Tương tác giữa sinh viên với sinh viên trong học tập theo học chế tín chỉ tại thành phố hồ chí minh tt tiếng anh

VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES NGUYEN THI NGOC INTERACTION BETWEEN STUDENTS AND STUDENTS IN LEARNING UNDER CREDIT SYSTEM IN HO CHI MINH CITY UNIVERSITIES Major: Psychology Major code: 9.31.04.01 SUMMARY OF DISERTATION HA NOI 2019 The work is completed at: ACADEMY OF SOCIAL SCIENCES Supervisor: Assoc.Prof.Dr Mac Van Trang Reviewer 1: Assoc.Prof.Dr Phan Trong Ngo Reviewer 2: Assoc.Prof.Dr Pham Thi Thu Hoa Reviewer 3: Assoc.Prof.Dr Tran Hoang Thi Diem Ngoc The thesis is defended in front of Council of Dissertation Assessment held at GRADUATE ACADEMY OF SOCIAL SCIENCES At ……………………………………………… The dissertation can be found at:National library - Library of Graduate Academy of Social Sciences INTRODUCTION Rationale Augustine Comte (1798 - 1857) argued that there was no independent person, but only social people with organized group activities In other words, people only exist when engaging in interactions with others or interacting with others to become a means of human existence The learning environment in the university is diverse in content, rich in methods Students from many different localities bring cultural heterogeneity, level of awareness, learning conditions, and living conditions A large proportion of students live far away from their families Moreover, universities in Vietnam are applying training methods under credit system The basic feature of the training method is to focus on autonomy and cooperation of learners However, many students have the habits of passive study, rote learning, depending on teachers, modeling exercises, textbooks In such context, support, help, sharing in the "co-progressive" spirit of friends is a fulcrum, a way for students to overcome challenges, survive and succeed in university In fact, almost the subjects require students to study in groups, and instructors to organize for students to study in a spirit of cooperation, so all students can benefit At the same time, students have to cooperate with each other to perform some other learning activities according to personal needs However, the effectiveness of these learning activities is challenging The problem questions are: Do students cooperative interactions in learning? Do students properly implement the nature of the cooperative interactions in learning? Are there any measures to improve student cooperative interactions in learning that help students achieve the higher academic results? These are the contents that we care about and give the answer in the dissertation named: "The interactions between students and students in learning under the credit system in Ho Chi Minh City Universities” Research purposes and tasks 2.1 Research purposes Studying the theoretical foundations and the status of the cooperative interactions between students and students learning under the credit system in Ho Chi Minh City Universities; hereby, the author proposes a number of measures to improve the cooperative interactions to enhance the students' learning outcomes 2.2 Research tasks - Overview of research projects on cooperative interactions between students and students in learning under credit system - Develop a theoretical basis for research on cooperative interactions between students and students in learning under credit system - Assessing the status and analyzing the factors affecting cooperative interactions between students and students in learning under credit system in Ho Chi Minh City Universities - Proposing and experimenting the measures to improve cooperative interactions between students and students in learning under credit system Research object and scope 3.1 Research object Expression and degree of active cooperative interactions between students and students in learning under credit system 3.2 Research scope - About the participants + 552 students in the 1st, 2nd and 3rd year pre-service programs major in Economics, Engineering and Pedagogy of universities in Ho Chi Minh City + 104 lecturers directly teach students in the fields of Economics, Engineering, Pedagogy, and are part-time academic advisors - About research contents Learning under credit system includes many different specific learning activities In this thesis, three activities are surveyed: building personal timetable, online schedule registration, and self-study in groups outside class hours The status of cooperative interaction of students in learning can be approached in terms of frequency, attitude In this thesis, the interaction positivity (expressed through dynamics and excitement) is are used as measurement criteria - About implementation time: + The project is carried out from May 2015 to April 2018 + The data in the project is surveyed on the first, second and third year students in the 2016 - 2017 school year 3.3 Scientific hypothesis - The positive cooperative interactions between students and students in learning under credit system in universities Ho Chi Minh City is currently only at the average level This is reflected in the average level of the cooperative interactions in three learning activities: building a personal timetable, registering an online personal timetable, and self-study in groups outside the classroom through two criteria: dynamics and excitement in the interactions - There