Thích ứng với học tập nhóm theo học chế tín chỉ của sinh viên người dân tộc thiểu số miền núi phía bắc tt tiếng anh

VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES  PHAM VAN CUONG ADAPTATION TO GROUP WORK IN CREDIT-BASED LEARNING SYSTEM OF ETHNIC MINORITY STUDENTS IN THE NORTHERN MOUNTAINOUS REGION Major : Psychology Code : 9.31.04.01 SUMMARY OF THE THESIS HANOI, 2019 The work was completed at GRADUATE ACADEMY OF SOCIAL SCIENCES Scientific Supervisor: Prof PhD Tran Huu Luyen Reviewer 1: Prof PhD Nguyen Huu Thu Reviewer 2: Assoc.Prof.Dr Phan Trong Ngo Reviewer 3: Assoc.Prof.Dr Tran Hoang Thi Diem Ngoc The dissertation will be defended before the thesis review council of the Academy at the Graduate Academy of Social Sciences at hour minute, day month year The thesis can be found at: - National Library of Vietnam - Library of Graduate Academy of Social Sciences INTRODUCTION The urgency of the study 1.1 Adaptation plays an important role in human psychological life and activities Adaptation helps people increase work and learning efficiency; overcome difficulties and obstacles in life to achieve success 1.2 In our country, there are currently few studies on the adaptability of ethnic minority students (EMS) to learning activities Through a survey of research in the field of psychology, direct research on this field is limited Group work in current credit-based training has become a regular, compulsory task in all modules to promote the activeness and initiative of learners Only when fully performing this task will learners accumulate enough points in the learning process When adapting to group work students will form many important learning skills such as collaborative learning skills, presentation skills, skills in finding learning materials, etc 1.3 Through the reality of teaching in the Northern mountainous region today, we find that to conduct effective group work, each student must be active and responsible However, EMS’ psychological characteristics are timid communication, self-deprecating and passive Therefore, when conducting group work at university, many EMS cannot adapt to the learning method As a result, their learning outcomes are not good, many areas of self-study knowledge are empty, failing to meet the output standards of universities From the above theoretical and practical bases, we chose: "Adaptation to group work in credit-based learning system of ethnic minority students in the northern mountainous region" as our research topic Research aims and tasks 2.1 Research aims Investigate the theory and situation of the adaptation level to the credit-based learning system of ethnic minority students from the Northern mountainous areas, the factors affecting this process; propose solutions for some typical cases to better adapt to group work 2.2 Research tasks - Generalize the domestic and worldwide research related to the adaptation to group work under the credit-based system of ethnic minority students - Develop a theoretical basis of the adaptation to group work under the credit-based system of ethnic minority students, for example, defining the concepts: Adaptation, adaptation to group work, adaptation to group work in credit-based system, adaptation to group work in credit-based system of ethnic minority students in the northern mountainous region; point out the adaptive contents in this learning activity, evaluation criteria, adaptation levels and influencing factors - Clarify the situation of adaptation to group work under the credit-based system of ethnic minority students in northern mountainous area on contents: Adapting to group forming activity; Adapting to the division of learning responsibilities; Adapting to discussing; Adapting to testing and evaluating Investigate the status of the influence of objective and subjective factors to adaptation to group work under the credit-based system of ethnic minority students in the northern mountainous area - Propose and clarify the effectiveness of a number of measures to improve the level of adaptation to group work in credit-based system for some typical cases of ethnic minority students in the northern mountainous area Subject and scope of the study 3.1 Subject of the study Manifestations and degrees of adaptation to group work in credit-based system of ethnic minority students in the northern mountainous region 3.2 Scope of the study - About the object and the research area: + Main research objects: 410 students of ethnic minorities in the Northern mountainous area + Additional research objects: 40 lecturers in the northern mountainous area The thesis conducts research only on ethnic minority students who are studying from the first year to the third year at universities in the Northern mountainous region: University of Education - Thai Nguyen University (UE TNU) and Tan Trao University - Tuyen Quang - About the content of the study: The thesis only studies the adaptation to the component activities of group work under the credit-based system, namely: Adapting to group forming activity; Adapting to the division of learning responsibilities; Adapting to discussing; Adapting to testing and evaluating Methodology and research methods 4.1 Methodology: The research is carried out on the basis of some following basic methodological principles of psychology: Principle of activity approach; Principle of interdisciplinary science appoach; Principle of unifying psychology, consciousness with behavior and activity 4.2 Research method: We use the following basic research methods: Method of studying documents; Method of investigation by questionnaire; Observation; Conversation; Investigation of products; Case study; Experimental method; Mathematical statistical method New contributions of the thesis 5.1 New contributions to reasoning The results of theoretical research on adaptation to group work under the creditbased system of ethnic minority students are as follows: - Generalize the research directions on adapting to group work under domestic and foreign credit-based systems - Develop a system of basic concepts; Point out four contents of adaptation to group work; Develop two criteria to measure adaptation (changeability, efficiency) and degree of adaptation (3 levels), as well as subjective and objective factors affecting adaptation 5.2 New contributions to practice The results of practical research have clarified the situation of the degree of adaptation to group work under the credit-based system of ethnic minority students in the northern mountainous region, namely: Investigate the current status of adaptation to group work under the creditbased system of EMS, the most influential factor to adaptation to group work of EMS; pedagogical measures to improve the level of adaptation to group work under the credit-based system of EMS Theoretical and practical significance of the thesis - Theoretical significance of the thesis: These results contribute to clarifying the theory of psychology on adaptation, especially adapting to group work under the credit-based system of EMS - Practical significance of the thesis: The above research results can be used as reference for managers, teachers and students of universities and colleges with EMS Structure of the thesis In addition to the Introduction; Conclusions and recommendations; List of published articles; List of references; Appendix, the thesis includes chapters: Chapter OVERVIEW RESEARCH ON ADAPTATION OF ETHNIC MINORITY STUDENTS TO GROUP WORK IN CREDIT-BASED LEARNING SYSTEM 1.1 A brief history of research issue Through the study of research works in the world and through an overview of the research directions in Vietnam, we found that the research works on each independent area such as: research on adaptation to learning activities; research on adaptation to learning activities under the credit-based system of students; research on group work, collaborative learning, etc have appeared quite a lot However, the research on ethnic minority students is still quite limited, especially the study of adaptation of EMS to group work and cooperative learning is much less common This is also the reason why we chose: "Adaptation of ethnic minority students to group work under credit-based learning system in the northern mountainous region" as our research topic Summary of chapter Through abroad research works, we found that the research direction on adapting to learning activities or research on group teaching and learning activities in high schools and universities has been interested and widely implemented These works gave us a more general overview of aspects of learning adaptation, especially, research projects that are associated with practical conditions of each region and locality The social and psychological aspects of social groups have also been studied in all research directions on adaptation to learning activities These studies have led us to conducting regional studies in Vietnam, more specifically, in the northern mountainous area where we work, on less studied social groups such as EMS Through research works in Vietnam, we found that there are very few studies on adaptation of ethnic minority students to group work, especially studies on adaptation of ethnic minority students to group work in highlands, and remote areas Ethnic minority students are considered to be specially disadvantaged group in universities in the northern mountainous region in the cause of educational reform Basing on these facts, we selected the topic: "Adaptation of ethnic minority students to group work in credit-based learning system in the northern mountainous region" Chapter LITERATURE REVIEW 2.1 Adaptation 2.1.1 Definition of adaptation: From the analysis of different concepts of adaptation, the author understands this term as follows: Adaptation is a change in awareness, attitude and behavior to make activities effective under newly defined conditions 2.1.2 Characteristics of adaptation: Approaching the research works of psychologists on adaptation, we found that adaptation has some basic characteristics: following a process; positivity and changeability; effectiveness 2.1.3 Types of adaptation: When reviewing literature, we found that adaptation is divided into three categories as follows: Biological adaptation; Psychological adaptation; Psycho-social adaptation 2.2 Adaptation to group work 2.2.1 Group: A group is a community of two or more people, interacting, inter-influencing and sharing the same purpose 2.2.2 Learning activities 2.2.2.1 Definition of learning activity Learning activity is a purposeful activity of the subject to comprehend knowledge, skills and techniques of the human being crystallized in the social culture, turning them into their own knowledge so that it can be applied to reality, serving life and perfecting their personality 2.2.2.2 Learning activity of students From the goal of higher education, from the requirements of the society, in addition to the characteristics of general learning activity, learning activity of students also has the following outstanding features: professional oriented; of research nature; stressful intellectual activity; high intellectual independence 2.2.3 Group work activity On the basis of inheriting the above-mentioned concepts of group work, in this thesis, we use the concept: Group work is to gather individuals with the same purpose into learning groups, in which, there are activities of coordinating, sharing responsibility, exchanging, testing and evaluating, helping members to comprehend knowledge, forming skills and techniques 2.2.4 Definition of adaptation to group work activity Adapting to group work activity is to change perceptions, attitudes and behaviors towards the organization of coordination, sharing of responsibilities, exchange and testing and evaluation of the contents of the modules through which subject’s knowledge is comprehend, forming corresponding skills and techniques 2.3 Adaptation to group work in credit-based learning system 2.3.1 Credit-based learning system 2.3.1.1 Definition of credit Currently most researchers in our country define credit based on the terms in the Regulation 43 on credit-based training issued by the Ministry of Education and Training, accordingly: "Credit is known as the unit used to calculate students' learning volumes ” 2.3.1.2 Differences between yearly training and credit-based training The data in Table 2.1 shows basic differences between the two modes of training Being allowed to teach in both training modes, we found that each one has its own advantages and disadvantages The above comparison does not aim to see which mode is better, a good training mode must also match the physiological characteristics of students according to region and ethnicity; and socio-economic conditions in each historical period 2.3.1.3 The main difficulties faced by students in group work activities in credit-based training system After a period of research on credit-based training system, we found some basic difficulties: students are required to be active and positive in learning; personal conditions; group work methods; working cooperation … 2.3.2 Differences between group work in yearly training and in credit-based training system Between these two training modes, there are some outstanding differences: characteristics of group work; features of group work; role and importance of group work; content and method of implementation; assessing learning outcomes, specific results in Table 2.2 (thesis) 2.3.3 The concept of group work in credit-based training system Group work in credit-based training is an organization of students with the same purpose of learning into groups in which there are activities namely setting up learning groups, dividing learning responsibilities, conduct discussions and testing and evaluating together to help students acquire knowledge in specific modules and forming corresponding skills and techniques 2.3.4 Adaptation to group work in credit-based training system Adapting to group work activity in credit-based training system is to change perceptions, attitudes and behaviors towards the organization of coordination, sharing of responsibilities, exchange and testing and evaluation of the contents of the modules through which subject’s knowledge is comprehend, forming corresponding skills and techniques 2.4 Adaptation of ethnic minority students to group work in the credit-based training system in the northern mountainous region 2.4.1 Psychological characteristics of ethnic minority students in the northern mountainous region 2.4.1.1 Students and ethnic minority students The concept of ethnic minority students in the thesis is perceived as Vietnamese students of ethnic groups with a smaller proportion compared to the Kinh people, recognized by the