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VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

LE MINH

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

Major : Psychology
Code : 9.31.04.01

SUMMARY OF PHD DISSERTATION ON PSYCHOLOGY

Hanoi - 2019


The dissertation is completed at
GRADUATE ACADEMY OF SOCIAL SCIENCES

Scientific Instructor:
Assoc. Prof. NGUYEN THI THANH BINH

Reviewer 1: Assoc. Prof. Phan Trong Ngo

Reviewer 2: Assoc. Prof. Tran Thu Huong

Reviewer 3: Assoc. Prof. Dang Thanh Nga

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

At…., on…….., 20…

Further information on the Dissertation can be found at:
- National Library of Vietnam
- Library of the Graduate Academy of Social Sciences


INTRODUCTION
1. The urgency of the research topic
Group learning is increasingly employed in universities around the world
and in Vietnam. This learning activity promotes active learning, self-control
learning and increases the adaptability of the learners in dealing with problems.
Group learning is a tool to develop deep learning skills in a wide range of
learning branches and environments; promote cooperation (cooperative learning,
peer learning / teaching, peer-to-peer learning) to enable students to learn
together in an effective way. Vietnamese culture emphasizes the ideas “A young
ox learns to plow from an older one” but still appreciates the thought of “peers
make better teachers”. This view highly appreciates the subjectivity of learners
making the lifetime learning more realistic. In a broad sense, it encourages and
enhances the collaboration and team work throughout the life of the learners.
Currently, with the tendency to transfer university training from academic
year system to the credit based system, university program must satisfy three
principles of democracy, massification and active teaching: Aiming at the idea of
subjective centered learners. Therefore, many universities in Vietnam, including
the pedagogical universities, have been paying more and more attention to the
innovation of learning methods in the trend that helps learners learn more and
remember longer while actively learning through group cooperation.
During the time learning and training at the universities, students in
general and pedagogical students in particular manifest they fact that they have
knowledge and competence to solve problems, to work creatively and to prove

their critical thinking, etc. but also lack many soft skills necessary for learning.
One of the weaknesses that hinders the process of studying under the credit based
system of students is the lack of collaborative skills heading to the difficulties in
group learning. Particularly, in the context of reforming the general education
program, the method of teaching and learning in general schools will follow the
instructional orientation through active learning of the learners, in which
cooperative teaching and learning are mentioned. The Article 28 of the Education
Law in 2005 also emphasized the need to foster student’s ability to work in
groups: “The method of general education, must promote the positivity, selfconsciousness, proactivity and creation of the students that suitable to the
characteristics of each class and subject; must foster the self-study methods,
teamwork ability; training skills to apply knowledge into practice; must insert
influences on emotions and bring joy as well as interest in learning for students”.
But the reality shows that, pedagogical students have encountered many
difficulties and limitations with group learning from cognition to attitudes and
skills.
Currently, in Vietnam, a number of psychological topics mainly survey
group collaboration skills, adaptive issues with group learning, only a few authors
mention the difficulties in group learning at some subjects of students and high
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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:

“Psychological difficulties in group learning under the credit based system of
pedagogical students.”
2. Research purposes and research tasks of the dissertation
2.1. Research purposes
Researching the theory and reality of psychological difficulties in group
learning of pedagogical students; on that basis, proposing remedial measures for
psychological difficulties group learning of students of pedagogical students.
2.2. Research tasks
A research overview of the psychological difficulties in group learning of
pedagogical students under the credit based system.
Systematizing a number of theoretical issues about psychological
difficulties in group learning of pedagogical students under the credit based
system.
Surveying and evaluating the reality of psychological difficulty level in
group learning of the pedagogical students in Hanoi National University of
Education, Hanoi Metropolitan University, Hanoi Pedagogical University 2 and
factors affecting the psychological difficulties in group learning of pedagogical
students.
Organizing pedagogical experiment aiming at overcoming and limiting
psychological difficulties in group learning of pedagogical students.
3. Research subjects and scope of the dissertation
3.1. Research subjects.
The expression and level of psychological difficulties in group learning
stages of pedagogical students under the credit based system.
3.2. Research scope
3.2.1. In term of research content
+ The research project of psychological difficulties in group learning under
the credit based system of pedagogical students.
+ The research content focuses on the expressions of psychological
difficulties in group learning such as awareness, attitude and behavior; these