are many factors affecting the cooperative interactions between students and students in learning under credit system in Ho Chi Minh City Therein, the need of interactions in learning with classmates, of collaborative learning skills, the impact of teachers, academic advisors, and learning environments are more influential factors - If the lecturers and academic advisors have appropriate impact measures that help students improve and enhance the active cooperative interactions in learning, students can improve their academic results Methodology and research methods 4.1 Research methodology The thesis is based on the following principles of: - Decision of materialism on psychological phenomena - Approach to personality - activity - communication - System approach 4.2 Research methods The thesis is conducted through the following methods: - Library research - Questionnaire survey - In-depth interview - Observation - Experimental - Processing data with Mathematical Statistics via Software SPSS for Win, Version 17 New contributions of the thesis 5.1 Contribution to theoretical foundations The thesis contributes to systematizing the theory of cooperative interactions between students and students in learning under credit system, namely: identifying concepts of interaction, cooperative interaction between students with students in learning under credit system, and suggesting two criteria to assess the degree of active cooperative interactions in learning of students From the concept of cooperative interaction between students and students in learning under credit system, the specific manifestations of the cooperative interactions, as well as determining the factors affecting cooperative interactions in learning have been discovered 5.2 Practical contributions The thesis has pointed out the status of the cooperative interactions between students and students in learning under the credit system in Ho Chi Minh City universities, in particular, the positive cooperative interactions is assessed only at average level Therein, the positive interaction in self-study in groups outside the class time is assessed at the highest, and the positive cooperative interaction and in registering online personal timetable is assessed at the lowest Students' dynamics in collaborative interactions is assessed higher than the excitement one The thesis has showed the impacts of subjective and objective factors on the interactions between students and students in learning under credit system, in which the subjective factors have stronger impacts than the objective ones The thesis has proposed and experimented the measures to impact the interactions between students and students in learning under credit system Experimental results show that the measures are feasible, able to improve the cooperation between students and students in learning, contributing to enhance the learning outcomes of the students The theoretical and practical significance of the thesis Research results of the thesis contribute to supplementing, developing, enriching the theory and practice of university pedagogical psychology, which is the basis for improving the way of cooperative interactions in learning under credit system, helping to improve student learning outcomes The thesis is the useful reference for people related to teaching, organizing and managing students in learning under credit system as well as direct lecturers, academic advisors, specialist of Training Department, Student Association, and Ho Chi Minh Youth Union The structure of the thesis In addition to the introduction, conclusions and recommendations, the thesis has chapters, references and appendices CHAPTER OVERVIEW OF RESEARCH WORKS RELATED TO COOPERATIVE INTERACTIONS BETWEEN STUDENTS WITH STUDENTS IN LEARNING 1.1 Overseas studies Overseas, the cooperative interactions between learners and learners are studied extensively at all levels of the primary school, junior and secondary high school, college and university At the university level, these studies can be divided into two directions: - Research direction on the impacts of the cooperative interactions on learning outcomes includes the authors such as Johnson & Johnson (1970 to 2014), Jung L et al (2002), Kaufman D, Sutton E., & Durn, K (1997), King, A (2002), McKeachei, W, et al (1986), Astin (1993), Loewen, S., & Sato, M (2018), Philp et al (2014), Buchs, C., Butera, F., & Mugny, G (2004), Slavin (1982), …From theoretical, empirical, practical studies, these authors have proved that cooperative interactions positively influence on students' academic achievements and their psychological lives - The research direction of the structure of cooperative interactions includes the authors such as Morton Deutsch (1949a, 1949b), Johnson & Johnson (from 80 to 2014), Kagan, S (1994), Kaufman, D et al (1997), Cuseo, J (1992), Oyarzun, B and colleagues (2018), Weeb, NM & Mastergeorge, A (2003), The authors have proposed many different structures to suit each subject, group sizes, learning purpose and learning ability of team members The biggest common point of structures is the meeting of elements: positive interdependence, personal responsibility, and direct interactions 1.2 Domestic research studies In the country, the cooperative interactions are studied extensively in terms of education That is the application of active