VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

LE MINH

PSYCHOLOGICAL DIFFICULTIES
IN GROUP LEARNING UNDER THE CREDIT BASED
SYSTEM OF PEDAGOGICAL STUDENTS

Major : Psychology
Code : 9.31.04.01

SUMMARY OF PHD DISSERTATION ON PSYCHOLOGY

Hanoi - 2019


The dissertation is completed at
GRADUATE ACADEMY OF SOCIAL SCIENCES

Scientific Instructor:
Assoc. Prof. NGUYEN THI THANH BINH

Reviewer 1: Assoc. Prof. Phan Trong Ngo

Reviewer 2: Assoc. Prof. Tran Thu Huong

Reviewer 3: Assoc. Prof. Dang Thanh Nga

The Dissertation is defended at The Dissertation Review Council of
The Graduate Academy of Social Sciences

their critical thinking, etc. but also lack many soft skills necessary for learning.
One of the weaknesses that hinders the process of studying under the credit based
system of students is the lack of collaborative skills heading to the difficulties in
group learning. Particularly, in the context of reforming the general education
program, the method of teaching and learning in general schools will follow the
instructional orientation through active learning of the learners, in which
cooperative teaching and learning are mentioned. The Article 28 of the Education
Law in 2005 also emphasized the need to foster student’s ability to work in
groups: “The method of general education, must promote the positivity, selfconsciousness, proactivity and creation of the students that suitable to the
characteristics of each class and subject; must foster the self-study methods,
teamwork ability; training skills to apply knowledge into practice; must insert
influences on emotions and bring joy as well as interest in learning for students”.
But the reality shows that, pedagogical students have encountered many
difficulties and limitations with group learning from cognition to attitudes and
skills.
Currently, in Vietnam, a number of psychological topics mainly survey
group collaboration skills, adaptive issues with group learning, only a few authors
mention the difficulties in group learning at some subjects of students and high
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school pupils. There have been a few research projects mentioning the
psychological difficulties in group learning; but not specifically defined how the
psychological difficulties in group learning express. The group learning activities
of students are taking place in many different stages, so do the psychological
difficulties express in different way at each stage? Is there a difference in
psychological difficulties in the criteria of school, majors or learning capacity
among students? All of these issues are still left open, there have had no further
studies or survey or investigation.
Stemming from the above reasons, we chose to study the topic:

expressions are reviewed in the group learning stages of pedagogical students.
+ Considering some subjective and objective factors that affect
psychological difficulties in group learning of pedagogical students
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3.2.2. In term of research population
Studying 540 students and 18 lecturers of the pedagogical universities
including Hanoi University of Education, Hanoi Metropolitan University, Hanoi
Pedagogical University 2.
4. Methodology and research methods of the dissertation
4.1. Research methodology
The dissertation’s study bases on the approaches: approach to major,
approach to system, and approach to operation.
4.2. Research methods
The thesis has employed some of the following methods: Document
research method, expert methods, survey methods by questionnaires, multiple
choice method, in-depth interview method, observation method, pedagogical
experiment method and method of data processing by mathematical statistics.
5. Innovative scientific contributions of the dissertation
5.1. Theoretical contributions
The dissertation has built up a relatively reasoning system on
psychological difficulties in group learning under the credit based system from
concepts to expressions and influencing factors. This problem has not been
studied in depth and in system throughout Vietnam. The research results are also
the theoretical basis for the further studies on the topics of psychological
difficulties in group learning under the credit based system of pedagogical
students in our country today.
5.2. Practical contributions
The research results of the reality of psychological difficulties in group