expressions are reviewed in the group learning stages of pedagogical students.
+ Considering some subjective and objective factors that affect
psychological difficulties in group learning of pedagogical students
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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

learning of pedagogical students under the credit based system shows that:
psychological difficulties in group learning of pedagogical students are at
difficult level, the pedagogical students encounter difficulty the most in behavior
and the least in the attitude. In the four stages of group learning, pedagogical
students meet the biggest psychological difficulties at the stage of establishing
learning groups and the least ones at the class discussion period.
The research results of the dissertation contribute to the creation of a
scientific basis in developing training and remedial program for the psychological
difficulties in group learning under the credit based of pedagogical students.
6. The theoretical and practical significance of the dissertation
6.1. Theoretical significance
The dissertation has systematized and identified a number of basic
theoretical issues about psychological difficulties, psychological difficulties in
group learning of pedagogical students under the credit based system. Among the
issues, the dissertation has built a new concept of psychological difficulties in
group learning of pedagogical students under the credit based system. The
dissertation further points out the expressions in three aspects of awareness,
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attitude, behavior of psychological difficulties in each stage of group learning of
pedagogical students under the credit based system.
The research results of the dissertation contribute to the clarification of the
theories on group learning psychology and pedagogical psychology at university.
6.2. Practical significance
The dissertation has clarified the reality and the level of psychological
difficulties in group learning of pedagogical students under the credit based
system by analyzing the level of specific expression of psychological difficulties
in three aspects of awareness, attitude and behavior in each stage of group
learning of pedagogical students under the credit based system. The indicators for

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

4

CHAPTER 1
AN OVERVIEW ON RESEARCHING PSYCHOLOGICAL
DIFFICULTIES IN GROUP LEARNING UNDER THE CREDIT BASED
SYSTEM OF PEDAGOGICAL STUDENTS
1. Studies on psychological difficulties in group learning
Studies on psychological difficulties in learning in children can be found in
the works of such authors as Bianka Zazzo, A.V Petropxki, Sheldon Horowitz
(2005), Murray Evely and Zoe Ganim (2011). According to these authors,
psychological difficulties in learning in children caused by the following reasons:
The change of operating environment, called the transformation of primary
activities, from playing and freedom to learning activities; the biological defects in
knowledge acquisition; anxiety in learning and fear of learning
The studies by Ballard and Clanchy (1985); Bob Smale, Julie Fowlie (2009)
aimed at psychological difficulties in learning in students. These authors argue that
students encountered many difficulties in adapting to the new learning environment
such as learning methods, learning ways, learning culture, language use.
Particularly the students who studied abroad experienced culture shock and found
themselves unable to adapt and integrate with the group; afraid to communicate
with strangers; stressful with a great amount of knowledge; unable to establish
effective learning at university level.
Referring to the studies on difficulties in learning in general, it is a must to
mention the book Peak Learning (1999) by Ronald Gross where he pointed out the
common fears or psychological difficulties found in learners such as difficulties in
acquiring knowledge and difficulties in choosing learning methods. Ronald Gross
argued that all learners can be classified into one of three study areas:
Overburdened area: finding hard and uncontrollable in learning, learners encounter
a lot of psychological difficulties. Refreshing area: Learning is challenging but
manageable, learners do not meet psychological difficulties in learning activities.
The do-nothing area: The study is boring, slow and tired, the learners meet

psychological difficulties because they have neither awareness of the importance,
nor positive attitudes, nor study skills.
The studies of psychological difficulties in learning in Vietnam mainly
focuses on the problem of the first-grade pupils at primary schools and first-year
students at College and University.
Name of some authors who have studied on the psychological difficulties in
learning are as follows: Nguyen Xuan Thuc, Dao Thi Lan Huong (2007); Do Thi
Hanh Phuc and Trieu Thi Huong (2007); Dang Thi Lan (2007) (2015); Do Van Dat
and Nguyen Thi Bich Lien (2017). The studies of these authors confirm:
First-year students encounter quite a lot of psychological difficulties in
learning, some studies have been concerned about how these students deal with
these difficulties, the study of Do Van Do shows that 100% of pedagogical students
have difficulties in learning under the credit based system at different levels.
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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