teaching methods to increase the positivity of students of Nguyen Thi Thu Cuc (2008), Nguyen Thi Huong (2002), Nguyen Thi Thanh Hang (2010); the studies applied cooperative learning forms to specific subjects, a specific object including Dao Quoc Tri (2003), Pham Quang Tiep (2013), Ta Quang Tuan (2010) the studies on interactive skills including Nguyen Thi Thuy Hanh (2012), Nguyen Mai Huong (2015), Nguyen Thi Quynh Phuong (2012) In addition, the authors studying active teaching and learning methods mentioned the structure of collaborative learning, cooperative interactions in learning including Phan Trong Ngo, Dang Thanh Hung, and Nguyen Thi Huong However, most of these studies are on the application of cooperative interactions in the field of education, pedagogy, but there have not any studies on the structure of the cooperative interactions under the psychological perspective In short, research on the interactions in learning in terms of education and psychology is quite rich both at domestic and abroad, and many things can be inherited However, the research on cooperative interactions between students and students in learning under credit system hasn’t been studied yet CHAPTER THEORETICAL BACKGROUNDS ON THE COOPERATIVE INTERACTIONS BETWEEN STUDENTS AND STUDENTS IN LEARNING UNDER CREDIT SYSTEM There are many different viewpoints about interactions However, the biggest common viewpoint among them is: the interaction is the process of mutual interaction between things and phenomena in a certain relationship In the relationship between people, the interaction is defined as the interaction between one person and another/others with different relationships, with different purposes People have many ways of different interactions There are two types of interactions between learners and learners in learning: cooperative interaction and competitive interaction The cooperative interaction is investigated in this thesis, and defined as follows: Cooperative interaction is the interaction between subjects in the direction of help, coordination each other to achieve common goals and mutual benefits Cooperative interactions have five main characteristics: positive interdependence, frequent direct interaction, personal responsibility, team interaction skills, and group processing Therefore, the concept of the cooperative interaction in learning is defined: Cooperative interaction in learning is a positive interdependent interplay, direct interactive implementation in a regular way, with collaborative skills, responsibility and evaluation, and drawing experiences between learners aiming at implement learning tasks In Vietnam universities, students are learning under the credit system - the training method which is characterized by promoting autonomy, independence and cooperation Therefore, learning under credit system is defined: Learning under the credit system by students is an autonomy activity, cooperation in learning activities to accumulate enough credits, complete the study program for future CHAPTER PRACTICAL RESEARCH RESULTS ON THE COOPERATIVE INTERACTIONS BETWEEN STUDENTS WITH STUDENTS IN LEARNING UNDER CREDIT SYSTEM IN HO CHI MINH CITY UNIVERSITIES 4.1 The status of the cooperative interactions between students and students in learning under credit system in Ho Chi Minh City universities 4.1.1 Overall assessment of the status of cooperative interactions between students and students in learning under credit system Credit-based learning is a training method that allows learners to participate in all training processes from learning planning to examining and evaluating their learning outcomes This requires students not only to be proactive and flexible, but also to have a full understanding of themselves, training programs and personality of teachers to make the most appropriate decisions Therefore, students must actively consult their friends, share information and documents each other as well as support each other in all learning activities Table 4.1 The general status of the cooperative interactions between students and students in learning under credit system N0 Content Cooperative interactions in building personal timetable Cooperative interactions in registering online personal timetable Cooperative interactions in self-study group outside of the class time Cooperative interactions between students and students in learning under the credit system 12 Mean 1.97 SD 0.38 Ranking 1.91 0.31 2.10 0.38 2.00 0.31 Table 4.1 results show that the cooperative interactions between students and students in learning under the credit system are assessed at the average level This is reflected in the mean of the factor (M = 2.00) and the mean of the cooperative interactions in learning activities Considering each learning activity, the cooperative interactions in selfstudy group outside the class time are assessed with the highest level (M = 2.10), cooperative interactions in building personal timetable are assessed at the second level (M = 1.97), and cooperative interactions in registering online personal timetable are assessed at the 3rd level (M = 1.91) In fact, self-study in groups outside of class time is the regular work of students Students perform this learning task at the request of the instructor or according to their own needs On the other hand, credit system has institutionalized the self-study