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

VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES
--------

PHAM VAN CUONG

ADAPTATION TO GROUP WORK IN CREDIT-BASED
LEARNING SYSTEM OF ETHNIC MINORITY STUDENTS
IN THE NORTHERN MOUNTAINOUS REGION

Major : Psychology
Code : 9.31.04.01

SUMMARY OF THE THESIS

HANOI, 2019


The work was completed at
GRADUATE ACADEMY OF SOCIAL SCIENCES

Scientific Supervisor: Prof. PhD. Tran Huu Luyen

Reviewer 1: Prof. PhD. Nguyen Huu Thu
Reviewer 2: Assoc.Prof.Dr. Phan Trong Ngo
Reviewer 3: Assoc.Prof.Dr. Tran Hoang Thi Diem Ngoc

The dissertation will be defended before the thesis review
council of the Academy at the Graduate Academy of Social Sciences
at
hour minute, day month year.

The thesis can be found at:
- National Library of Vietnam
- Library of Graduate Academy of Social Sciences.


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INTRODUCTION
1. The urgency of the study
1.1. Adaptation plays an important role in human psychological life and
activities. Adaptation helps people increase work and learning efficiency;
overcome difficulties and obstacles in life to achieve success.
1.2. In our country, there are currently few studies on the adaptability of
ethnic minority students (EMS) to learning activities. Through a survey of
research in the field of psychology, direct research on this field is limited.
Group work in current credit-based training has become a regular, compulsory
task in all modules to promote the activeness and initiative of learners. Only
when fully performing this task will learners accumulate enough points in the
learning process. When adapting to group work students will form many
important learning skills such as collaborative learning skills, presentation
skills, skills in finding learning materials, etc.
1.3. Through the reality of teaching in the Northern mountainous region
today, we find that to conduct effective group work, each student must be
active and responsible. However, EMS’ psychological characteristics are timid
communication, self-deprecating and passive. Therefore, when conducting
group work at university, many EMS cannot adapt to the learning method. As a
result, their learning outcomes are not good, many areas of self-study
knowledge are empty, failing to meet the output standards of universities.
From the above theoretical and practical bases, we chose: "Adaptation to
group work in credit-based learning system of ethnic minority students in the

northern mountainous region" as our research topic.
2. Research aims and tasks
2.1. Research aims
Investigate the theory and situation of the adaptation level to the credit-based
learning system of ethnic minority students from the Northern mountainous
areas, the factors affecting this process; propose solutions for some typical
cases to better adapt to group work.
2.2. Research tasks
- Generalize the domestic and worldwide research related to the adaptation
to group work under the credit-based system of ethnic minority students.
- Develop a theoretical basis of the adaptation to group work under the
credit-based system of ethnic minority students, for example, defining the
concepts: Adaptation, adaptation to group work, adaptation to group work in
credit-based system, adaptation to group work in credit-based system of ethnic
minority students in the northern mountainous region; point out the adaptive


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contents in this learning activity, evaluation criteria, adaptation levels and
influencing factors.
- Clarify the situation of adaptation to group work under the credit-based
system of ethnic minority students in northern mountainous area on 4 contents:
Adapting to group forming activity; Adapting to the division of learning
responsibilities; Adapting to discussing; Adapting to testing and evaluating.
Investigate the status of the influence of objective and subjective factors to
adaptation to group work under the credit-based system of ethnic minority
students in the northern mountainous area.
- Propose and clarify the effectiveness of a number of measures to
improve the level of adaptation to group work in credit-based system for some
typical cases of ethnic minority students in the northern mountainous area.

3. Subject and scope of the study
3.1. Subject of the study
Manifestations and degrees of adaptation to group work in credit-based system
of ethnic minority students in the northern mountainous region.
3.2. Scope of the study
- About the object and the research area:
+ Main research objects: 410 students of ethnic minorities in the Northern
mountainous area.
+ Additional research objects: 40 lecturers in the northern mountainous area.
The thesis conducts research only on ethnic minority students who are studying
from the first year to the third year at 2 universities in the Northern
mountainous region: University of Education - Thai Nguyen University (UE TNU) and Tan Trao University - Tuyen Quang.
- About the content of the study: The thesis only studies the adaptation to the
component activities of group work under the credit-based system, namely:
Adapting to group forming activity; Adapting to the division of learning
responsibilities; Adapting to discussing; Adapting to testing and evaluating.
4. Methodology and research methods
4.1. Methodology: The research is carried out on the basis of some following
basic methodological principles of psychology: Principle of activity approach;
Principle of interdisciplinary science appoach; Principle of unifying
psychology, consciousness with behavior and activity.
4.2. Research method: We use the following basic research methods: Method
of studying documents; Method of investigation by questionnaire; Observation;
Conversation; Investigation of products; Case study; Experimental method;
Mathematical statistical method.


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5. New contributions of the thesis
5.1. New contributions to reasoning