the common approach to psychological difficulties in learning in three expressions
of awareness, attitude and behavior or in two expressions of attitude and behavior.
The studies all identified the expressions of psychological difficulties and measured
the level of expressions as well as the factors affecting those psychological
difficulties. In addition to the psychological difficulties foreign language learning
and Vietnamese language learning, the remaining studies focused exploiting
psychological difficulties in general learning of both pupils and students.
2. Studies on group discussions and group learning
In the world, the studies on group discussion and group learning have
attracted the attention of many educational institutions such as the National Institute
for Applied Behavioral Science of America, the Commission for Education
Training and Development of America; and together with the interest of lots of
scholars, educational experts such as Allport, Watson, Shaw and Mead, May and
Doob; philosophers and psychologists such as John Dewey, Kurt Lewin, Morton
Deutsh and Tuckman, a research experts on group dynamics.
At the end of the 20th and 21st century, it’s necessary to mention the
following authors: Spencer Kagan, the specialist in researching group learning
according to approach to structure; David and Roger Johnson, the first two authors
who have the careful study on the dependence with a learning group; Larry K.
Michaelsen, the father of the TBL method (group-based learning); Rachel E. Stein,
Corey J. Colyer, Jason Manning (2016); Parto S.Khansari, Leanne Coyne (2018).
Basically, the research directions focus on producing the process of group
learning, considering the effectiveness of discussion and group learning in students
and students; Testing according groups and discussion comparison and considering
group learning as a positive learning method in comparison to other learning
methods. Most of the above authors have found the comparison between group
learning and individual learning showing collaboration has always created more
effective working and learning results. However, they also admit that more
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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

authors’ interest in many different fields such as group learning, working, business,
etc. but the studies on group learning has researched in depth the expressions in
psychological difficulties as well as the level and factors affecting psychological
difficulties in group learning. Only the author John C. Maxwell mentions the
expressions in psychological difficulties in terms of awareness, attitude and skills in
group working, the other authors mainly focus on the attitude, behavior and
solutions for resolving the difficulties in behavior and teamwork skills.
In Vietnam, the studies mentioning psychological difficulties in group
working and group learning are named as follows:
“Group leadership study in business management in the aspect of social
psychology|” by Vu Dung (1993), “Group cohesion in the official small group of
students” by Nguyen Duc Son (2009), “Study the limitations of group activities in
English classes” by Le Pham Hoai Huong (2009), “The reality causing inefficient
7


group work of the first-year students of Dong Nai University” by Phan Thi Hong
Ha (2017), “Skills for coping with psychological difficulties in learning under the
credit based system of students of University of Technology and Education” by
Phan Thi Tam (2017).
Some aspects of psychological difficulties in group learning, the cause of
these above mentioned works can be drawn as follows: The group has not shown
the positive as a true subject in the activities, group activities are inadequate as
members don’t in engage their full participation, the cooperative spirit is low as the
members do not collaborate and help each other; disputes and conflicts are not been
resolved as the members lack of enthusiasm; there is little agreement on ideas as
some members are inferior while others do not contribute their ideas; the task is not
fairly assigned.
Subjective causes from students are as follow: incorrect and incomplete
awareness about groups; negative attitude and behavior of group working (lack of