Vietnamese State as ethnic minorities These students are currently studying at universities and colleges in Vietnam 2.4.1.2 Psychological characteristics of ethnic minority students in the northern mountainous region Advantages: Regarding cognitive activities, due to living in geographical areas with large space, much contact with nature, their sensitive awareness develops quite well In terms of personality, honesty, straightforwardness, simplicity, courage, and clear distinction between love and hate can clearly be seen as prominent features in the emotional life of EMS In community and social relations, they honor the right, straightforwardness, honesty, high self-esteem, easy to believe others and have absolute belief Another trait that is also noticeable in ethnic students is the innocence, feeling, and high excitement that make them very enthusiastic with such activities as sports, arts and working … These activities attract students to integrate into the group - Limited features: Attention does not develop on purpose, the ability to maintain attention is unstable in activities, especially in-class activities In learning activities they often fit in with specific visual thinking, abstract thinking has many limitations Positivity in communication of ethnic minority students also reveals limitations For ethnic minority students, the official language ability is more limited because they have to remember many different languages such as: ethnic minority languages, Kinh language, and English Low self-esteem is a common personality in EM students 2.4.2 The concept of adaptation of ethnic minority students to group work in the credit-based training system in the northern mountainous region Adaptation of ethnic minority students to group work activities in the creditbased training system is the change of awareness, attitude and behavior of students from ethnic groups with little population towards grouping, division of responsibilities, discussions and testing together on the content of the module so that the acquisition of knowledge, skills and techniques takes place effectively in group learning activities 2.4.3 Manifestations of adaptation of ethnic minority students to group work in the credit-based training system Based on the manifestations of adaptation to group work in the credit-based training system, the requirements of group work in the credit-based training system, the criteria to evaluate adaptation that the thesis chose, the practice of organizing group work activities, we developed the manifestations of adaptation of ethnic minority students to group work in the system of creditbased training in the Northern mountainous area in terms of specific perceptions, attitudes and behaviors: Manifestations of adaptation to group work in credit-based training system in terms of perception; Manifestations of adaptation to group work in credit-based training system in terms of attitudes; Manifestations of adaptation to group work in credit-based training system in terms of behaviors 2.4.4 Criteria for evaluation and level of adaptation of ethnic minority students to group work in credit-based training system in the northern mountainous region 2.4.4.1 The evaluation criteria of adaptation of ethnic minority students to group work in the credit-based training system in the northern mountainous region From research and analysis of theoretical basis, especially investigation of the characteristics of adaptation by previous domestic and foreign researchers, we think that to evaluate adaptation, there are many criteria, but if we use too many criteria, the measurement is more overlapping and difficult Therefore, in the thesis, we use most basic criteria: changeability and effectiveness 2.4.4.2 The level of adaptation of ethnic minority students to group work in the credit-based training system in the northern mountainous region The level of adaptation of ethnic minority students to group work in the credit-based training system in the northern mountainous region Criteria Level of adaptation Changeability Effectiveness Little change in awareness; Little results in terms of Low passive attitudes and slow awareness, attitude and behaviors behavior Relatively large changes in Acceptable results in terms of awareness; positive changes in Moderate awareness, attitude and attitude; clearer changes in behavior behavior High Many changes in awareness, Great results in terms of extremely positive attitudes, clear awareness, attitude and changes in behavior behavior - Based on grade point average (GPA) and standard deviation (SD) from the practical data that the thesis obtained we divided adaptation into levels: Level 1: The group of ethnic minority students with low adaptation to group work activities is students with a total score lower than the average score (GPA) - Standard deviation (SD) Level 2: The group of ethnic minority students who are moderately adaptive to group work activities is students with a total score in the range of: GPA - SD to GPA + SD 11 Chapter PRACTICAL RESEARCH RESULTS OF ADAPTATION OF ETHNIC MINORITY STUDENTS TO GROUP WORK IN CREDIT-BASED TRAINING SYSTEM IN THE NORTHERN MOUNTAINOUS AREA 4.1 General evaluation on adaption of ethnic minority students to group work in credit-based training system in the northern mountainous area Adaption of ethnic minority students to group work in credit-based training system in the northern mountainous area is at average level (GPA = 1.00) Students of ethnic minorities in the Northern mountainous region adapt to group work in different contents of different group work activities The best activity for EM students is: "Setting up groups" This shows that ethnic minority students will be better adapted in the activities with lecturer’s guidance and direction The content of learning activities among EM students which is the least adaptive is "Testing and evaluating the results" EM students even did not adapt with the "changeability" criterion in terms of EM student’s behavior Interviewing a group of EM students in the teaching process to understand the cause, we found that EM students believe that: "The examination and evaluation of results is the job of the lecturer" or "you must accept how the teacher judge you.” Using the observation method, we found the biggest change in behavior in two contents: "Setting up groups", "Examining and evaluating results" (GPA = 1.30) The content of " Setting up groups " not only had the highest change results but the behavioral effectiveness of this content is also highest (GPA = 1.10) The cause of this situation is the activity of setting up a group is always supervised and directed directly by the lecturer of the module, so students must comply with the regulations of the teachers, making it the easiest The testing and evaluation of the results is an activity of special importance in group work because it relates directly to the academic performance in each semester This is the driving force for the biggest change in students The changeability in behavior was the latest in the content of "Organizing discussion" (GPA = 0.80) When implementing this activity, ethnic minority students are generally not agile, flexible, often passive, dependent on others 4.2 Level of adaption of ethnic minority students to group work in creditbased training system in the northern mountainous area in each content 4.2.1 Current