The results of theoretical research on adaptation to group work under the creditbased system of ethnic minority students are as follows:
- Generalize the research directions on adapting to group work under domestic
and foreign credit-based systems.
- Develop a system of basic concepts; Point out four contents of adaptation to
group work; Develop two criteria to measure adaptation (changeability,
efficiency) and degree of adaptation (3 levels), as well as subjective and
objective factors affecting adaptation.
5.2. New contributions to practice
The results of practical research have clarified the situation of the degree of
adaptation to group work under the credit-based system of ethnic minority
students in the northern mountainous region, namely:
Investigate the current status of adaptation to group work under the creditbased system of EMS, the most influential factor to adaptation to group work
of EMS; pedagogical measures to improve the level of adaptation to group
work under the credit-based system of EMS.
6. Theoretical and practical significance of the thesis
- Theoretical significance of the thesis: These results contribute to clarifying
the theory of psychology on adaptation, especially adapting to group work
under the credit-based system of EMS.
- Practical significance of the thesis: The above research results can be used as
reference for managers, teachers and students of universities and colleges with
EMS.
7. Structure of the thesis
In addition to the Introduction; Conclusions and recommendations; List of
published articles; List of references; Appendix, the thesis includes 4 chapters:
Chapter 1. OVERVIEW
RESEARCH ON ADAPTATION OF ETHNIC MINORITY STUDENTS
TO GROUP WORK IN CREDIT-BASED LEARNING SYSTEM
1.1. A brief history of research issue
Through the study of research works in the world and through an overview of
the research directions in Vietnam, we found that the research works on each

independent area such as: research on adaptation to learning activities; research
on adaptation to learning activities under the credit-based system of students;
research on group work, collaborative learning, etc. have appeared quite a lot.
However, the research on ethnic minority students is still quite limited,
especially the study of adaptation of EMS to group work and cooperative


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learning is much less common. This is also the reason why we chose:
"Adaptation of ethnic minority students to group work under credit-based
learning system in the northern mountainous region" as our research topic.
Summary of chapter 1
Through abroad research works, we found that the research direction
on adapting to learning activities or research on group teaching and learning
activities in high schools and universities has been interested and widely
implemented. These works gave us a more general overview of aspects of
learning adaptation, especially, research projects that are associated with
practical conditions of each region and locality. The social and psychological
aspects of social groups have also been studied in all research directions on
adaptation to learning activities. These studies have led us to conducting
regional studies in Vietnam, more specifically, in the northern mountainous
area where we work, on less studied social groups such as EMS.
Through research works in Vietnam, we found that there are very few
studies on adaptation of ethnic minority students to group work, especially
studies on adaptation of ethnic minority students to group work in highlands,
and remote areas. Ethnic minority students are considered to be specially
disadvantaged group in universities in the northern mountainous region in the
cause of educational reform. Basing on these facts, we selected the topic:
"Adaptation of ethnic minority students to group work in credit-based learning
system in the northern mountainous region".

Chapter 2. LITERATURE REVIEW
2.1. Adaptation
2.1.1. Definition of adaptation: From the analysis of different concepts of
adaptation, the author understands this term as follows: Adaptation is a change
in awareness, attitude and behavior to make activities effective under newly
defined conditions.
2.1.2. Characteristics of adaptation: Approaching the research works of
psychologists on adaptation, we found that adaptation has some basic
characteristics: following a process; positivity and changeability; effectiveness.
2.1.3. Types of adaptation: When reviewing literature, we found that
adaptation is divided into three categories as follows: Biological adaptation;
Psychological adaptation; Psycho-social adaptation.
2.2. Adaptation to group work
2.2.1. Group: A group is a community of two or more people, interacting,
inter-influencing and sharing the same purpose.


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2.2.2. Learning activities
2.2.2.1. Definition of learning activity
Learning activity is a purposeful activity of the subject to comprehend
knowledge, skills and techniques of the human being crystallized in the social
culture, turning them into their own knowledge so that it can be applied to
reality, serving life and perfecting their personality.
2.2.2.2. Learning activity of students
From the goal of higher education, from the requirements of the society, in
addition to the characteristics of general learning activity, learning activity of
students also has the following outstanding features: professional oriented; of
research nature; stressful intellectual activity; high intellectual independence.
2.2.3. Group work activity

On the basis of inheriting the above-mentioned concepts of group work, in this
thesis, we use the concept: Group work is to gather individuals with the same
purpose into learning groups, in which, there are activities of coordinating,
sharing responsibility, exchanging, testing and evaluating, helping members to
comprehend knowledge, forming skills and techniques.
2.2.4. Definition of adaptation to group work activity
Adapting to group work activity is to change perceptions, attitudes and
behaviors towards the organization of coordination, sharing of responsibilities,
exchange and testing and evaluation of the contents of the modules through
which subject’s knowledge is comprehend, forming corresponding skills and
techniques.
2.3. Adaptation to group work in credit-based learning system
2.3.1. Credit-based learning system
2.3.1.1. Definition of credit
Currently most researchers in our country define credit based on the terms in
the Regulation 43 on credit-based training issued by the Ministry of Education
and Training, accordingly: "Credit is known as the unit used to calculate
students' learning volumes ”.
2.3.1.2. Differences between yearly training and credit-based training
The data in Table 2.1 shows basic differences between the two modes of
training. Being allowed to teach in both training modes, we found that each one
has its own advantages and disadvantages. The above comparison does not aim
to see which mode is better, a good training mode must also match the
physiological characteristics of students according to region and ethnicity; and
socio-economic conditions in each historical period.


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2.3.1.3. The main difficulties faced by students in group work activities in
credit-based training system.

After a period of research on credit-based training system, we found some basic
difficulties: students are required to be active and positive in learning; personal
conditions; group work methods; working cooperation …
2.3.2. Differences between group work in yearly training and in credit-based
training system
Between these two training modes, there are some outstanding differences:
characteristics of group work; features of group work; role and importance of group
work; content and method of implementation; assessing learning outcomes,
specific results in Table 2.2 (thesis).
2.3.3. The concept of group work in credit-based training system
Group work in credit-based training is an organization of students with the same
purpose of learning into groups in which there are activities namely setting up
learning groups, dividing learning responsibilities, conduct discussions and testing
and evaluating together to help students acquire knowledge in specific modules and
forming corresponding skills and techniques.
2.3.4. Adaptation to group work in credit-based training system
Adapting to group work activity in credit-based training system is to change
perceptions, attitudes and behaviors towards the organization of coordination,
sharing of responsibilities, exchange and testing and evaluation of the contents
of the modules through which subject’s knowledge is comprehend, forming
corresponding skills and techniques.
2.4. Adaptation of ethnic minority students to group work in the
credit-based training system in the northern mountainous region
2.4.1. Psychological characteristics of ethnic minority students in the
northern mountainous region
2.4.1.1. Students and ethnic minority students
The concept of ethnic minority students in the thesis is perceived as
Vietnamese students of ethnic groups with a smaller proportion compared to
the Kinh people, recognized by the Vietnamese State as ethnic minorities.
These students are currently studying at universities and colleges in Vietnam.