responsibility, cooperation but full of laziness and passivity) are the basic causes of
poor working group. Furthermore, there are some objective reasons such as: The
group does not set up the principles for group working; there is no clear
assignment; the team leader imposes his/her opinions on others while working
together.
Thus, the issue of psychological difficulties in learning, cooperative skills,
teamwork skills are interested and researched by many authors, but these issues are
independently studied; There have not any topics to study on psychological
difficulties in group learning of pedagogical students. Therefore, with this
dissertation, we focus on researching some psychological difficulties, the
expressions of psychological difficulties in the credit based system of pedagogical
students and figure out the factors affecting those psychological difficulties.
Sub-conclusion of chapter 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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CHAPTER 2
THEORIES ON PSYCHOLOGICAL DIFFICULTIES IN GROUP
LEARNING UNDER THE CREDIT BASED SYSTEM OF
PEDAGOGICAL STUDENTS
2.1. Theories on psychological difficulties
2.1.1 The concept of difficulties
Difficulties are obstacles that arise in the process where people
performing a certain activity.
2.1.2 The concept of psychological difficulties
Psychological difficulties are shortages and limitations in awareness,
attitudes and behaviors that make individuals difficult and harsh to perform a
certain activity.
2.2. Group learning under the credit based system of pedagogical
students
2.2.1. Group learning
Group learning is a form of group learning activity where learners are
responsible for self-learning, sharing and helping other members to complete the
learning tasks of the group.
2.2.2. Credit based system
2.2.2.1. The concept of credit system
Credit-based system is a form of training in which students actively choose
the subject to study (complying with predetermined constraints) or each block of
knowledge - modules, certificates to accumulate and complete the entire program
of a training course to be granted a diploma.
2.2.3. Group learning under credit based system
2.2.3.1. The concept of group learning under credit based system
Based on the concept of group learning and credit based system, we come
to the concept of group learning under credit based system as follows:
“Group learning under credit based system is a form of group learning

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
9


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

psychological difficulties in group learning under credit based system of
pedagogical students is the limitation, the lack of awareness, attitude and
behavior when students perform the responsibility of self-learning, sharing and
helping other members to complete the 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 overcome for the purpose of accumulating enough academic credits of a
module.
2.3.2. Expressions of psychological difficulties in group learning under
the credit based system of pedagogical students
Through teaching activities, applying group learning forms as well as
observing, investigating and consulting experts; we care about psychological
difficulties in aspects of: Awareness, attitude and behavior of pedagogical
students in group learning; we, moreover, focus on exploiting the limitations and
shortcomings of these expressions.
The psychological difficulties in group learning of pedagogical students
are considered in the four stages of group learning of pedagogical students:
setting up and building learning groups; assigning and receiving learning tasks;
group discussion and class discussion. All of these four stages, psychological
difficulties in group learning are expressed in three aspects: awareness, attitude
and behavior; at different stages, the expressions of in these three aspects are
different from each other.
2.4. Some psychological characteristics of students affecting
psychological difficulties in group learning under the credit based system
The psychological characteristics of pedagogical students affecting
psychological difficulties in group learning under the credit based system are as
10


follows: Awareness, personality, self-awareness and learning motivation and

value orientation.
2.5. Factors affecting psychological difficulties in group learning
under the credit based system of pedagogical students
2.5.1. Objective factors
The objective factors that affect psychological difficulties in group
learning under the credit based system of pedagogical students include: The
organization and evaluation of the results of group learning from lecturers; the
organization of group learning by the leader; class characteristics; learning
materials and content.
2.5.2. Subjective factors
The subjective factors that affect psychological difficulties in group
learning under the credit based system of pedagogical students include: the
motivation of group learning, the positivity of group learning, group learning
skills.
Sub-conclusion of chapter 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.

CHAPTER 3
RESEARCH ORGANIZATION AND METHOD
3.1. Research organization
We carry out the research from April 2015 to April 2018, the dissertation
is studied in the two main stages: The stage of theoretical research and the stage
of practical research.
3.2. Research Methods
3.2.1. Methods of researching documents and materials
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Purpose: To generalize the psychological issues related to psychological
difficulties in group learning of pedagogical students to build the theoretical basis
of the topic.
3.2.2. Expert method
Purpose: To determine the specific expressions of psychological
difficulties in group learning under the credit based system of pedagogical
students.
3.2.3. Questionnaires investigating method
Purpose: To assess the reality of the level of expressions in
psychological difficulties in group learning under the credit based system of
pedagogical students; the subjective and objective factors affect psychological
difficulties in group learning of pedagogical students
3.2.4. Observation method
Purpose: To observe objectively the reality of expressions and factors
affecting the expressions psychological difficulties in group learning under the
credit based system of pedagogical students.
3.2.5. In-depth interview method
Purpose: To collect, supplement, check and clarify the information
obtained from the actual survey.