scores, so students have more motivation to actively self-study in groups Therefore, students who actively interact cooperatively in the study group more often than the other two activities are appropriate The independent survey data from lecturers also showed similar results, showing that the data mentioned above are reliable and consistent with the current status Comparing the positive cooperative interactions of the students by variables shows that: gender, school year educational levels, ages, characteristics of family backgrounds don’t impact much on them Partly, the major variable has a strong influence on the cooperative interactions of the students Particularly, the students in economics are assessed with the highest level of the cooperative interactions, whereas, students in pedagogy are assessed with the lowest level of the cooperative interactions 13 4.1.2 Specific manifestations of cooperative interaction between students and students in learning under the credit system Credit-based learning activities include many different specific activities Among them, building personal timetable, registration of personal timetable and self-study group outside of the class time are the most typical activities We consider the positive cooperative interaction of the students in these activities, they reflect the dynamics and excitement in the cooperative interactions 4.1.2.1 The status of the cooperative interactions of the students in building personal timetable For learning under credit system, the personal schedule is the specific expression of each student's study plan If students build themselves a personal timetable in accordance with the school's regulations, with their own health, cognitive abilities and economic conditions, they can succeed in their learning, and vice versa Because of that importance, when building a personal schedule, students need to actively interact with their classmates The survey results on the positive cooperative interactions (through two criteria of dynamics and excitement) of students in developing personal timetable are shown in Table 4.2 Table 4.2 The status of the cooperative interactive positivity of students in building personal timetable N0 Content Positive interdependent interactions Regular direct interactions Responsible interactions Interaction with evaluation, and Dynamics M SD Excitement M SD 2.06 0.53 1.98 0.44 2.02 0.41 1.94 0.53 1.88 0.48 1.91 0.43 2.03 0.56 2.01 0.48 2.02 0.45 1.94 0.53 1.94 0.50 1.94 0.44 14 Positivity M SD Ranking drawn experiences Cooperative 1.99 interactive positivity in building personal timetable The results of Table 4.2 show: 0.44 1.96 0.40 1.97 0.38 In general, the dynamics cooperative interactions of the students are assessed at the average level (M = 1.99); the positive ones are assessed at the average level (M = 1.97); and the excitement ones are assessed at the average level (M = 1.96) The results show that the level of preparation, the level of willingness to work together to build the personal schedules of the students is not high Considering each expression of cooperative interaction in building personal timetable, the positive interactions interdependence (M = 2.06) and responsible interaction (M = 2.03) are all at the high ranking This result shows that students know how to interact in the spirit of "win - win", and try to support each other; so that every member can build the most appropriate personal timetable The survey results of contents in detailed show that students need to be interdependent are: objectives, responsibilities, resources, benefits and roles that show the highest positive interdependent students in terms of benefits and resources That is, students actively seek and share the information to build personal timetable and actively support and help each other to build successful personal timetables in order not to waste their own time, effort, intellectual The specific survey results on the direct regular interactive positive show that students know how to choose content and purpose in accordance with the direct interactions to implement Students not actively interact directly at all stages of building the personal timetables but they only meet each other actively to discuss and build the personal timetables (GPA = 2.03) In the other periods of time, they don’t often interact directly 15 The survey results on interactive activeness with responsibility show that the Contents of Guidance, of explanation for friends to understand and know how to build the reasonable personal timetables (M = 2.03) with the highest level Thus, students have the sense of responsibility for classmates higher than the one for themselves and for group activities The survey results on interactive positivity with evaluation, drawing experiences show that students are more active in assessing and withdrawing experiences for themselves than doing for others and group activities This shows that students wish to make progress in group activities Comparing the cooperative interaction positivity in building the personal timetables by variables of gender, and educational level of school year shows that there is no statistical difference in assessment of the levels of the interactive positivity For the variable of major, there is statistical difference in assessment of the levels of the interactive positivity, in which