2.4.1.2. Psychological characteristics of ethnic minority students in the
northern mountainous region
Advantages:
Regarding cognitive activities, due to living in geographical areas with
large space, much contact with nature, their sensitive awareness develops quite
well. In terms of personality, honesty, straightforwardness, simplicity, courage,


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and clear distinction between love and hate can clearly be seen as prominent
features in the emotional life of EMS. In community and social relations, they
honor the right, straightforwardness, honesty, high self-esteem, easy to believe
others and have absolute belief. Another trait that is also noticeable in ethnic
students is the innocence, feeling, and high excitement that make them very
enthusiastic with such activities as sports, arts and working … These activities
attract students to integrate into the group.
- Limited features:
Attention does not develop on purpose, the ability to maintain attention is
unstable in activities, especially in-class activities. In learning activities they
often fit in with specific visual thinking, abstract thinking has many limitations.
Positivity in communication of ethnic minority students also reveals
limitations. For ethnic minority students, the official language ability is more
limited because they have to remember many different languages such as:
ethnic minority languages, Kinh language, and English ... Low self-esteem is a
common personality in EM students.
2.4.2. The concept of adaptation of ethnic minority students to group work in
the credit-based training system in the northern mountainous region
Adaptation of ethnic minority students to group work activities in the creditbased training system is the change of awareness, attitude and behavior of
students from ethnic groups with little population towards grouping, division of
responsibilities, discussions and testing together on the content of the module

so that the acquisition of knowledge, skills and techniques takes place
effectively in group learning activities.
2.4.3. Manifestations of adaptation of ethnic minority students to group work
in the credit-based training system
Based on the manifestations of adaptation to group work in the credit-based
training system, the requirements of group work in the credit-based training
system, the criteria to evaluate adaptation that the thesis chose, the practice of
organizing group work activities, we developed the manifestations of
adaptation of ethnic minority students to group work in the system of creditbased training in the Northern mountainous area in terms of specific
perceptions, attitudes and behaviors: Manifestations of adaptation to group
work in credit-based training system in terms of perception; Manifestations of
adaptation to group work in credit-based training system in terms of attitudes;
Manifestations of adaptation to group work in credit-based training system in
terms of behaviors.


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2.4.4. Criteria for evaluation and level of adaptation of ethnic minority
students to group work in credit-based training system in the northern
mountainous region
2.4.4.1. The evaluation criteria of adaptation of ethnic minority students to
group work in the credit-based training system in the northern mountainous
region
From research and analysis of theoretical basis, especially investigation of the
characteristics of adaptation by previous domestic and foreign researchers, we
think that to evaluate adaptation, there are many criteria, but if we use too many
criteria, the measurement is more overlapping and difficult. Therefore, in the
thesis, we use 2 most basic criteria: changeability and effectiveness .
2.4.4.2. The level of adaptation of ethnic minority students to group work in
the credit-based training system in the northern mountainous region

The level of adaptation of ethnic minority students to group work in the
credit-based training system in the northern mountainous region
Criteria
Level of
adaptation
Changeability
Effectiveness
Little change in awareness; Little results in terms of
1. Low
passive attitudes and slow awareness,
attitude
and
behaviors
behavior
Relatively large changes in
Acceptable results in terms of
awareness; positive changes in
2. Moderate
awareness,
attitude
and
attitude; clearer changes in
behavior
behavior
3. High

Many changes in awareness, Great results in terms of
extremely positive attitudes, clear awareness,
attitude
and

changes in behavior
behavior

- Based on grade point average (GPA) and standard deviation (SD) from the
practical data that the thesis obtained we divided adaptation into 3 levels:
Level 1: The group of ethnic minority students with low adaptation to
group work activities is students with a total score lower than the average score
(GPA) - Standard deviation (SD).
Level 2: The group of ethnic minority students who are moderately
adaptive to group work activities is students with a total score in the range of:
GPA - SD to GPA + SD.


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Level 3: The group of ethnic minority students who are highly
adaptable to group work activities is students with a total score greater than
GPA + SD.
2.5. Some factors affecting adaptation of ethnic minority students to
group work in the credit-based training system in the northern
mountainous region
There are many different subjective and objective factors affecting
adaptation to group work in credit-based training system. In this study we
addressed 6 basic factors: group work excitement, group work motivation,
group work method, group work skill, regulations and requirements of group
work, relationship with academic advisors.
Summary of Chapter 2
Chapter 2 focuses on building a theoretical basis for the study of
adaptation to group work in the credit-based training system by ethnic minority
students in the northern mountainous region, clarifying the practical research
problem of the thesis. From there, we identified specific manifestations of

adaptation of ethnic minority students to group work in the credit-based
training system in terms of: awareness, attitude and behavior. Two criteria were
built to assess adaptation to group work namely changeability and effectiveness
and levels of adaptation of ethnic minority students to group work in the creditbased training system in the northern mountainous area. Adaptation of ethnic
minority students to group work in the credit-based training system in the
northern mountainous area depends on many factors: subjective factors
(Excitement with group work; group work motivation; group work method;
group work skill) and objective factors (Requirements, regulations of group
work; Relationship with academic advisors).
Chapter 3. RESEARCH IMPLEMENTATION AND METHODS
3.1. Research implementation
3.1.1. Area and object of research
- Research area: Study in 02 universities in the northern mountainous
region namely University of Education (Thai Nguyen University) and Tan Trao
University (Tuyen Quang).
- Research object: 410 ethnic minority students in the first, second and
third years studying at the University of Education (Thai Nguyen University)
and Tan Trao University (Tuyen Quang).
3.1.2. Research phases
The study is implemented in three phases: theoretical research, practical
research and impact testing.