3.2.6. Experimental method
Purpose: The thesis uses pedagogical experiment to limit the
psychological difficulties in group learning under the credit based system of
pedagogical students. Experimental process: Fostering and raising awareness of
group learning activities for pedagogical students.
3.2.7. Mathematical statistical methods
Purpose: To handle the data collected in the official survey for the
analysis of the results in chapter 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

points); correct (4 points); exactly correct (5 points).
The classification of the expression levels of the psychological difficulties in
group learning of pedagogical students is determined based on the average score and
the standard deviation of the results distribution and is divided into 3 levels: Less
difficult level, difficult level, very difficult level
13


3.3.2.2. The evaluation scale of the expressions of psychological difficulties in
group learning of pedagogical students
The dissertation classifies the levels of expressions of the psychological
difficulties in group learning of pedagogical students based on the average score and
standard deviation of the results distribution of the expression components and is
divided into 3 levels: very difficult level, difficult level, less difficult level.
Table 3-1: Summary table of the expressions of psychological difficulties
Expression
level of
Quantitative
Qualitative
psychological
difficulties
Level 3- very 3,56 ≤ Average The expressions of psychological difficulties in group
difficult
score ≤ 4,15 learning of pedagogical students express in the aspect of
awareness, attitude, behavior at a very difficult level. In
the process of learning, the group always faces difficulties
and challenges; lack of proper awareness, attitudes and
behaviors during group learning periods; not really
understand and be properly aware of group learning and
show the neglect, disinterest and dislike of the exchange

and discussion.
Psychological difficulties at this level hinder group
learning; the learning tasks of the group are not
effectively completed.
Level 22,95≤ average The expression of psychological difficulties in group
difficult
score <3,56 learning of pedagogical students express in aspects of
awareness, attitude, behavior at a difficult level.
Pedagogical students have encountered obstacles and
difficulties; the expressions of awareness, attitudes and
behaviors in the group learning of this stage of remain
incorrect.
Psychological difficulties at this level affect the
completion of assigned learning tasks
Level 1- less 2,32 ≤ average The expression of psychological difficulties in group
difficult
score < 2,95 learning of pedagogical students express the fact that they
encounter less obstacles, difficulties in aspects of
awareness, attitude and behavior during group learning
periods.
Psychological difficulties at this level seldom affect the
process and outcomes of group learning of the
pedagogical students.
Sub-conclusion of chapter 3
The dissertation is well and objectively organized by many methods in order
to achieve various and trustful evaluation outcomes having both quantitative
and
14

qualitative meaning. The main methods were employed are: questionnaire method,
in-depth interview method and mathematical statistics method.
CHAPTER 4
RESEARCH RESULTS OF THE REALITY OF PSYCHOLOGICAL
DIFFICULTIES IN GROUP LEARNING UNDER THE CREDIT BASED
SYSTEM OF PEDAGOGICAL STUDENTS
4.1. The reality of psychological difficulties in group learning under the
credit based system of pedagogical students
4.1.1. General evaluation of psychological difficulties in group learning
under the credit based system of pedagogical students
Table 4.1: Summary of expressions of the reality of psychological difficulties in
group learning of pedagogical students
Average Standard Rank
No.
Expressions
score
deviation
1
Psychological difficulties in group
3.15
0.52
2
learning
of
pedagogical
students
manifesting through awareness.
2
Psychological difficulties in group
3.14

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

prevents the process of group learning of pedagogical students from achieving the
effectiveness in quality.
Table 4.2: Summary of psychological difficulties in group learning through four
stages of group learning of pedagogical students
Stages
Average
Standard
Rank
No.
score
deviation
1
Establishing learning group
3,43
0,42
1
2
Receiving and assigning learning
3,21
0,51
3
15