school groups, majors, academic years, learning capacity are analyzed and
compared to show the differences. The dissertation has pointed out the level of
influence of a number of subjective and objective factors on psychological
difficulties in group learning of pedagogical students under the credit based
system. The experiments show appropriate impacts that bringing positive effects.
On that basis, some recommendations for pedagogical universities, teacher
training faculties and support lecturers organize and instruct group learning to
pedagogical students under credit based system and further help them limit some
psychological difficulties in group learning.
The conclusions of the dissertation also help managers of pedagogical
schools and pedagogical faculties, lecturers obtain more suitable and effective
management and teaching methods, enable pedagogical students to limit the
psychological difficulties in group learning.
The research results of the dissertation can also be considered as a
suggestion for the next research directions such as the study of psychological
difficulties in group learning for those students in the role of leaders; student’s
skills to build learning groups; critical thinking in learning group; group learning
motivation of the students, etc.
7. Structure of the dissertation:
In addition to the introduction, conclusions and recommendations, the
index of references and appendices, the dissertation consist of 4 chapters: Chapter
1: An overview on researching psychological difficulties in group learning under
the credit based system of pedagogical students; Chapter 2: The arguments of
psychological difficulties in group learning under the credit based system of
pedagogical students; Chapter 3: Research Organization and Methods; Chapter 4:
Research results of the reality of psychological difficulties in group learning
under the credit based system of pedagogical students.

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psychological difficulties because they have neither awareness of the importance,
nor positive attitudes, nor study skills.
The studies of psychological difficulties in learning in Vietnam mainly
focuses on the problem of the first-grade pupils at primary schools and first-year
students at College and University.
Name of some authors who have studied on the psychological difficulties in
learning are as follows: Nguyen Xuan Thuc, Dao Thi Lan Huong (2007); Do Thi
Hanh Phuc and Trieu Thi Huong (2007); Dang Thi Lan (2007) (2015); Do Van Dat
and Nguyen Thi Bich Lien (2017). The studies of these authors confirm:
First-year students encounter quite a lot of psychological difficulties in
learning, some studies have been concerned about how these students deal with
these difficulties, the study of Do Van Do shows that 100% of pedagogical students
have difficulties in learning under the credit based system at different levels.
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The studies of psychological difficulties in learning of the author Dang Thi
Lan focuses mainly on difficulties in learning foreign languages, the author has
tried to clarify the level and expression of difficulties in learning foreign languages
of students in terms of awareness, attitude and behavior.
According to Do Van Dat and Nguyen Thi Bich Lien, there are many
reasons leading to student’s psychological difficulties in learning, and the main
causes are from the issues that: Students are not equipped with credit-based study
skills, students do not understand clearly about their difficulties and how to cope
with difficulties in credit-based learning.
Nguyen Khac Vien, Nguyen Thi Nhat, Nguyen Ke Hao, Mac Van Trang,
Vu Ngoc Ha, Nguyen Thi Vui, etc. are the authors having studies on elementary
pupils. These authors mainly study some difficulties while preparing for children
to enter grade 1 and the psychological difficulties of first-grade pupils.
All of the above studies have been carried out in different subjects but share


difficulties and obstacles appearing in group learning hinder the cooperation and
sometimes personal work seems to be more effective.
The transformation of teaching toward the student-centered method during
the past time has increased the numbers of studies on group learning in Vietnam
since this is considered one of the most active learning methods that helps promote
in maximum the initiative of the learners. Some educational experts having interest
in the theoretical issues about group learning are: Nguyen Ngoc Bao, Tran Kieu,
Dang Thanh Hung, Nguyen Huu Chau, Thai Duy Tuyen.
Some recent practical studies on group learning are mostly coming from the
Education and Psychology dissertations of such the authors as : Tran Thi Thu Mai,
Tran Duy Hung, Nguyen Thanh Kinh (2010), Truong Thi Thu Yen ( 2012),
Nguyen Thi Quynh Phuong (2012), Nguyen Thi Thuy Hanh (2012), Nguyen Thi
Thanh (2013). These authors mainly researches the group learning skills, process
for training group learning skills, process of group teaching and learning. In
addition, there are research projects on the application of the group learning in
teaching and learning such subjects as foreign languages, chemistry, physics,
history and biology. These studies focus on proposing group teaching process,
providing measures to improve collaborative learning effectiveness and pointing
out some common difficulties in group learning, for example reducing the
independence, group learning disapproval by many pupils, no adaption to the
cooperative learning, increasing tend to the dependence of pupils while joining
group learning.
In conclusion, the studies on group learning in Vietnam and around the
world, mainly research the effectiveness that group learning brings to learners, the
process of group learning skills and the process of group learning in class. Here
found a few studies on the limitations of group learning.
3. The psychological difficulties during group working and group
learning.
Around the world, psychological difficulty is an issue attracting many