the students in economics are assessed with the highest level of interactive positivity; the students in pedagogy are assessed with the lowest one For the variable of the family foundations, the urban students are assessed with higher level of interactive positivity and this difference is enough to make a difference in the interactive positivity of the students in the development of the personal schedules 4.1.2.2 The status of the cooperative interaction dynamics of students in the registration of personal online schedules Registration of personal online schedules is considered as the commitment of the students to the school, and is the school's acceptance of the student's study plan If you cannot register your personal schedule as expected, you must change your own study plan If you not quickly register all subjects, the minimum number of credits will be subject to warning Therefore, students must prepare carefully, practice many times and need support from classmates The survey results are shown in Table 4.3 16 Table 4.3 The status of the cooperative interaction dynamics of the students in the registration of the individual online schedules N0 Content Dynamics Excitement Positivity Ranking M SD M SD M SD 1.91 0.50 1.90 0.38 1.91 0.38 1.82 0.51 1.88 0.51 1.85 0.44 1.98 0.47 1.90 0.41 1.94 0.37 1.94 0.40 1.97 0.46 1.96 0.36 1.91 0.36 1.91 0.34 1.91 0.31 Positive interdependent interactions Regular direct interaction Responsible interaction Interaction with evaluation, and withdrawing experience Interaction in registering an online personal timetable Data in Table 4.3 shows that the level of the cooperative interaction dynamics of the students in online personal timetable registration is moderate (M = 1.91), in which, the levels the of excitement and positivity are equal (M = 1.91) Considering each content, different contents have different levels of the cooperative interaction dynamics, but still within the moderate limit The content of the positive interdependent interactions (M = 1.91) ranked the third, and Responsible Interaction (M = 1.94) ranked the second, indicating the positive cooperative interactions in building the personal timetables of the students is still limited 17 Survey results of the positive interdependent interactions show that students interact positively at the highest level of the positive interdependence on resources; and interact positively at the lowest level of the positive interdependence on responsibility This shows that students actively provide, share with each other many information, documents and experiences to help each other successfully register their personal timetables The survey results on interactions with responsibility indicate that the students are responsible the most for Focusing to implement the correct and effective registration manipulations (M = 2.01), and the least responsible when Supporting and helping the classmates to adjust their personal timetables promptly (M = 1.89) This shows that students are more responsible for themselves than their classmate in the personal timetables registration The survey results on the interactions with evaluation, withdrawing experiences show that the students are more active to listen to other members presenting their schedules than to share their personal schedules with other members Comparing the cooperative interaction of the positivity and in registering online personal timetables by variables shows that gender, region of family foundations origin does not have much influence School experience, majors have a strong influence on the interactive cooperation of the positivity 4.1.2.3 The status of the cooperative interaction of students in self-study in groups outside the class time Self-study in group outside the class time is a regular activity of the students The students study at the request of the instructors or according to their own needs Therefore, the level of the cooperative interaction positivity of the students in this activity is higher than the other two activities The survey results are presented in Table 4.4 18 Table 4.4 The status of the cooperative interaction positivity of students in selfstudy in groups outside the class time N0 Content Dynamics Excitement Positivity Ranking M SD M SD M SD 2.17 0.49 2.08 0.47 2.13 0.41 2.12 0.50 2.03 0.54 2.08 0.46 2.19 0.52 2.08 0.45 2.14 0.42 2.09 0.50 2.04 0.49 2.07 0.43 2.14 0.42 2.06 0.41 2.10 0.38 Positive interdependent interactions Regular direct interaction Responsible interaction Interaction with evaluation, and withdrawing experience Interaction in registering an online personal timetable Data in Table 4.4 shows: The level of the cooperative interaction positivity of the students in selfstudy in groups outside the class time is assessed moderate (M = 2.10) Whereas, the level of dynamics (M = 2.14) is higher than the level of excitement (M = 2.06), showing that students voluntarily participate in the activity for the benefit of selfstudy rather than for enjoyment Considering each content, positive interdependent interaction (M = 2.13, ranking the second) and interaction with responsibility (M = 2.14, ranking the first) have the highest levels of the positive interactions The first and second 19 levels in the scale shows that students are well- prepared, willingness, and selfreliant to make progress together Specific survey results on