tasks
Group discussion
3,28
0,41
2
Class discussion

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

P = 0,001 <
Education
0,05
2
Hanoi Pedagogical University
3,27
0,28
2
3
Hanoi Metropolitan University
3,31
0,32
The psychological difficulties in group learning of all three universities is at
difficult level, students in these three schools meet psychological difficulties in group
learning in aspects of awareness, attitude and behavior. In particular, the students of
Hanoi Metropolitan University face the most difficulties compared with Hanoi
Pedagogical University 2 and Hanoi National University of Education (Average score
= 3.31 compared with 3.27 and 3.19). In fact, Hanoi Metropolitan University applied
the credit-based system later than the others, therefore some forms of active learning
including group learning are less used than those of Hanoi Pedagogical University 2
and Hanoi National University of Education. The bonferoni testing results also
showed that the pedagogical students in Hanoi Metropolitan University met
psychological difficulties in group learning the most, followed by Hanoi Pedagogical
University 2 and Hanoi National University of Education.
4.2.2. Comparing psychological difficulties in group learning under the credit
based system of pedagogical students between academic years.
Table 4.4: Psychological difficulties in group learning of pedagogical students by
school year
No.
Academic year

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,

the third year and the first year ones. The first year students have the least difficulty
because they have just got acquaintance with group learning therefore excitement
remains and obstacles have not occurred. In the higher academic years, psychological
difficulties in group learning becomes also higher. This may be due to the fact that
the fourth year, the second and third year pedagogical students have a certain
understanding about group learning activities, and the more they participate in the
activities, the more difficulties they may face. The bonferoni testing results also
affirmed that the fourth year pedagogical students faced the most difficulties,
followed by the second, the third, and first year pedagogical students.
Thus, there are differences in psychological difficulties in group learning
among academic years. Psychological difficulties in group learning from the fourth
year to the first year are ranked from high to low respectively in order. The fourth
year pedagogical students face the most difficulties, followed by the second year, the
third year and the last least difficult year is the first year.
4.2.3. Comparing psychological difficulties in group learning under the
credit based system of pedagogical students by major
The comparative results of psychological difficulties in group learning of
pedagogical students according to major showed no difference (P> 0.05). At all
stages of group learning, in the expression of awareness, attitude and behavior,
psychological difficulties in group learning are not different (P> 0.05) (see Appendix
8, Table 8.5). The outcome shows that although students of different majors among
natural sciences, social sciences, early childhood education and primary education
have different learning contents, they all meet the same psychological difficulties in
group learning, therefore, difference has not been found here.
4.2.4. Comparing psychological difficulties in group learning under the credit
based system of pedagogical students according to the academic competence
Table 4.5: Psychological difficulties in group learning of pedagogical students
according to the learning capacity
No.
Learning capacity

Average
Standard
P
deviation
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 <0.05). All three learning
capacities have the psychological difficulties in group learning. This shows that all
17


pedagogical students who possess high distinction, distinction and fair pedagogical
learning capacity meet psychological difficulties in group learning. In particular, the
average and the weak group had the most psychological difficulties compared to the
other two groups (Average = 3.34). The results from practical observations also show
that the average and weak students have not actively studied and have relied on other

members during the group learning process. The high distinction, distinction and fair
group have nearly equal average scores, indicating that these two groups have the
same level of psychological difficulties in group learning. The bonferroni testing
results also showed that the average, weak group had psychological difficulties in
group learning more than the other two learning capacity groups.
4.3. Factors affecting psychological difficulties in group learning of
pedagogical students
4.3.1. Effect of subjective factors
Subjective factors are positively correlated with psychological difficulties in
group learning of pedagogical students, in which external factors such as group
learning motivation have a more positive and close relationship.
4.3.2. Effect of objective factors
Objective factors are also positively correlated with psychological difficulties
in group learning of pedagogical students, in which factors such as content and
learning materials; the organization of group learning of lecturers insert the most
influences on psychological difficulties in group learning of pedagogical students.
4.3.3. Forecast of factors affecting the employee’s working positivity
By considering the influence of subjective factors, it is shown that the group
learning motivation has the most influence on psychological difficulties in group
learning of pedagogical students, next is followed by the group learning positivity
and the group learning skills of the pedagogical students occupies the least influence.
(Beta of group learning motivation = 0.3116> Beta of group learning positivity =
0.113 and Beta of group learning skills = 0.102). Thus, it can be seen that the
subjective factors all affect psychological difficulties in group learning of
pedagogical students, but the group learning motivation is an extremely important
factor, which has a greater influence than that of other factors, so group learning with
internal motivation, for the acquisition of knowledge, skills, and techniques must be
noticed while group learning with external motivation for personal benefits,
dependence on the group and teachers must be abolished. If the pedagogical students
do not practice group learning with the useful internal motivation, the group learning