responsibility, cooperation but full of laziness and passivity) are the basic causes of
poor working group. Furthermore, there are some objective reasons such as: The
group does not set up the principles for group working; there is no clear
assignment; the team leader imposes his/her opinions on others while working
together.
Thus, the issue of psychological difficulties in learning, cooperative skills,
teamwork skills are interested and researched by many authors, but these issues are
independently studied; There have not any topics to study on psychological
difficulties in group learning of pedagogical students. Therefore, with this
dissertation, we focus on researching some psychological difficulties, the
expressions of psychological difficulties in the credit based system of pedagogical
students and figure out the factors affecting those psychological difficulties.
Sub-conclusion of chapter 1
Through the generalization of domestic and foreign studies, it can be seen
that there are many studies on psychological difficulties in studying and studies
on group discussions, group learning as well as the studies on psychological
difficulties during the process of group working and group learning. Among these
studies, both domestic and abroad, there only have a few on the limitations and
difficulties of group learning. The authors mainly explore and exploit the general
difficulties of group learning and psychological difficulties in such some aspects
as the cohesion in groups, awareness and attitude about group learning, lack of
group learning skills, response to psychological difficulties in group learning.
Currently, there are few research projects on the psychological difficulties in
group learning of pedagogical students. Among the few studies in Vietnam
referring to psychological difficulties in group learning, there haven’t found any
studies indicated clearly the expressions, the level of psychological difficulties in
the group learning as well as the factors affecting the psychological difficulties in
group learning under the credit based system.
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activity where learners are responsible for self-learning, sharing and helping
other members to complete the learning tasks of the group for the purpose of
accumulating enough credits for a module”.
2.2.3.2. The process of group learning under credit based system
Based on the survey of the theoretical contents of the process of group
learning as well as through the observation documents of group learning sessions
and interviews with lecturers at Hanoi National University of Education, Hanoi
Pedagogical University 2 and Hanoi Metropolitan University, we come to the
consideration that : group learning activities in these pedagogical universities
mainly takes place under the management and requirements of teachers;
including the previous stage of discussion: Lecturers ask questions, provide
discussion topics; students form groups and assign learning tasks; discussion
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stage in the group; class discussion stage. In summary, through what we have
studied and observed, we believe that group learning under the current credit
based system of pedagogical students is often organized into 4 learning stages:
The stage of setting up and building learning group, the stage of assigning and
receiving learning tasks, the stage of group discussion, and the stage of class
discussion.
We rely on the above four stages of the group learning to identify the
expressions, the level of psychological difficulties in all three aspects of
awareness, attitude and behavior in each stage of group learning of pedagogical
students.
2.3. Psychological difficulties in group learning under the credit
based system of pedagogical students
2.3.1. The concept of psychological difficulties in group learning under
the credit based system of pedagogical students.
Through studying the basic concepts of the topic, we conceive: The