the positive interdependent interactions suggest that students only actively interact positively with each other on resources and roles They have not actively interacted positively with each other on goals and responsibilities If students know how to connect with each other in terms of goals and responsibilities, then the friendships in the group will be more sustainable, and the cooperation in learning will be more obvious Specific survey results on the direct regular interactions show that students are assessed at the high level when they need to discuss in group to understand the lesson contents better The level of the direct regular interactions of the students is low on the content assessment, drawing experiences on their own products and activities The survey results of the interactions with responsibility show that students are the most active when helping, supporting the methods of studying lessons, reading materials for members to understand lessons more quickly and effectively (M = 2.19), and are the lowest active when they prepare for the group meeting The results of the interactions with evaluation and drawing experiences show that the students are more active in assessing and drawing experiences on the group activities, followed by their own actions that show the students know how to draw experiences for the next time group activities to be more effective Comparing the cooperative interactive positivity of the students in self-study in groups outside the class time shows that the variables of gender, education degree of school years, students' family backgrounds not impact much; whereas, the variable of major influences strongly In summary, the cooperative interactive positivity of the students in learning under credit system is assessed at the average level Therein, the students are more active when they interact cooperatively in self-study in groups outside the class 20 time and less active when they interact cooperatively with others in registering personal schedules The comparison results by variables show that the variables of sex, education degree of school year, students' family backgrounds not impact much the interaction between students and students in learning under credit system; whereas, the variable of major impacts stronger 4.2 Influential factors There are many factors that influence the interaction between students and students in learning under credit system In this thesis, we consider the influences of the factors and the results of the influential levels that are presented in Table 4.5 Table 4.5 Influence of the factors on the cooperative interactions of students in learning under credit system Factor Subjective The need to interact with classmates factors in learning Cooperative learning skills of students Impact of lecturers and academic Objective advisors factors Learning environment Subjective factors Total Objective factors The results of table 4.5 show: ĐTB ĐLC Ranking 2.30 0,40 2.37 0.44 2.34 0.46 2.32 2.34 2.33 0.49 0.40 0.42 Students believe that the subjective factors have more influence than the objective ones; especially, the cooperative learning skills have the most This shows that the cooperative interactions of the students in learning can be improved and enhanced when students themselves try to change, actively train the cooperative learning skills with their classmates 4.1 Results of empirical research Experimental results are presented in Table 4.6 Table 4.6 Experimental results (see the attached) 21 Content Positive Time Activity of Activity of Activity of self- Exp building the registration of study in groups personal time online personal outside the class schedules timetables M SD Before 2.17 0.32 After 2.63 0.30 Before 2.01 0.38 After 2.53 0.35 2.08 0.41 2.57 0.33 1.95 0.44 After 2.54 0.29 Before 2.05 0.38 After 2.57 0.32 Sig M SD 1.93 0.35 2.70 0.20 1.82 0.36 2.61 0.34 1.95 0.30 2.61 0.23 1.92 0.25 2.67 0.30 1.91 0.30 2.65 0.25 Total time Sig M SD 2.17 0.35 2.72 0.30 2.06 0.38 2.72 0.30 2.12 0.40 2.69 0.32 2.07 0.45 2.74 0.25 2.11 0.31 2.72 0.30 Sig M SD 2.09 0.27 2.68 0.25 1.96 0.33 2,62 0.32 2.05 0.30 2.62 0.27 1.98 0.30 2.65 0.22 2.02 0.28 2.65 0.24 Sig interdepend ent interactions Regular direct interactions Interactions Before 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 with esponsibilit y After Interactions Before 0.00 0.00 0.00 0.00 with evaluation, and withdrawin 0.00 0.00 0.00 0.00 g experiences Total 0.00 22 0.00 0.00 0.00 The results of Table 4.6 show that, under the impacts of teachers and academic advisors, the cooperative interaction positivity in learning activities after the experiment increases The increase is not only reflected in the mean of the scores after the experiment but also the transition from the average level (before the experiment) to the high level (after the experiment) This shows that the impact of the teachers and academic advisors is one of the measures to help students improve the cooperative interactions in learning to enhance the academic results in the university CONCLUSIONS AND SUGGESTIONS Conclusions  In terms of theory Identifying the concepts of interaction, cooperation, learning under credit system to determine the concept of tools: The interactions between students and students in learning under credit system is the positive interdependent interactions with each other