situation of adaptation level to setting up groups in creditbased system by ethnic minority students in the northern mountainous region 4.2.1.1 Current situation of adaptation level to setting up groups in credit-based training system of ethnic minority students in the Northern mountainous areas in terms of awareness The level of adaptation to the grouping activities of ethnic minority students in the northern mountainous area is expressed in awareness: In the two 12 criteria of changeability and effectiveness, the awareness content had the highest results: "Regarding the selection of members in the group, they must be reasonable in terms of gender, capacity, place of residence", changeability (GPA = 1.46), effectiveness (GPA = 1.57) The content which had the lowest level of adaptation to grouping activity on both criteria is: "Regarding the goal setting, the upcoming work plan of the group to succeed in learning, ranked 4th; regarding the criterion of changeability in awareness (GPA = 0.65), ranked 4th low; regarding the criterion of effectiveness in awareness (GPA = 0.70), ranked 4th moderate In group learning activities, group leaders are always very important, but in fact, not all students are aware of this Among the objects of the investigation, the content of awareness: "Regarding the selection of the leader with capacity, enthusiasm, responsibility" in both measurement criteria, it ranked three forth, changeability (GPA = 1.08), effectiveness (GPA = 1.25) This score ranked at the moderate level of adaptation The above results show that EM students need the sense of community more than the role of individuals 4.2.1.2 Current situation of adaptation level to setting up groups in credit-based training system of ethnic minority students in the Northern mountainous areas in terms of attitude The content with the highest level of adaptation to the grouping activity in terms of attitude is: "Actively choose those who understand each other, work together right from the beginning of grouping" Thus, in terms of attitude towards grouping activity with this content, EM students are quite adaptive The outstanding feature of the credit-based training system is that in one semester students must study in different classes, with friends from many different majors The criterion with the least changeability was: "Always interested in attending group work even in any group" (GPA = 0.65), at a low adaptation level Besides, the lowest effectiveness was: "Actively learn the experience of setting up scientific groups in newspapers, scientific forums" (GPA = 0.46), at a low adaptation level Clearly, the manifestations in terms of awareness and attitude are not always consistent Through the observation of teaching practice, we found that when students set up groups, they first consulted for experience of setting up groups with lecturers directly teaching the module, academic advisors or class monitor 4.2.1.3 Current situation of adaptation level to setting up groups in the credit-based training system by ethnic minority students in the northern mountainous areas in terms of behavior The degree of adaptation to setting up groups in the credit-based training system by ethnic minority students in mountainous areas in the north was 13 moderate Among the measurement criteria, the most changeable behavioral content is: "Grouping is based on gender, capacity, place of residence of group members" (GPA = 1.58) In fact, in order for group work to be effective, members of the group must not be too different on one side; for example, the whole group are male, the whole group are female, the whole group study well, the whole group are lazy etc In the criterion of effectiveness, the most appreciated behavior by the ethnic minority students is: "Selecting group members whose styles match each other’s, unite and assist one another" (GPA = 1.55) In group work activities, unity and mutual support will create the power to help the group overcome all difficulties and complete the learning tasks This criterion is also very consistent with the characteristics of ethnic minorities in the northern mountainous area because they have a high sense of community The criteria with the highest changeability and effectiveness in the study of adaptation of ethnic minority students to group work in the credit-based training system in the northern mountainous area is: "Meet and consult psychologists - educators” (GPA = 0.53), (GPA = 1.06) In both universities we conducted the research, although there is a faculty or group of Psychology Education to teach this general subject for students of the whole university, these experts did not really promote their advisory role for students in group work When changing training methods, there are no specific scientific studies to guide students in group work Therefore, there is a certain distance between EM students and lecturers 4.2.2 Current situation of the level of adaptation of ethnic minority students to the division of learning responsibility in the credit-based training system in the northern mountainous region 4.2.2.1 Current situation of the level of adaptation of ethnic minority students to the division of learning responsibility in the credit-based training system in the northern mountainous areas in terms of awareness The level of adaptation of ethnic minority students to the division of responsibility in the credit-based training system in the northern mountainous area is uneven among the work contents In the two criteria of changeability and effectiveness, the highest level of adaptation is: "Members must collaborate and share the work with each other to obtain work effectiveness" (GPA = 1, 58 and GPA = 1.55) Thus, ethnic minority students are aware that group work is not the work of any individuals or the group leader In order for this activity to be effective, the coordination of all members is required This is a right perception and it will contribute to the orientation of group work activities of ethnic minority students 14 The level of adaptation of ethnic minority students to the division of work in the credit-based system in the northern mountainous area in terms of awareness is the lowest in the two criteria of measurement: "The group leader needs to develop a specific, clear group work plan”, changeability (GPA = 0.57), effectiveness (GPA = 0.80) The average score is low in the changeability and moderate in the effectiveness Thus, the number of EM students adapting to this content is moderate and low on both relatively high measurement criteria Using the method of direct observation of group learning process of ethnic minority students, we found that most of them are used to visual, specific and short-term tasks like "clearly showed how to each task" but not with building a long-term, detailed work plan from the very beginning of the task 4.2.2.2 Current situation of the adaptation level to the division of responsibility in the credit-based system of ethnic minority students in the northern mountainous areas in terms of attitude The degree of adaptation of ethnic minority students to the division of work in the credit-based training system in the Northern mountainous region in terms of attitude expressed in the measurement criteria is also different The most significant change in attitude of ethnic minority students is: "Contributing more ideas on how to work and duties