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3.2. Research methods
3.2.1. Methods of researching documents
This method was used to review the research problem, to build a theoretical
basis, the tool concepts of the thesis.
3.2.2 Method of survey by questionnaire
This was the main method of the thesis to conduct research on the status of the

research object.
3.2.3. Observation method
This method as used to supplement the survey by questionnaire, which helps to
collect information to contribute to clarifying the research situation.
3.2.4. Conversation method
This method was used to collect qualitative information, enriching the current
state of the research.
3.2.5. Method of investigating products
This was used in case studies, to clarify the results of research on the current
status.
3.2.6. Case study method
This method was used on 02 typical cases to describe the situation and
experiment pedagogical measures.
3.2.7. Impact experimental method
It was conducted on two typical cases using pedagogical measures to study the
changes of the cases before and after the action.
3.2.8. Methods of processing information by mathematical statistics
The data obtained after the actual survey was processed by SPSS program used
in Window version 16.0.
Summary of Chapter 3
We think that the above research process was done with a strict adherence
to the basic steps of a scientific research process. The thesis used many
different methods such as: document research method, survey by questionnaire,
observation, conversation, in-depth interview, case study and experimental
method... to learn about the research issue. The research results were imported
and processed on SPSS data processing software, with the guidance and
supervision of experts, so it is reliable and has a certain scientific value.


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Chapter 4. PRACTICAL RESEARCH RESULTS OF
ADAPTATION OF ETHNIC MINORITY STUDENTS TO GROUP
WORK IN CREDIT-BASED TRAINING SYSTEM
IN THE NORTHERN MOUNTAINOUS AREA
4.1. General evaluation on adaption of ethnic minority students to group
work in credit-based training system in the northern mountainous area
Adaption of ethnic minority students to group work in credit-based
training system in the northern mountainous area is at average level (GPA =
1.00). Students of ethnic minorities in the Northern mountainous region adapt to
group work in different contents of different group work activities. The best activity
for EM students is: "Setting up groups". This shows that ethnic minority students will
be better adapted in the activities with lecturer’s guidance and direction.
The content of learning activities among EM students which is the least
adaptive is "Testing and evaluating the results". EM students even did not adapt with
the "changeability" criterion in terms of EM student’s behavior. Interviewing a group
of EM students in the teaching process to understand the cause, we found that EM
students believe that: "The examination and evaluation of results is the job of the
lecturer" or "you must accept how the teacher judge you.”
Using the observation method, we found the biggest change in behavior in two
contents: "Setting up groups", "Examining and evaluating results" (GPA = 1.30). The
content of " Setting up groups " not only had the highest change results but the
behavioral effectiveness of this content is also highest (GPA = 1.10). The cause of
this situation is the activity of setting up a group is always supervised and directed
directly by the lecturer of the module, so students must comply with the regulations
of the teachers, making it the easiest. The testing and evaluation of the results is an
activity of special importance in group work because it relates directly to the
academic performance in each semester. This is the driving force for the biggest
change in students. The changeability in behavior was the latest in the content of
"Organizing discussion" (GPA = 0.80). When implementing this activity, ethnic
minority students are generally not agile, flexible, often passive, dependent on others.

4.2. Level of adaption of ethnic minority students to group work in creditbased training system in the northern mountainous area in each content
4.2.1. Current situation of adaptation level to setting up groups in creditbased system by ethnic minority students in the northern mountainous region
4.2.1.1. Current situation of adaptation level to setting up groups in
credit-based training system of ethnic minority students in the Northern
mountainous areas in terms of awareness
The level of adaptation to the grouping activities of ethnic minority
students in the northern mountainous area is expressed in awareness: In the two


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criteria of changeability and effectiveness, the awareness content had the
highest results: "Regarding the selection of members in the group, they must be
reasonable in terms of gender, capacity, place of residence", changeability
(GPA = 1.46), effectiveness (GPA = 1.57).
The content which had the lowest level of adaptation to grouping activity
on both criteria is: "Regarding the goal setting, the upcoming work plan of the
group to succeed in learning, ranked 4th; regarding the criterion of
changeability in awareness (GPA = 0.65), ranked 4th low; regarding the
criterion of effectiveness in awareness (GPA = 0.70), ranked 4th moderate. In
group learning activities, group leaders are always very important, but in fact,
not all students are aware of this. Among the objects of the investigation, the
content of awareness: "Regarding the selection of the leader with capacity,
enthusiasm, responsibility" in both measurement criteria, it ranked three forth,
changeability (GPA = 1.08), effectiveness (GPA = 1.25). This score ranked at
the moderate level of adaptation. The above results show that EM students need
the sense of community more than the role of individuals.
4.2.1.2. Current situation of adaptation level to setting up groups in
credit-based training system of ethnic minority students in the Northern
mountainous areas in terms of attitude
The content with the highest level of adaptation to the grouping activity in

terms of attitude is: "Actively choose those who understand each other, work
together right from the beginning of grouping". Thus, in terms of attitude towards
grouping activity with this content, EM students are quite adaptive. The
outstanding feature of the credit-based training system is that in one semester
students must study in different classes, with friends from many different majors.
The criterion with the least changeability was: "Always interested in attending
group work even in any group" (GPA = 0.65), at a low adaptation level. Besides,
the lowest effectiveness was: "Actively learn the experience of setting up
scientific groups in newspapers, scientific forums" (GPA = 0.46), at a low
adaptation level. Clearly, the manifestations in terms of awareness and attitude
are not always consistent. Through the observation of teaching practice, we found
that when students set up groups, they first consulted for experience of setting up
groups with lecturers directly teaching the module, academic advisors or class
monitor.
4.2.1.3. Current situation of adaptation level to setting up groups in the
credit-based training system by ethnic minority students in the northern
mountainous areas in terms of behavior
The degree of adaptation to setting up groups in the credit-based training
system by ethnic minority students in mountainous areas in the north was