value orientation.
2.5. Factors affecting psychological difficulties in group learning
under the credit based system of pedagogical students
2.5.1. Objective factors
The objective factors that affect psychological difficulties in group
learning under the credit based system of pedagogical students include: The
organization and evaluation of the results of group learning from lecturers; the
organization of group learning by the leader; class characteristics; learning
materials and content.
2.5.2. Subjective factors
The subjective factors that affect psychological difficulties in group
learning under the credit based system of pedagogical students include: the
motivation of group learning, the positivity of group learning, group learning
skills.
Sub-conclusion of chapter 2
The study identified basic theoretical issues as a basis for practical
research. The dissertation has built the concept of the tools: psychological
difficulties in group learning under the credit based system of pedagogical
students
The psychological difficulties in group learning under the credit based
system of pedagogical students manifest in three aspects: Awareness, attitude and
behavior. Those psychological difficulties are considered in the four stages of
group learning of pedagogical students: establishing and building learning
groups; assigning and receiving learning tasks; group discussions and class
discussions.
The psychological difficulties in group learning of pedagogical students
are influenced by both objective and subjective factors. The subjective factors
include: the motivation of group learning, the positivity of group learning, group
learning skills and the objective factors include lecturers, group leaders, class
characteristics; learning materials and content.

3.2.6. Experimental method
Purpose: The thesis uses pedagogical experiment to limit the
psychological difficulties in group learning under the credit based system of
pedagogical students. Experimental process: Fostering and raising awareness of
group learning activities for pedagogical students.
3.2.7. Mathematical statistical methods
Purpose: To handle the data collected in the official survey for the
analysis of the results in chapter 4.
3.3. Evaluation criteria and evaluation scale
3.3.1. Evaluation criteria
Based on the concepts of tools, the expression of psychological
difficulties in group learning of pedagogical students. The dissertation evaluates
the level of expressions of psychological difficulties in group learning of
pedagogical students through 4 stages of group learning.
3.3.2. Evaluation scale
3.3.2.1. How to calculate the scores:

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KKTL: PSYCHOLOGICAL DIFFICULTIES
Figure 3-1: Distribution of scores on the expressions of psychological difficulties in
group learning under the credit based system of pedagogical students.
In questionnaires, scores are calculated as follows: with the content for scoring on a
scale from 1 to 5 corresponding to the choices of pedagogical students:
Never (1 point); rarely (2 points); occasionally (3 points); often (4 points);
very often (5 points).
Disagree (1 point); partly agree (2 points); basically agree (3 points); agree (4
points); totally agree (5 points).
Incorrect (1 point); wrong more than correct (2 points); right more correct (3

and discussion.
Psychological difficulties at this level hinder group
learning; the learning tasks of the group are not
effectively completed.
Level 22,95≤ average The expression of psychological difficulties in group
difficult
score
0.39
3
learning
of
pedagogical
students
manifesting through attitude.
3
Psychological difficulties in group
3.48
0.44
1
learning
of
pedagogical
students
manifesting through behavior
Average
3.26
0.30
Table 4.1 shows that the psychological difficulties in group learning of
pedagogical students is difficult (Average score = 3.26; Standard deviation = 0.30),
expressed through the aspects of awareness, attitude and behavior. In the 3 aspects of
expression, the pedagogical students meet psychological difficulties in group learning
the most at the aspect of behavior (Average score = 3.48); followed by awareness and
attitudes (Average = 3.15 and 3.14). Thus, pedagogical students face difficulties and
obstacles in group learning in term of behavior in the group learning under the credit
based system. Psychological difficulties in group learning is at difficult level,
showing certain shortcomings and limitations in terms of awareness, attitude and
behavior, which causes certain effects on the effectiveness group learning, sometimes

3,11
0,44
4
Table 4.2 shows that, the psychological difficulties in group learning of
pedagogical students expresses in three aspects of awareness, attitude and behavior
through 4 stages: Establishing a learning group; receiving and assigning learning
tasks; group discussion; Class discussion is at the difficult level. In particular,
pedagogical students encounter with psychological difficulties in group learning the
most in the period of establishing learning groups (Average score = 3.43). The next is
group discussion period (Average score = 3.28). The outcome shows that, the
pedagogical students have met more psychological difficulties in terms of awareness,
attitude, behavior in the stage of establishing learning groups and group discussion
more than the stage of receiving and assigning learning tasks and class discussion.
4.2. Comparing psychological difficulties in group learning of pedagogical
students according to the criteria
4.2.1. Comparing psychological difficulties in group learning under the
credit based system of pedagogical students among pedagogical universities
Table 4.3: Psychological difficulties in group learning of pedagogical students
among universities
TT
Universities
Average
Standard
P
score
deviation
1
Hanoi National University of
3,19
0,31

