credit based system of pedagogical students The dissertation has introduced the concept of tools: Psychological difficulties in group learning under the credit based system of pedagogical students are the limitations and shortcomings in terms of awareness, attitude and behavior when students is actually responsible for self-learning, sharing and helping other members to complete the learning tasks of the group These difficulties express specifically in establishing and building learning groups; assigning and receiving learning tasks; group discussions and class discussions that students need to make efforts to overcome for the purpose of accumulating enough academic credits of a module Psychological difficulties in group learning of pedogogical students manifests in three aspects of awareness, attitude and behavior and in four stages of group learning: Establishing and building study groups, assigning and receiving learning tasks; group discussions and group discussions in class There are many subjective and objective factors affecting psychological difficulties in group learning under the credit based system of pedogogical students The objective factors include organizing and evaluating the results of group learning of lecturers; organizing group learning of the leader; class characteristics; learning materials and content The subjective factors include: Group learning motivation, positivity and skills 1.2 In term of practical aspect Psychological difficulties in group learning of pedogogical students are at the difficult level Particularly, psychological difficulties in term of behavior greater than that of awareness and attitude Among the stages of group learning, students meet psychological difficulties the most at the stage of establishing learning groups 21 The specific research results studying the expressions of psychological difficulties in terms of awareness, attitude and behavior showed that psychological difficulties in all three aspects are at the difficult levels The results of correlation analysis indicate: There is a correlation between aspects of awareness, attitude and behavior Psychological difficulties in group learning in terms of awareness has a correlation with psychological difficulties in group learning in terms of attitude and behavior The psychological difficulties of pedogogical students in all stages of group learning have the fairly close positive relationship Results of comparison of psychological difficulties in group learning according to universities, majors, academic year and learning capacity are as follows: For the comparision according to universities, the pedagogical students at Hanoi Metropolitan University meets psychological difficulties in group learning the most, next comes to Hanoi Pedagogical University and Hanoi National University of Education Hanoi Metropolitan University meets difficulties the most in terms of awareness and behavior while Hanoi Pedagogical University faces difficulty the most in term of attitude For the comparision according to academic year, the psychological difficulties in group learning of pedogogical students is at the difficult level for all academic years however the second year students meet psychological difficulties in group learning in terms of behavior the most than that of the remaining years The comparative results of psychological difficulties in group learning pedogogical students according to majors show no difference All three groups of learning capacity have psychological difficulties at the difficult level Particularly, the average and the weak group met psychological difficulties the most compared to the other two groups of learning capacity Factors affecting psychological difficulties in group learning of pedogogical students: All subjective and objective factors insert certain impacts Each factor of group learning motivation and positivity, lecturer, group leader, class characteristics, materials and discussion contents all affect psychological difficulties in group learning Specifically, external factor of group learning motivation; learning materials and discussion content have the greatest influences Experiments reveal that psychological difficulties in group learning of pedogogical students can be limited by training and enhancing the awareness of pedagogical students in identifying and overcoming psychological difficulties in group learning Recommendations: 2.1 To pedagogical universities and faculties The Pedagogical Universities direct the faculties to organize seminars on group learning for their students at the beginning of the new academic year The seminars should focus on how to overcome psychological difficulties in group learning of pedogogical students through the expression of awareness and behavior There should have plans to assess psychological difficulties in group learning of the whole-course students and develop the evaluation process of psychological difficulties in group learning of the students 22 Encouraging teachers and students to study and teach in the form of group learning In the process of applying this form of learning, it is required that teachers often pay attention and learn necessary experiences to help students overcome psychological difficulties in group learning The Faculties strengthen the examination and inspection of teaching and application of group learning of lecturers and students In addition, the Faculties should pay special attention to the review of learning materials in general and group learning in particular