of each member in the group" (GPA = 0, 96) In the criterion of effectiveness, the content with the highest score is: "Actively accepting the tasks you find suitable for you" (GPA = 1.40) Work effectiveness not only needs hard work, but more importantly, assigned jobs must be appropriate to each person's capacity In the content "Actively contribute to building the group's work plan", the result of the effectiveness in attitude is the lowest (GPA = 0.65) As we have analyzed before ethnic minority students often not have the habit of building a group’s work plan in advance so positively constructing suggestions for the group’s work plan will rarely happen Therefore, effectiveness is low 4.2.2.3 Actual situation of adaptation of ethnic minority students to division of learning responsibilities in the credit-based training system in the northern mountainous area in terms of behavior The level of adaptation of students in ethnic minority mountainous area to the division of learning responsibility in the credit-based system is moderate In the measurement criteria of changeability, the most changed content is: "Coordinating with other members" (GPA = 1.0), however, the difference between the content with the highest average point and the content with the second, third, and fourth highest point is very small This shows that, when sharing the work in group work, the ethnic minority students' behavior has changed moderately or little Many groups still not know how to share the 15 work so as to achieve the effectiveness of group work The biggest change is: "Develop a plan to work in groups and individually reasonably" (GPA = 0.69) This content is consistent with the awareness and attitude analyzed above In the criteria to measure the effectiveness in behavior, the most appreciated by EM students is: "Implementing the plan in accordance with the lecturer’s roadmap" (GPA = 1.65), high adaptation level As we all know, the teaching plans of university lecturers are compiled at the beginning of each term and supervised by other functional departments Therefore, each lecturer always asks students to properly implement their teaching plan 4.2.3 Current situation of level of adaptation to discussion in the creditbased training system of ethnic minority students in the northern mountainous region 4.2.3.1 Current situation of level of adaptation to discussion in the creditbased training system of ethnic minority students in the northern mountainous areas in terms of awareness The degree of adaptation to discussion of ethnic minority students in the northern mountainous areas in terms of awareness through two criteria is different between the contents The most highly changeable content is: "Discussing is to actively exchange information and understanding with everyone and receive information from them to get high scores for the group" (GPA = ,twelfth) Thus, the most significant change in awareness is the change related to the interests of ethnic minority students in the process of group learning In the current social change, not only Kinh students and students live in urban areas but also ethnic minority pupils and students living in remote areas are becoming more practical in their lifestyle than before Besides, the most effective content perceived by ethnic minority students in group discussion is: "A successful discussion must be a lively discussion, there are many conflicting opinions that need teacher’s direction ”(GPA = 1.61) This awareness of effectiveness is also the desire of each lecturer when teaching discussion lessons Now to engage in a discussion effectively, students must first work actively, critically through conflicting opinions The most changeable and effective content perceived by the EM students towards discussion are: "After each discussion, each group member must record the good and reasonable ideas of the lecturer and friends ”,“ After group work, the content of the discussion should be understood similarly by all the group members ” Usually in discussion lessons students rarely record good ideas, even not many students of ethnic minorities are aware which ideas are right, which opinions are wrong 4.2.3.2 Current situation of adaptation of ethnic minority students to discussion in the credit-based system in the northern mountainous area in terms of attitude 16 The degree of adaptation to discussion in the credit-based system of ethnic minority students in the northern mountainous region in terms of attitude was showed on two different criteria of measurement In the criterion of changeability, the content given the highest score by EM students is: "Excited and responsible for preparing and presenting the group's discussion when requested" (GPA = 0, 99) Among the contents of group discussions, this is the most important content, deciding the results of the group's work The responsibility of the group will be transformed into an individual's responsibility Facing such important work, ethnic minority students need to have the biggest change in attitude This is a practical result when implementing an activity In contrast to this changeability criterion, the content with the lowest score is: "Actively speak and exchange to find the best and most creative ideas" (GPA = 0.57) Through the observation of group discussion lessons, it was showed that ethnic minority students hardly have any comments, or choose creative ideas In fact at the pedagogical universities in the northern mountainous region in the last 3-4 years, it has been difficult to recruit new students, the entrance scores are often equal and slightly higher than the average points announced by the Ministry of Education and Training; for ethnic minority students due to ethnic priority policies, the entrance scores are even lower than the average score 4.2.3.3 Actual situation of adaptation of ethnic minority students to discussion in the credit-based training system in northern mountainous area in terms of behavior The degree of adaptation of ethnic minority students to group discussions in the credit-based training system in northern mountainous area in terms of behavior also varied depending on each measurement criterion and the level of adaptation was at the moderate level For the changeability and effectiveness the content assessed by EM students with the highest score is: "Sharing information you have searched with friends in the group" The result of this study is quite similar to the result of the study on attitude that we analyzed above For the criterion of changeability, the content with the least score is: "Generalizing different points of view into a complete entity" (GPA = 0.53) This result shows that the ability to synthesize and generalize the problem of ethnic minority students is still limited For the criterion of effectiveness, the content of group discussion that brought least effectiveness to ethnic minority students is: "Giving their own viewpoints and protecting theirs in a rational and scientific way" ( GPA = 0.74) One of the typical psychological features of EM people is that they are always shy, afraid to give their own opinions and ideas Ethnic minority students always have their own thoughts and arguments to explain phenomena and rarely use scientific arguments This is 17 associated with their traditions, customs passed down from one generation to another 4.2.4 Current situation of adaptation to