positivity or good group learning skills also cannot completely limit the
psychological difficulties in group learning; however, if students have positive group
learning motivation, it is sure that the group learning positivity and skills will be
better improved.
Also by considering the influence of objective factors, it is shown that the
factors of learning materials, discussion content have the most impact on
psychological difficulties in group learning of pedagogical students; The reality has
also proved that students still lack a lot of textbooks and materials for learning; and
while self-study is the main orientation in the University, it is easily understandable
that the books play more important role in learning than friends and teachers do. Next
18


comes the lecturer factor, class characteristics and lastly the group leader. The group
leader is the least influential factor because the students also underestimate the role of
the leader during their group learning.
By considering the impact of factors on psychological difficulties in group
learning of pedagogical students, it is shown that the factor of group learning
motivation has the most influence on psychological difficulties in group learning of
pedagogical students, next comes to the factors of learning materials and discussion
content, group learning positivity; Class characteristics and group learning skills have
equal beta coefficient; the leaders and lectures occupy the least influence. In
summary, it is necessary to consider and compare the influential level of the factors,
however in fact, these factors all have extremely complex influences and impacts on
psychological difficulties in group learning of pedagogical students, reviewing all the
factors is a must.
4.4. Results of pedagogical experiment
Basing on the reality surveying results, inviting 40 pedagogical students from
Hanoi Metropolitan University who have psychological difficulties in group learning
at very difficult level and difficult level to join before and after the experiment.

Table 4.6: Results before and after experiment on the level of psychological
difficulty in group learning of the experimental groups
Before the
After the
Level of
experiment
experiment
meaning
Psychological difficulties in
Group learning
Average Standard Average Standard
P
score deviation
score
deviation
Psychological difficulties in
3,09
0,47
1,99
0,39
0,000
group learning expressing in
term of awareness
Psychological difficulties in
3,37
0,37
2,12
0,50
0,000
group learning expressing in

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

3,21
0,61
2,22
0,87
0,000
Psychological difficulties in group learning expressing in term of behavior
Stage of establishing and
3,15
0,72
2,21
0,83
0,000
building group learning 0,94
Stage of assigning and receiving
3,33
0,46
2,29
0,86
0,000
learning tasks
19


Stage of group discussion
3,88
0,72
2,01
0,85
0,000
Stage of class discussion

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

measures have certain effects but it is necessary to be implemented in a long time by
various forms of enhancement and training.
Sub-conclusion of chapter 4
The results from surveying the reality of psychological difficulties in group
learning under the credit based system of pedagogical students show that:
pedagogical students have psychological difficulties in group learning at the difficult
level expressing in three aspects of awareness, attitude and behavior. Pedagogical
students meet the most psychological difficulties in group learning in term of
behavior and the least in term of attitude. As for the four stages of group learning,
pedagogical students meet psychological difficulties the most in aspects of establish
learning group and the least in the stage of class discussion.
The comparison of psychological difficulties in group learning according to
the criteria such as university group, major, academic year, learning capacity shows
that there are differences in psychological difficulties in group learning among these
criteria (except for major where found no difference in statistics).
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All the surveyed objective and subjective factors have an impact on
psychological difficulties in group learning under the credit based system of
pedagogical students. Particularly, group learning motivation, learning materials and
discussion content are found as the most influential factors.
The experimental results reveal that the method of enhancing awareness of
pedagogical students in identifying psychological difficulties in group learning has
reduced the psychological difficulties in group learning; however, it hasn’t reach a
remarkable decrease. This means that overcoming completely psychological
difficulties in group learning under the credit based system of pedagogical students is
a difficult task that needs to be implemented for a long time with many impacting
methods for the better and more effective results.
CONCLUSIONS AND RECOMMENDATIONS

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

that of awareness and attitude. Among the 4 stages of group learning, students meet
psychological difficulties the most at the stage of establishing learning groups.
21