and have instructions to lecturers to build, write documents and teaching plans in case there is a lack of such mentioned materials 2.2 To teachers of pedagogical universities: Lecturers in pedagogical schools should pay attention to overcome the psychological difficulties in group learning for pedagogical students by organizing and guiding pedagogical students in the process of group During organizing group learning for pedagogical students, it is necessary to control the process of organizing group meetings and discussions; to ask the team leader, secretary and members to check, urge and remind each other to employ seriously the group learning Working with students to build and unify the process of group learning from all stages: Building and establishing learning groups; assigning and receiving learning tasks; discussion groups; group discussion in class Encouraging students to express their opinions, aspirations and difficulties when participating in learning groups In addition to organizing group learning for students, lecturers need to evaluate the group learning process objectively, both in results of group work and individual work, allow students to evaluate each other and consider such process as an important evaluation result Reminding students to pay attention to the process of establishing the groups and assigning tasks to members as well as reminding them to always actively monitor each other in the process of group learning Helping students understand the meaning of debate and criticism while discussing Assisting students in establishing learning groups; developing principles and rules for the learning groups and standards to assign and nominate team leaders and secretaries Requesting learning groups to have an activity diary; to assign clearly roles and tasks to each member; to regularly report the progress of discussions and learning in writing to the lecturers and through diary During teaching process, teachers must pay attention to the provision and introduction of diverse sources of materials and textbooks for students to discuss and exchange Along with that, teachers should regularly evaluate the update, the employment value of the syllabus, materials to replace or to compile additional documents 2.3 To pedagogical students Pedagogical students need to pay attention to group learning motivation and positivity; they furthermore should join group learning with internal group learning motivation in the spirits filled with activeness, initiative, self-awareness and passion During the process of group learning, it is necessary to prepare an active discussion, not relying on other members of the group Students should care and 23 clearly define the roles of the team leader, secretary and team members It is furthermore essential to understand the nature of group learning is debating, exchanging, sharing learning information in the group, work together to complete the learning tasks of the group Being aware of assigning tasks to members; avoiding sensible assignments, checking the suitability of learning capacity to assign right work for right strength; paying attention to assign learning tasks to members equally Do not put all responsibility and work for the leader or any specific member of the group; supporting and helping the team leader to fulfill his/her responsibilities Learning groups need to have a working diary recording the process of group meetings, discussing and dividing the learning tasks for members in a clear way Consider such content as a basis for reporting and responding the group’s learning progress to lecturers 24 LIST OF PUBLISHED SCIENTIFIC WORKS RELATED TO THE DISSERTATION Le Minh (2015), Awareness difficulty in group learning of students at Hanoi Metropolitan University, Proceedings of International Scientific Conference, Psychology and education in the development of Vietnamese people; page 481 - 484 Le Minh (2016), Improving the effectiveness of group performance in learning for students of Hanoi Metropolitan University, Science Journal, Hanoi Metropolitan University; No 3, 03/2016; page 134 - 140 Le Minh (2016), Fostering the capacity of organizing group-based learning in class for the secondary school teachers, Proceedings of National Science Conference, Lecturer Training at multidisciplinary universities to meet the current educational renovation demand, Hanoi Metropolitan University; pages 348 - 355 Le Minh (2018), Some psychological difficulties in group learning of students in the role of leaders, Journal of Social Psychology, No 1/2018; pages 105 - 112 Le Minh (2018), The reality of psychological difficulties in group learning under the credit based system of pedagogical students, Journal of Social Psychology, No 2/2018; pages 23 - 34 Le Minh (2018), Psychological difficulties in group learning under the credit based system of pedagogical students, Education Journal, No 428 (period - 4/2018), pages 12-16 ... Scientific Instructor: Assoc Prof NGUYEN THI THANH BINH Reviewer 1: Assoc Prof Phan Trong Ngo Reviewer 2: Assoc Prof Tran Thu Huong Reviewer 3: Assoc Prof Dang Thanh Nga The Dissertation is defended at... pedagogical students The theoretical and practical significance of the dissertation 6.1 Theoretical significance The dissertation has systematized and identified a number of basic theoretical issues... Thi Thu Mai, Tran Duy Hung, Nguyen Thanh Kinh (2010), Truong Thi Thu Yen ( 2012), Nguyen Thi Quynh Phuong (2012), Nguyen Thi Thuy Hanh (2012), Nguyen Thi Thanh (2013) These authors mainly researches