testing and evaluation in the credit-based training system of ethnic minority students in northern mountainous area 4.2.4.1 Current situation of adaptation to testing and evaluation in the credit-based training system of ethnic minority students in northern mountainous area in terms of awareness The research results show the levels of adaptation of ethnic minority students to testing and evaluation in the credit-based training system in the northern mountainous area in terms of awareness on two criteria were different for different contents The levels of adaptation to this activity were moderate In the criterion of changeability and effectiveness, the content which EM students were the most adaptative is: "Testing and evaluating group’s results will make each group member remember knowledge more deeply" Thus, in terms of awareness, the changeability and the effectiveness of testing and evaluation for ethnic minority students is the true effect it brings The content with the lowest adaptive results in terms of awareness were: "Testing and examination help students accurately assess their group's ability compared to other groups In the credit-based training system, the results of group work will be calculated directly into the learning score 4.2.4.2 Current situation of the adaptation of ethnic minority students to testing and evaluation in the credit-based training system in the northern mountainous area in terms of attitude The research results show the degrees of adaptation of ethnic minority students to testing and evaluation in the credit-based training system in the northern mountainous area in terms of attitude on the two criteria of changeability and effectiveness in different contents were different For both criteria in terms of attitude, ethnic minority students rated the highest for the content: "Satisfied with the objective, fair assessment of teachers" (GPA = 1.61, GPA = 1.55) In order to eliminate the factor that ethnic minority students may be reluctant to comment on their lecturers, the questionnaires for students did not require students to write their names The reality shows that in the two universities we conducted the research, the leaders are very interested in the sustainable development of the university The criterion of changeability in attitude evaluated by ethnic minority students was the lowest in: "Actively propose additional evaluation methods: teacher evaluation, group self-assessment, peer assessment between groups, etc ”(GPA = 0.66) Most EM students answered that they were satisfied and did not propose any additional evaluation methods This result 18 confirms a specific psychological trait of ethnic minority students that they are "good and gentle", so they totally believe in teachers Moreover, they are also "lazy" to read the scientific document to propose a new evaluation method The criterion of effectiveness in attitude evaluated by ethnic minority students with the lowest score was: "Actively organize group meetings to draw experiences after evaluation" (GPA = 0.64) Through daily observation of group activities and direct interviews with some group leaders, we found that students rarely organize meetings to draw experience after obtaining the evaluation results This is a very important stage to help the next group work sessions become more effectively The above results show that, ethnic minority students in terms of attitude neglect the effectiveness of this content 4.2.4.3 Actual situation of adaptation of ethnic minority students to testing and evaluation in the credit-based training system in the northern mountainous area in terms of behavior The degree of adaptation to testing and evaluation in the credit-based training system in the northern mountainous area in terms of behavior on two criteria were different for different contents In general, when compared with changeability and effectiveness in terms of awareness and attitude, the behavioral aspect of these two criteria is lower adaptive For the criterion of changeability, many contents were measured at a low adaptation level The highest rated content wass: "Record the generalization, evaluation of teachers, questions of members in your group or in others" (GPA = 0.76), this highest result was only at moderate level Other contents had little behavioral changes After each test, lecturers often have to announce scores, correct mistakes The remaining contents changed very little, showing that ethnic minority students were still reluctant to changes Having interviewed some of the EM students in the teaching process to understand the causes, we found that all of the EMS agreed that "testing and assessment is the job of the lecturer" or "we accept whatever score the lecturer gives us” This shows that ethnic minority students have a great trust in the evaluation of teachers and also shows that some ethnic minority students are reluctant to raising a question, and easy to accept the results For the criterion of effectiveness, the content which was evaluated as the most effective by EM students was: "Evaluating the results according to the teachers' requirements and the level of accomplishing the group's work" (GPA = 0.94 ) In order for students to perform a certain group assignment, the lecturers must always give specific requirements Each group based on the level of accomplishment of the group can evaluate their results by themselves, then compare with the evaluation results of the teachers This is an effective way to assess a group’s accomplishment objectively and accurately 19 4.3 Current situation of adaptation of ethnic minority students to group work in the credit-based training system in the northern mountainous region according to variables 4.3.1 Current situation of adaptation of ethnic minority students to group work in the credit-based training system in the northern mountainous region according to ethnic groups The research results show that the levels of adaptation of ethnic minority students to group work in the credit-based system in the northern mountainous areas according to ethnic groups in different contents, aspects and criteria are different The results of adaptation to group work in the credit-based system of two groups of ethnic minority are at moderate level In general, in all contents and criteria, Tay - Nung students (GPA = 1.10) were better adaptive than students from the other ethnic groups(GPA = 0.90) The amplitude of variation of Tay - Nung ethnic group (SD = 0.30) was also lower than that of students from the other ethnic groups (SD = 0.41) This result shows that the manifestations of adaptation to group work of students from different ethnic groups were different, there was an unequal differentiation between students of different ethnic minorities 4.3.2 Current situation of adaptation of ethnic minority students to group work in the credit-based training system in the northern mountainous region according to residence location The research results show that the degree of adaptation to group work in the credit-based training system of ethnic minority students in the northern mountainous region according to the location of residence were different in different contents In general, ethnic minority students living in urban areas adapt to group work in the credit-based training system best (GPA = 1.12), behind them were EM students living in rural areas (GPA = 1.03), the