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moderate. Among the measurement criteria, the most changeable behavioral
content is: "Grouping is based on gender, capacity, place of residence ... of
group members" (GPA = 1.58). In fact, in order for group work to be effective,
members of the group must not be too different on one side; for example, the
whole group are male, the whole group are female, the whole group study well,
the whole group are lazy ... etc.
In the criterion of effectiveness, the most appreciated behavior by the ethnic
minority students is: "Selecting group members whose styles match each

other’s, unite and assist one another" (GPA = 1.55). In group work activities,
unity and mutual support will create the power to help the group overcome all
difficulties and complete the learning tasks. This criterion is also very
consistent with the characteristics of ethnic minorities in the northern
mountainous area because they have a high sense of community.
The criteria with the highest changeability and effectiveness in the study of
adaptation of ethnic minority students to group work in the credit-based
training system in the northern mountainous area is: "Meet and consult
psychologists - educators” (GPA = 0.53), (GPA = 1.06). In both universities we
conducted the research, although there is a faculty or group of Psychology Education to teach this general subject for students of the whole university,
these experts did not really promote their advisory role for students in group
work. When changing training methods, there are no specific scientific studies
to guide students in group work. Therefore, there is a certain distance between
EM students and lecturers.
4.2.2. Current situation of the level of adaptation of ethnic minority students to
the division of learning responsibility in the credit-based training system in the
northern mountainous region
4.2.2.1. Current situation of the level of adaptation of ethnic minority students to
the division of learning responsibility in the credit-based training system in the
northern mountainous areas in terms of awareness
The level of adaptation of ethnic minority students to the division of responsibility
in the credit-based training system in the northern mountainous area is uneven
among the work contents. In the two criteria of changeability and effectiveness, the
highest level of adaptation is: "Members must collaborate and share the work with
each other to obtain work effectiveness" (GPA = 1, 58 and GPA = 1.55). Thus,
ethnic minority students are aware that group work is not the work of any
individuals or the group leader. In order for this activity to be effective, the
coordination of all members is required. This is a right perception and it will
contribute to the orientation of group work activities of ethnic minority students.

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The level of adaptation of ethnic minority students to the division of work in the
credit-based system in the northern mountainous area in terms of awareness is the
lowest in the two criteria of measurement: "The group leader needs to develop a
specific, clear group work plan”, changeability (GPA = 0.57), effectiveness (GPA
= 0.80). The average score is low in the changeability and moderate in the
effectiveness. Thus, the number of EM students adapting to this content is
moderate and low on both relatively high measurement criteria. Using the method
of direct observation of group learning process of ethnic minority students, we
found that most of them are used to visual, specific and short-term tasks like
"clearly showed how to do each task" but not with building a long-term, detailed
work plan from the very beginning of the task.
4.2.2.2. Current situation of the adaptation level to the division of
responsibility in the credit-based system of ethnic minority students in the
northern mountainous areas in terms of attitude
The degree of adaptation of ethnic minority students to the division of work in
the credit-based training system in the Northern mountainous region in terms of
attitude expressed in the measurement criteria is also different. The most significant
change in attitude of ethnic minority students is: "Contributing more ideas on how to
work and duties of each member in the group" (GPA = 0, 96).
In the criterion of effectiveness, the content with the highest score is:
"Actively accepting the tasks you find suitable for you" (GPA = 1.40). Work
effectiveness not only needs hard work, but more importantly, assigned jobs
must be appropriate to each person's capacity.
In the content "Actively contribute to building the group's work plan", the
result of the effectiveness in attitude is the lowest (GPA = 0.65). As we have
analyzed before ethnic minority students often do not have the habit of building
a group’s work plan in advance so positively constructing suggestions for the
group’s work plan will rarely happen. Therefore, effectiveness is low.

4.2.2.3. Actual situation of adaptation of ethnic minority students to
division of learning responsibilities in the credit-based training system in the
northern mountainous area in terms of behavior
The level of adaptation of students in ethnic minority mountainous area to
the division of learning responsibility in the credit-based system is moderate. In
the measurement criteria of changeability, the most changed content is:
"Coordinating with other members" (GPA = 1.0), however, the difference
between the content with the highest average point and the content with the
second, third, and fourth highest point is very small. This shows that, when
sharing the work in group work, the ethnic minority students' behavior has
changed moderately or little. Many groups still do not know how to share the


15
work so as to achieve the effectiveness of group work. The biggest change is:
"Develop a plan to work in groups and individually reasonably" (GPA = 0.69).
This content is consistent with the awareness and attitude analyzed above.
In the criteria to measure the effectiveness in behavior, the most
appreciated by EM students is: "Implementing the plan in accordance with the
lecturer’s roadmap" (GPA = 1.65), high adaptation level . As we all know, the
teaching plans of university lecturers are compiled at the beginning of each
term and supervised by other functional departments. Therefore, each lecturer
always asks students to properly implement their teaching plan.
4.2.3. Current situation of level of adaptation to discussion in the creditbased training system of ethnic minority students in the northern mountainous
region
4.2.3.1. Current situation of level of adaptation to discussion in the creditbased training system of ethnic minority students in the northern mountainous
areas in terms of awareness
The degree of adaptation to discussion of ethnic minority students in the
northern mountainous areas in terms of awareness through two criteria is
different between the contents. The most highly changeable content is:

"Discussing is to actively exchange information and understanding with
everyone and receive information from them to get high scores for the group"
(GPA = 1 ,twelfth). Thus, the most significant change in awareness is the
change related to the interests of ethnic minority students in the process of
group learning. In the current social change, not only Kinh students and
students live in urban areas but also ethnic minority pupils and students living
in remote areas are becoming more practical in their lifestyle than before
Besides, the most effective content perceived by ethnic minority students in group
discussion is: "A successful discussion must be a lively discussion, there are many
conflicting opinions that need teacher’s direction ”(GPA = 1.61). This awareness of
effectiveness is also the desire of each lecturer when teaching discussion lessons.
Now to engage in a discussion effectively, students must first work actively,
critically through conflicting opinions.
The most changeable and effective content perceived by the EM students towards
discussion are: "After each discussion, each group member must record the good
and reasonable ideas of the lecturer and friends ”,“ After group work, the content of
the discussion should be understood similarly by all the group members. ” Usually
in discussion lessons students rarely record good ideas, even not many students of
ethnic minorities are aware which ideas are right, which opinions are wrong.
4.2.3.2. Current situation of adaptation of ethnic minority students to discussion in
the credit-based system in the northern mountainous area in terms of attitude


16
The degree of adaptation to discussion in the credit-based system of ethnic minority
students in the northern mountainous region in terms of attitude was showed on two
different criteria of measurement. In the criterion of changeability, the content given
the highest score by EM students is: "Excited and responsible for preparing and
presenting the group's discussion when requested" (GPA = 0, 99). Among the
contents of group discussions, this is the most important content, deciding the results

of the group's work. The responsibility of the group will be transformed into an
individual's responsibility. Facing such important work, ethnic minority students need
to have the biggest change in attitude. This is a practical result when implementing an
activity.
In contrast to this changeability criterion, the content with the lowest score is:
"Actively speak and exchange to find the best and most creative ideas" (GPA = 0.57).
Through the observation of group discussion lessons, it was showed that ethnic
minority students hardly have any comments, or choose creative ideas. In fact at the
pedagogical universities in the northern mountainous region in the last 3-4 years, it
has been difficult to recruit new students, the entrance scores are often equal and
slightly higher than the average points announced by the Ministry of Education and
Training; for ethnic minority students due to ethnic priority policies, the entrance
scores are even lower than the average score.
4.2.3.3. Actual situation of adaptation of ethnic minority students to discussion in the
credit-based training system in northern mountainous area in terms of behavior
The degree of adaptation of ethnic minority students to group discussions in the
credit-based training system in northern mountainous area in terms of behavior also
varied depending on each measurement criterion and the level of adaptation was at
the moderate level.
For the changeability and effectiveness the content assessed by EM students with the
highest score is: "Sharing information you have searched with friends in the group".
The result of this study is quite similar to the result of the study on attitude that we
analyzed above.
For the criterion of changeability, the content with the least score is: "Generalizing
different points of view into a complete entity" (GPA = 0.53). This result shows that
the ability to synthesize and generalize the problem of ethnic minority students is still
limited. For the criterion of effectiveness, the content of group discussion that brought
least effectiveness to ethnic minority students is: "Giving their own viewpoints and
protecting theirs in a rational and scientific way" ( GPA = 0.74). One of the typical
psychological features of EM people is that they are always shy, afraid to give their

own opinions and ideas. Ethnic minority students always have their own thoughts and
arguments to explain phenomena and rarely use scientific arguments. This is


17
associated with their traditions, customs ... passed down from one generation to
another.
4.2.4. Current situation of adaptation to testing and evaluation in the
credit-based training system of ethnic minority students in northern
mountainous area
4.2.4.1. Current situation of adaptation to testing and evaluation in the
credit-based training system of ethnic minority students in northern
mountainous area in terms of awareness
The research results show the levels of adaptation of ethnic minority
students to testing and evaluation in the credit-based training system in the
northern mountainous area in terms of awareness on two criteria were different
for different contents. The levels of adaptation to this activity were moderate.
In the criterion of changeability and effectiveness, the content which EM
students were the most adaptative is: "Testing and evaluating group’s results
will make each group member remember knowledge more deeply". Thus, in
terms of awareness, the changeability and the effectiveness of testing and
evaluation for ethnic minority students is the true effect it brings.
The content with the lowest adaptive results in terms of awareness were:
"Testing and examination help students accurately assess their group's ability
compared to other groups. In the credit-based training system, the results of
group work will be calculated directly into the learning score.
4.2.4.2. Current situation of the adaptation of ethnic minority students to
testing and evaluation in the credit-based training system in the northern
mountainous area in terms of attitude
The research results show the degrees of adaptation of ethnic minority

students to testing and evaluation in the credit-based training system in the
northern mountainous area in terms of attitude on the two criteria of
changeability and effectiveness in different contents were different.
For both criteria in terms of attitude, ethnic minority students rated the highest for
the content: "Satisfied with the objective, fair assessment of teachers" (GPA = 1.61,
GPA = 1.55). In order to eliminate the factor that ethnic minority students may be
reluctant to comment on their lecturers, the questionnaires for students did not
require students to write their names. The reality shows that in the two universities
we conducted the research, the leaders are very interested in the sustainable
development of the university. The criterion of changeability in attitude evaluated
by ethnic minority students was the lowest in: "Actively propose additional
evaluation methods: teacher evaluation, group self-assessment, peer assessment
between groups, etc. ”(GPA = 0.66). Most EM students answered that they were
satisfied and did not propose any additional evaluation methods. This result