The specific research results studying the expressions of psychological
difficulties in terms of awareness, attitude and behavior showed that psychological
difficulties in all three aspects are at the difficult levels.
The results of correlation analysis indicate: There is a correlation between 3
aspects of awareness, attitude and behavior. Psychological difficulties in group
learning in terms of awareness has a correlation with psychological difficulties in
group learning in terms of attitude and behavior. The psychological difficulties of
pedogogical students in all stages of group learning have the fairly close positive
relationship.
Results of comparison of psychological difficulties in group learning
according to universities, majors, academic year and learning capacity are as follows:
For the comparision according to universities, the pedagogical students at
Hanoi Metropolitan University meets psychological difficulties in group learning the
most, next comes to Hanoi Pedagogical University 2 and Hanoi National University
of Education. Hanoi Metropolitan University meets difficulties the most in terms of
awareness and behavior while Hanoi Pedagogical University 2 faces difficulty the
most in term of attitude.
For the comparision according to academic year, the psychological difficulties
in group learning of pedogogical students is at the difficult level for all academic
years however the second year students meet psychological difficulties in group
learning in terms of behavior the most than that of the remaining years. The
comparative results of psychological difficulties in group learning pedogogical
students according to majors show no difference. All three groups of learning
capacity have psychological difficulties at the difficult level. Particularly, the
average and the weak group met psychological difficulties the most compared to the

other two groups of learning capacity
Factors affecting psychological difficulties in group learning of pedogogical
students: All subjective and objective factors insert certain impacts. Each factor of
group learning motivation and positivity, lecturer, group leader, class characteristics,
materials and discussion contents all affect psychological difficulties in group
learning. Specifically, external factor of group learning motivation; learning materials
and discussion content have the greatest influences.
Experiments reveal that psychological difficulties in group learning of
pedogogical students can be limited by training and enhancing the awareness of
pedagogical students in identifying and overcoming psychological difficulties in
group learning
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.
22


Encouraging teachers and students to study and teach in the form of group
learning. In the process of applying this form of learning, it is required that teachers
often pay attention and learn necessary experiences to help students overcome
psychological difficulties in group learning.
The Faculties strengthen the examination and inspection of teaching and
application of group learning of lecturers and students. In addition, the Faculties
should pay special attention to the review of learning materials in general and group

learning in particular and have instructions to lecturers to build, write documents and
teaching plans in case there is a lack of such mentioned materials
2.2 To teachers of pedagogical universities:
Lecturers in pedagogical schools should pay attention to overcome the
psychological difficulties in group learning for pedagogical students by organizing
and guiding pedagogical students in the process of group. During organizing group
learning for pedagogical students, it is necessary to control the process of organizing
group meetings and discussions; to ask the team leader, secretary and members to
check, urge and remind each other to employ seriously the group learning. Working
with students to build and unify the process of group learning from all stages:
Building and establishing learning groups; assigning and receiving learning tasks;
discussion groups; group discussion in class. Encouraging students to express their
opinions, aspirations and difficulties when participating in learning groups.
In addition to organizing group learning for students, lecturers need to
evaluate the group learning process objectively, both in results of group work and
individual work, allow students to evaluate each other and consider such process as
an important evaluation result.
Reminding students to pay attention to the process of establishing the groups
and assigning tasks to members as well as reminding them to always actively monitor
each other in the process of group learning.
Helping students understand the meaning of debate and criticism while
discussing. Assisting students in establishing learning groups; developing principles
and rules for the learning groups and standards to assign and nominate team leaders
and secretaries.
Requesting learning groups to have an activity diary; to assign clearly roles
and tasks to each member; to regularly report the progress of discussions and learning
in writing to the lecturers and through diary.
During teaching process, teachers must pay attention to the provision and
introduction of diverse sources of materials and textbooks for students to discuss and
exchange. Along with that, teachers should regularly evaluate the update, the

employment value of the syllabus, materials to replace or to compile additional
documents.
2.3 To pedagogical students
Pedagogical students need to pay attention to group learning motivation and
positivity; they furthermore should join group learning with internal group learning
motivation in the spirits filled with activeness, initiative, self-awareness and passion.
During the process of group learning, it is necessary to prepare an active
discussion, not relying on other members of the group. Students should care and
23