Average score
Standard
P
deviation
16
3
4


1
2
3
4

First year
3,21
0,32
P < 0,05
Second
3,33
0,29
Third year
3,23
0,21
Fourth year
3,26
0,29
Table 4.17 shows that the psychological difficulties in group learning of
pedagogical students in all academic years is at difficult level. In particular, the fourth
year pedagogical students faced the most difficulties, followed by the second year,

Average
Standard
P
deviation
1
High
Distinction,
3,21
0,30
P < 0,05
Distinction
2
Fair
3,22
0,37
3
Average, Weak
3,34
0,32
Table 4.19 shows the difference in psychological difficulties in group learning
of pedagogical students in terms of learning capacity (p
positivity or good group learning skills also cannot completely limit the
psychological difficulties in group learning; however, if students have positive group
learning motivation, it is sure that the group learning positivity and skills will be
better improved.
Also by considering the influence of objective factors, it is shown that the
factors of learning materials, discussion content have the most impact on
psychological difficulties in group learning of pedagogical students; The reality has
also proved that students still lack a lot of textbooks and materials for learning; and
while self-study is the main orientation in the University, it is easily understandable
that the books play more important role in learning than friends and teachers do. Next
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comes the lecturer factor, class characteristics and lastly the group leader. The group
leader is the least influential factor because the students also underestimate the role of
the leader during their group learning.
By considering the impact of factors on psychological difficulties in group
learning of pedagogical students, it is shown that the factor of group learning
motivation has the most influence on psychological difficulties in group learning of
pedagogical students, next comes to the factors of learning materials and discussion
content, group learning positivity; Class characteristics and group learning skills have
equal beta coefficient; the leaders and lectures occupy the least influence. In
summary, it is necessary to consider and compare the influential level of the factors,
however in fact, these factors all have extremely complex influences and impacts on
psychological difficulties in group learning of pedagogical students, reviewing all the
factors is a must.
4.4. Results of pedagogical experiment
Basing on the reality surveying results, inviting 40 pedagogical students from
Hanoi Metropolitan University who have psychological difficulties in group learning
at very difficult level and difficult level to join before and after the experiment.

term of awareness
General psychological
3,23
0,34
2,05
0,27
0,000
difficulties
Psychological difficulties in group learning expressing in term of awareness
Stage of establishing and
2,63
0,79
1,94
0,70
0,000
building group learning
Stage of assigning and receiving
2,86
0,78
1,88
0,72
0,000
learning tasks
Stage of group discussion
3,66
0,40
1,93
0,50
0,000
Stage of class discussion

3,13
0,40
1,95
0,99
0,000
The results of data table 4.6 show that psychological difficulties in group
learning of pedagogical in all manifestations of awareness and behavior and in all
four stages of group learning have a decreased average score after having impacted
by the trainings during the experimental process which specifically: The average
score of psychological difficulties in both the awareness and attitude before the
experiment is 3.23, but t reduced to 2.05 after the experiment, showing that
psychological difficulties in group learning after experiment have been improved.
However, before the experiment, psychological difficulties in group learning is at the
averagely difficult level, then after the experiment of psychological difficulties in
group learning, the result decreases but remains at the averagely difficulty level at all
manifestations. This shows that, in order to significantly reduce psychological
difficulties in group learning of pedagogical students, the experimental group will
need a lot of time to train, foster and enhance the awareness as well as skills to
identify and overcome psychological difficulties in group learning.
Between the expression of awareness and of behavior, the expression of
psychological difficulties in group learning in behavior have the bigger changes that
that in awareness. (From 3.09 - 1.99 decreased much compared to 3.37 - 2.12).
By considering psychological difficulties in group learning expressing in term
of awareness during the stages of group learning, it is found that group discussion is
the stage has biggest change in psychological difficulties. As for psychological
difficulties in group learning expressing in term of behavior during the stages of
group learning, group discussion is also the stage has biggest changes. In both aspects
of awareness and behavior; psychological difficulties in group learning changes the
least in the stage of establishing study groups.
In general, the experimental results show that the pedagogical impact