positively, directly and regularly, with responsibly and evaluation, drawing experiences between students and students in learning under the credit system in the university aiming at completing the future career program This concept is manipulated by the following contents: the cooperative interactions of the students in building personal timetables; the cooperative interactions of the students in registration of online personal timetables, and the cooperative interactions of the students in self-study in groups outside of class time Factors affecting the cooperative interactions between students and students in learning under credit system: The need to interact with the classmates in learning, cooperative learning skills, the impacts of the teachers and advisors and the learning environments 23  In terms of practicality In the credit-based learning activities, we determine the levels of the cooperative interactive positivity of students at the moderate one, showing that students are not really active when interacting with the classmates in learning The activities of self-study in group outside the class time are assessed with the highest level of the cooperative interactions, followed by the activities of building of the personal timetables, and the activities of the registration of online personal timetables is the lowest level showing that students are more active when cooperatively interacting with classmates in order to learn knowledge, review lessons, and work together Comparing the level of the cooperative interactions by variables shows that gender, educational degree school year, and region of family foundations not affect strongly the cooperative interactions Particularly, the variable of majors has a strong influence on the cooperative interactions of the students The thesis investigates the impacts of the factors on the cooperative interactions and is assessed by the students to be average Therein, the subjective factors have the higher level of the influence The results of the empirical research show that the impacts of teachers and academic advisors are the measures to improve the cooperative interactions of the students to improve the learning outcomes at universities Suggestions  For students Need to raise the awareness and attitudes of the students about the importance of the cooperative interactions with the classmates in learning under credit system so they can be more active when participating in learning collaboratively and interactively Participating in training courses on teamwork skills to improve cooperative learning skills, interactive skills with groups and collectives 24 Paying attention to focus on determining goals, responsibilities and conducting assessment and withdrawing experiences from the group activities Need to utilize and flexibly coordinate the media as well as direct interactive locations to increase the effectiveness of cooperative interactions between students and students in learning under the credit system  For lecturers and academic advisors Need to actively the innovate interactive pedagogical teaching methods to promote and create conditions for students to participate in the cooperative interacions with the classmates in learning under credit system Paying attention to counseling, guidance, training the cooperative interactive learning skills for students as well as respect and appreciation of the results of their interactions with classmates in the learning of students Paying attention, quickly, timely and accurately to provide information, learning materials to help the students with enough facilities to make the study plans, their self-assess and evaluate learning results as well as self-study in groups Enhancing professional skills to better implement the role of communicator, instructor, helper, support person for students  For Ho Chi Minh Young Union, Student Association, school The school should create conditions for facilities such as building self-study areas, connecting to the internet, forming rich and diversified materials The school should encourage, accept and appreciate the students' academic achievements Student Association and Ho Chi Minh Youth Union need to launch learning and research movements in groups at universities Student Association, Ho Chi Minh Youth Union organize collective movements, courses, training on teamwork skills for students 25 LIST OF PUBLISHED WORKS Nguyen Thi Ngoc (2018), Interactive model between students and students in study credit system in Ho Chi Minh City, Educational Equipment Magazine, No 162, 2/2018, p.53-56 Nguyen Thi Ngoc (2018), Expression of interaction between students and students in studying under credit system in Ho Chi Minh City, Journal of Social Psychology, No - February 2018, p.44 – 54 26 ... students in learning under the credit system in Ho Chi Minh City Universities” Research purposes and tasks 2.1 Research purposes Studying the theoretical foundations and the status of the cooperative... Version 17 New contributions of the thesis 5.1 Contribution to theoretical foundations The thesis contributes to systematizing the theory of cooperative interactions between students and students... outcomes of the students The theoretical and practical significance of the thesis Research results of the thesis contribute to supplementing, developing, enriching the theory and practice of university