18
confirms a specific psychological trait of ethnic minority students that they are
"good and gentle", so they totally believe in teachers. Moreover, they are also
"lazy" to read the scientific document to propose a new evaluation method.
The criterion of effectiveness in attitude evaluated by ethnic minority students with
the lowest score was: "Actively organize group meetings to draw experiences after
evaluation" (GPA = 0.64). Through daily observation of group activities and direct
interviews with some group leaders, we found that students rarely organize
meetings to draw experience after obtaining the evaluation results. This is a very
important stage to help the next group work sessions become more effectively. The
above results show that, ethnic minority students in terms of attitude neglect the
effectiveness of this content.
4.2.4.3. Actual situation of adaptation of ethnic minority students to testing and
evaluation in the credit-based training system in the northern mountainous area in

terms of behavior
The degree of adaptation to testing and evaluation in the credit-based training system in
the northern mountainous area in terms of behavior on two criteria were different for
different contents. In general, when compared with changeability and effectiveness in
terms of awareness and attitude, the behavioral aspect of these two criteria is lower
adaptive.
For the criterion of changeability, many contents were measured at a low adaptation
level. The highest rated content wass: "Record the generalization, evaluation of
teachers, questions of members in your group or in others" (GPA = 0.76), this highest
result was only at moderate level. Other contents had little behavioral changes. After
each test, lecturers often have to announce scores, correct mistakes ... The remaining
contents changed very little, showing that ethnic minority students were still reluctant to
changes. Having interviewed some of the EM students in the teaching process to
understand the causes, we found that all of the EMS agreed that "testing and assessment
is the job of the lecturer" or "we accept whatever score the lecturer gives us”. This
shows that ethnic minority students have a great trust in the evaluation of teachers and
also shows that some ethnic minority students are reluctant to raising a question, and
easy to accept the results.
For the criterion of effectiveness, the content which was evaluated as the most effective
by EM students was: "Evaluating the results according to the teachers' requirements and
the level of accomplishing the group's work" (GPA = 0.94 ). In order for students to
perform a certain group assignment, the lecturers must always give specific
requirements. Each group based on the level of accomplishment of the group can
evaluate their results by themselves, then compare with the evaluation results of the
teachers. This is an effective way to assess a group’s accomplishment objectively and
accurately.


19
4.3. Current situation of adaptation of ethnic minority students to group

work in the credit-based training system in the northern mountainous
region according to variables
4.3.1. Current situation of adaptation of ethnic minority students to group
work in the credit-based training system in the northern mountainous
region according to ethnic groups
The research results show that the levels of adaptation of ethnic minority
students to group work in the credit-based system in the northern mountainous
areas according to ethnic groups in different contents, aspects and criteria are
different. The results of adaptation to group work in the credit-based system of
two groups of ethnic minority are at moderate level. In general, in all contents
and criteria, Tay - Nung students (GPA = 1.10) were better adaptive than
students from the other ethnic groups(GPA = 0.90). The amplitude of variation
of Tay - Nung ethnic group (SD = 0.30) was also lower than that of students
from the other ethnic groups (SD = 0.41). This result shows that the
manifestations of adaptation to group work of students from different ethnic
groups were different, there was an unequal differentiation between students of
different ethnic minorities.
4.3.2. Current situation of adaptation of ethnic minority students to group
work in the credit-based training system in the northern mountainous
region according to residence location
The research results show that the degree of adaptation to group work in the
credit-based training system of ethnic minority students in the northern
mountainous region according to the location of residence were different in
different contents. In general, ethnic minority students living in urban areas
adapt to group work in the credit-based training system best (GPA = 1.12),
behind them were EM students living in rural areas (GPA = 1.03), the lowest
adaptation level went to EM students living in highland and remote areas (GPA
= 0.92). Many research projects from the perspective of psychology in the
world and in Vietnam have shown the influence of the living environment on
the psychological development of people, which shows that the environment is

a premise, a very important condition directly impacting on human
psychological development. Therefore, in urban areas, the awareness of EM
students can change faster.
4.3.3. Current situation of adaptation of ethnic minority students to group
work in the credit-based training system in the northern mountainous region
according to academic year
The research results show that the degree of adaptation to group work in the
credit-based training system of ethnic minority students in the northern


20
mountainous region according to academic year were different. Overall in all the
contents of learning activities ethnic minority students in the later years performed
better, the results of adaptation were better. First-year students were not very
adaptive to group work in some contents. This shows that the degree of adaptation
to group work is proportional to the length of study. Students who study longer will
accumulate more knowledge and experience in accordance with the requirements
of group learning.
4.3.4. The relationship between the aspects, the evaluation criteria of adaptation
of ethnic minority students to group work in the credit-based training system in
the northern mountainous region
*Comment:
The above table shows that, between aspects are: Changeability in awareness,
Changeability in attitude, Changeability in behavior and effectiveness of
awareness, effectiveness of attitude, effectiveness of behavior, which are strongly
and closely related with each other. In particular, the strongest correlation belongs
to 3 aspects: effectiveness of awareness-effectiveness of attitude (R = 0.88 **);
effectiveness of attitude - effectiveness of behavior (R = 0.94 **); effectiveness of
awareness – effectiveness of behavior (R = 0.86 **). These aspects had relatively
high Pearson correlation coefficients, showing that the changes in this aspect