1. Conclusion
From the results of theoretical and practical research on psychological
difficulties in group learning under the credit based system of pedagogical students,
the dissertation draws some conclusions as follows:
1.1. In term of theoretical aspect:
Psychological difficulties in group learning under the credit based system of
pedagogical students is indispensable and objective. Upon appearance, it will reduce
the efficiency of group learning under the credit based system of pedagogical
students.
The dissertation has introduced the concept of tools: Psychological difficulties
in group learning under the credit based system of pedagogical students are the
limitations and shortcomings in terms of awareness, attitude and behavior when
students is actually responsible for self-learning, sharing and helping other members
to complete the learning tasks of the group. These difficulties express specifically in
establishing and building learning groups; assigning and receiving learning tasks;
group discussions and class discussions that students need to make efforts to
overcome for the purpose of accumulating enough academic credits of a module.
Psychological difficulties in group learning of pedogogical students manifests
in three aspects of awareness, attitude and behavior and in four stages of group
learning: Establishing and building study groups, assigning and receiving learning
tasks; group discussions and group discussions in class.
There are many subjective and objective factors affecting psychological
difficulties in group learning under the credit based system of pedogogical students.
The objective factors include organizing and evaluating the results of group learning
of lecturers; organizing group learning of the leader; class characteristics; learning
materials and content. The subjective factors include: Group learning motivation,
positivity and skills.
1.2. In term of practical aspect
Psychological difficulties in group learning of pedogogical students are at the
difficult level. Particularly, psychological difficulties in term of behavior greater than

other two groups of learning capacity
Factors affecting psychological difficulties in group learning of pedogogical
students: All subjective and objective factors insert certain impacts. Each factor of
group learning motivation and positivity, lecturer, group leader, class characteristics,
materials and discussion contents all affect psychological difficulties in group
learning. Specifically, external factor of group learning motivation; learning materials
and discussion content have the greatest influences.
Experiments reveal that psychological difficulties in group learning of
pedogogical students can be limited by training and enhancing the awareness of
pedagogical students in identifying and overcoming psychological difficulties in
group learning
2. Recommendations:
2.1 To pedagogical universities and faculties
The Pedagogical Universities direct the faculties to organize seminars on
group learning for their students at the beginning of the new academic year. The
seminars should focus on how to overcome psychological difficulties in group
learning of pedogogical students through the expression of awareness and behavior.
There should have plans to assess psychological difficulties in group learning of the
whole-course students and develop the evaluation process of psychological
difficulties in group learning of the students.
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Encouraging teachers and students to study and teach in the form of group
learning. In the process of applying this form of learning, it is required that teachers
often pay attention and learn necessary experiences to help students overcome
psychological difficulties in group learning.
The Faculties strengthen the examination and inspection of teaching and
application of group learning of lecturers and students. In addition, the Faculties
should pay special attention to the review of learning materials in general and group

employment value of the syllabus, materials to replace or to compile additional
documents.
2.3 To pedagogical students
Pedagogical students need to pay attention to group learning motivation and
positivity; they furthermore should join group learning with internal group learning
motivation in the spirits filled with activeness, initiative, self-awareness and passion.
During the process of group learning, it is necessary to prepare an active
discussion, not relying on other members of the group. Students should care and
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