lowest adaptation level went to EM students living in highland and remote areas (GPA = 0.92) Many research projects from the perspective of psychology in the world and in Vietnam have shown the influence of the living environment on the psychological development of people, which shows that the environment is a premise, a very important condition directly impacting on human psychological development Therefore, in urban areas, the awareness of EM students can change faster 4.3.3 Current situation of adaptation of ethnic minority students to group work in the credit-based training system in the northern mountainous region according to academic year The research results show that the degree of adaptation to group work in the credit-based training system of ethnic minority students in the northern 20 mountainous region according to academic year were different Overall in all the contents of learning activities ethnic minority students in the later years performed better, the results of adaptation were better First-year students were not very adaptive to group work in some contents This shows that the degree of adaptation to group work is proportional to the length of study Students who study longer will accumulate more knowledge and experience in accordance with the requirements of group learning 4.3.4 The relationship between the aspects, the evaluation criteria of adaptation of ethnic minority students to group work in the credit-based training system in the northern mountainous region *Comment: The above table shows that, between aspects are: Changeability in awareness, Changeability in attitude, Changeability in behavior and effectiveness of awareness, effectiveness of attitude, effectiveness of behavior, which are strongly and closely related with each other In particular, the strongest correlation belongs to aspects: effectiveness of awareness-effectiveness of attitude (R = 0.88 **); effectiveness of attitude - effectiveness of behavior (R = 0.94 **); effectiveness of awareness – effectiveness of behavior (R = 0.86 **) These aspects had relatively high Pearson correlation coefficients, showing that the changes in this aspect inevitably leads to changes in others and vice versa 4.4 Factors affecting adaptation of ethnic minority students to group work in the credit-based training system in the northern mountainous region 4.4.1 Current situation of factors affecting adaptation of ethnic minority students to group work in the credit-based training system in the northern mountainous region Current situation of interest in group work of ethnic minority students in northern mountainous area; current situation of group work motivation of ethnic minority students in the northern mountainous region; current situation of group work methods of ethnic minority students in the northern mountainous region; current situation of group work skills of ethnic minority students in the northern mountainous region; current situation of following requirements and regulations in group work by ethnic minority students in the northern mountainous region; current ituation of the relationship with the academic advisors of ethnic minority students in the northern mountainous region 4.4.2 Effects of these factors on adapting to group work by ethnic minority students in the northern mountainous region The research results show that the subjective and objective factors that the thesis selected had an impact on the level of adaptation to group work in the credit-based training system in different ways Among them, the most 21 influential factors are group work method; group work skills and least influential factor is the relationship with academic advisors 4.5 Research results of adaptation through typical cases 4.5.1 Adapting to group work in the credit-based training system of ethnic minority students in the northern mountainous region through case studies 4.5.1.1 The first typical case a) Overview of the first typical case Student L M P (11th survey on SPSS statistics) Gender: Male Year of birth: 1997 P is a H ’Mong student, a first-year student majoring in Mathematics, Thai Nguyen University of Education - Thai Nguyen University Residing in Lung Cu, Dong Van, Ha Giang This is a typical case with a low level of adaptation b) Evaluation of the degree of adaptation to group work The results show that student P has a low degree of adaptation to group work in the credit-based training system (GPA = 0.54) The aspects of adaptation to group work namely awareness, attitude, and behavior, through two criteria of changeability and effectiveness were at moderate adaptation level The first case study results are also analyzed in detail in each content of group work such as: setting up groups; division of responsibility; discussion; testing and evaluation, factors affecting adaptation to group work in the credit-based system of this case 4.5.1.2 The second typical case a) Overview of the second typical case Student Nong T T (second survey on SPSS statistics table) Gender: Female Year of birth: 1996 H is a Tay student, studying History for the second year at Thai Nguyen University of Education - Thai Nguyen University Residing in Trang Dinh, Lang Son This is a typical case of adapting to group work in the credit-based training system Moderate adaptation is the major adaptation level in the number of investigated objects of the thesis b) Evaluating the degree of adaptation to group work in the credit-based training system Research results show that student T adapted to group work in the credit-based training system at an moderate level (GPA = 1.07) The manifestations of adaptation to group learning are awareness, attitude, and behavior, through two measurement criteria: changeability and effectiveness which are both at moderate and good adaptation The second case study results are specifically analyzed in each content of group work activities such as: setting up groups; division of responsibility; 22 discussion; testing and evaluation, factors affecting adaptation to group work in the credit-based system of this case 4.5.2 Some measures to improve the level of adaptation to group work through a number of typical cases We conduct impact tests on 02 typical cases of some following impact measures: * Measure 1: Guidance and improvement of awareness for ethnic minority students of regulations and ways of group work * Measure 2: Training some weak and missing group work skills for EM students 4.5.3 Some results after using the impact measures on typical cases After months of testing, we re-measure the contents of adaptation of the two case studies in the credit-based training system We found that the degree of adaptation to group work in the credit-based training system on all three aspects of awareness, attitude, behavior and, according to the two criteria of changeability and effectiveness all changed, in a positive direction For the first case, the level of adaptation from low adaptation changes to moderate adaptation; for the second typical case, both criteria to measure attitude showed the best change, from moderate level to high level of adaptation Observing the measurement items, we found that the occurrence of point zero was reduced, the trained skills changed significantly in the score This showed that when equipped with knowledge, trained with skills EM students can change in awareness, attitude and behavior of group work Through direct observation of the EM students chosen to be the typical cases in group work lessons, the phenomena: ignorance, not participating in group work no longer exist, in some group work lessons they raised their hands to give an idea, or write exercise answers on the board These manifestations never appeared before the experiment Thus, the impact tests on typical cases initially obtained positive results These are valid evidence to prove that the measures can change the research objects CONCLUSIONS AND RECOMMENDATIONS Conclusion From the results of theoretical and practical research on adaptation to group work in the credit-based training system of ethnic minority students in the northern mountainous area, we drew some conclusions as follows: 1.1 In theory In our thesis, the concept: adaptation to group work in the credit-based training system of ethnic minority students in the northern mountainous area is the change of awareness, attitude and behavior of students of ethnic groups with a 23 small population towards grouping, dividing learning responsibility, conducting discussion and testing so that the acquisition of knowledge, skills and techniques takes place effectively in group work activities Adaptation to group work in the credit-based training system of ethnic minority students was evaluated on two basic criteria: changeability and effectiveness and it was shown on all three aspects of human psychological life: awareness, attitude, behavior Adaptation to group work in the credit-based training system of ethnic minority students was shown on contents of group learning activities: Adapting to grouping activities; Adapting to the division of learning responsibilities; adapting to discussions and adapting to the assessment of learning outcomes Adaptation to group work in the credit-based training system of ethnic minority students in the northern mountainous region depends on many factors: subjective factors (Interest in group work; Motivation for group work; Group work methods; Group work skills) and some objective factors (Requirements, regulations of group work; Relationship with academic advisors) 1.2 The current situation Research results show that the level of adaptation to group work in the creditbased training system of ethnic minority students in the northern mountainous area was still at moderate level; for some contents, adaptation to group work was even at low level Considering each aspect of awareness, attitude and behavior with each specific content, the degrees of adaptation according to the criteria of of changeability and effectiveness were different The degrees of adaptation to group work in the credit-based training system of ethnic minority students were different when classified by ethnic groups, academic year, and residence area In terms of ethnic groups: Tay - Nung ethnic students adapted better than the other ethnic minority groups; considering the academic year, EMS in the later years were better adapted than in the early year; considering the living location, students living in urban areas adapted to group work better than those in rural areas, highland and remote areas 1.3 The influencing factors There were many subjective and objective factors affecting the level of adaptation of ethnic minority students to group work in the credit-based training system in the northern mountainous area The impact of such factors had different strengths and weaknesses The factors that strongly affected the adaptation to group work in the credit-based training system of ethnic minority students in the northern mountainous area included two subjective factors: group work method; group work skills; weak influencing factors to adaptation to group work in the credit-based training system of ethnic minority students in 24 the northern mountainous area was: Relationship with academic advisors (objective factor) 1.4 Effectiveness of measures In order to improve the level of adaptation to group work in the credit-based training system of ethnic minority students in the northern mountainous area, it is necessary to have different synchronous measures In this thesis, we used external measures namely: Raising awareness for ethnic minority students of regulations and group work methods; Training some weak and missing skills for ethnic minority students The above measures when applied on typical cases made EM students better adapted to group work This shows the effectiveness of the measures Recommendations Based on the research results, we propose the following recommendations: 2.1 For universities Universities need to organize training on group work skills for teachers Since then, teachers can equip students especially ethnic minority students with these skills 2.2 For Department of Training It is necessary to diversify forms of communication on rules and regulations of training in the credit-based training system so that ethnic minority students can understand more easily; At the beginning of the academic year, it is necessary to organize conferences, forums on methods and skills of group work in the credit-based training system for ethnic minority students 2.3 For teaching staff Need to promote scientific research projects on group work of ethnic minority students Organize meetings to share research results with other colleagues of the Department, Faculty to build the most suitable ways to teach ethnic minority students 2.4 For academic advisors Need to promote their own responsibilities by reading and mastering the creditbased training regulations to give advice to students most effectively Students of ethnic minorities often attach great importance to sentiment, so academic advisors need to actively create closeness with students by being open, caring, helping and motivating them in time when they have difficulties 2.5 For ethnic minority students Need to be more active, positive in group work and in relationship with people around 25 LIST OF THE AUTHOR’S PUBLISHED WORKS Pham Van Cuong (2017), “The degree of adaptation to the creditbased training system of ethnic minority students in the northern mountainous region”, Journal of Education (6/2017) Pham Van Cuong (2017), “A study of adaptation to the credit-based training system of ethnic minority students in the northern mountainous region”, Journal of Science and Technology, Thai Nguyen University, Vol 170 (10), 2017 Pham Van Cuong (2017), “The adaptation to group work in the credit-based training system of ethnic minority students in the northern mountainous region”, Journal of Social Psychology, Vol 11 (11/2017) Pham Van Cuong (2018), “Some factors affecting group work in the credit-based training system of ethnic minority students in the northern mountainous region”, Journal of Education, special vol 9/2018 ... Level of adaptation Changeability Effectiveness Little change in awareness; Little results in terms of Low passive attitudes and slow awareness, attitude and behaviors behavior Relatively large... Moderate awareness, attitude and attitude; clearer changes in behavior behavior High Many changes in awareness, Great results in terms of extremely positive attitudes, clear awareness, attitude and changes... credit-based system of EMS Theoretical and practical significance of the thesis - Theoretical significance of the thesis: These results contribute to clarifying the theory of psychology on adaptation,