inevitably leads to changes in others and vice versa.
4.4. Factors affecting adaptation of ethnic minority students to group work in
the credit-based training system in the northern mountainous region
4.4.1. Current situation of factors affecting adaptation of ethnic minority
students to group work in the credit-based training system in the northern
mountainous region
Current situation of interest in group work of ethnic minority students in
northern mountainous area; current situation of group work motivation of
ethnic minority students in the northern mountainous region; current situation
of group work methods of ethnic minority students in the northern mountainous
region; current situation of group work skills of ethnic minority students in the
northern mountainous region; current situation of following requirements and
regulations in group work by ethnic minority students in the northern
mountainous region; current ituation of the relationship with the academic
advisors of ethnic minority students in the northern mountainous region.
4.4.2. Effects of these factors on adapting to group work by ethnic minority
students in the northern mountainous region
The research results show that the subjective and objective factors that the
thesis selected had an impact on the level of adaptation to group work in the
credit-based training system in different ways. Among them, the most


21
influential factors are group work method; group work skills and least
influential factor is the relationship with academic advisors.
4.5. Research results of adaptation through typical cases
4.5.1. Adapting to group work in the credit-based training system of ethnic
minority students in the northern mountainous region through case studies
4.5.1.1. The first typical case
a) Overview of the first typical case

Student L. M. P (11th survey on SPSS statistics). Gender: Male. Year of birth:
1997. P is a H ’Mong student, a first-year student majoring in Mathematics,
Thai Nguyen University of Education - Thai Nguyen University. Residing in
Lung Cu, Dong Van, Ha Giang. This is a typical case with a low level of
adaptation.
b) Evaluation of the degree of adaptation to group work
The results show that student P has a low degree of adaptation to group work in
the credit-based training system (GPA = 0.54). The aspects of adaptation to
group work namely awareness, attitude, and behavior, through two criteria of
changeability and effectiveness were at moderate adaptation level.
The first case study results are also analyzed in detail in each content of group
work such as: setting up groups; division of responsibility; discussion; testing
and evaluation, factors affecting adaptation to group work in the credit-based
system of this case.
4.5.1.2. The second typical case
a) Overview of the second typical case
Student Nong T. T (second survey on SPSS statistics table). Gender: Female.
Year of birth: 1996. H is a Tay student, studying History for the second year at
Thai Nguyen University of Education - Thai Nguyen University. Residing in
Trang Dinh, Lang Son. This is a typical case of adapting to group work in the
credit-based training system. Moderate adaptation is the major adaptation level
in the number of investigated objects of the thesis.
b) Evaluating the degree of adaptation to group work in the credit-based
training system
Research results show that student T adapted to group work in the credit-based
training system at an moderate level (GPA = 1.07). The manifestations of
adaptation to group learning are awareness, attitude, and behavior, through two
measurement criteria: changeability and effectiveness which are both at
moderate and good adaptation.
The second case study results are specifically analyzed in each content of group

work activities such as: setting up groups; division of responsibility;


22
discussion; testing and evaluation, factors affecting adaptation to group work in
the credit-based system of this case.
4.5.2. Some measures to improve the level of adaptation to group work
through a number of typical cases
We conduct impact tests on 02 typical cases of some following impact
measures:
* Measure 1: Guidance and improvement of awareness for ethnic minority
students of regulations and ways of group work
* Measure 2: Training some weak and missing group work skills for EM
students
4.5.3. Some results after using the impact measures on typical cases
After 3 months of testing, we re-measure the contents of adaptation of the two
case studies in the credit-based training system. We found that the degree of
adaptation to group work in the credit-based training system on all three
aspects of awareness, attitude, behavior and, according to the two criteria of
changeability and effectiveness all changed, in a positive direction. For the first
case, the level of adaptation from low adaptation changes to moderate
adaptation; for the second typical case, both criteria to measure attitude showed
the best change, from moderate level to high level of adaptation. Observing the
measurement items, we found that the occurrence of point zero was reduced,
the trained skills changed significantly in the score. This showed that when
equipped with knowledge, trained with skills EM students can change in
awareness, attitude and behavior of group work. Through direct observation of
the EM students chosen to be the typical cases in group work lessons, the
phenomena: ignorance, not participating in group work no longer exist, in some
group work lessons they raised their hands to give an idea, or write exercise

answers on the board. These manifestations never appeared before the
experiment. Thus, the impact tests on typical cases initially obtained positive
results. These are valid evidence to prove that the measures can change the
research objects.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
From the results of theoretical and practical research on adaptation to group
work in the credit-based training system of ethnic minority students in the
northern mountainous area, we drew some conclusions as follows:
1.1. In theory
In our thesis, the concept: adaptation to group work in the credit-based training
system of ethnic minority students in the northern mountainous area is the
change of awareness, attitude and behavior of students of ethnic groups with a


23
small population towards grouping, dividing learning responsibility, conducting
discussion and testing so that the acquisition of knowledge, skills and
techniques takes place effectively in group work activities. Adaptation to group
work in the credit-based training system of ethnic minority students was
evaluated on two basic criteria: changeability and effectiveness and it was
shown on all three aspects of human psychological life: awareness, attitude,
behavior. Adaptation to group work in the credit-based training system of
ethnic minority students was shown on 4 contents of group learning activities:
Adapting to grouping activities; Adapting to the division of learning
responsibilities; adapting to discussions and adapting to the assessment of
learning outcomes. Adaptation to group work in the credit-based training
system of ethnic minority students in the northern mountainous region depends
on many factors: subjective factors (Interest in group work; Motivation for
group work; Group work methods; Group work skills) and some objective

factors (Requirements, regulations of group work; Relationship with academic
advisors).
1.2. The current situation
Research results show that the level of adaptation to group work in the creditbased training system of ethnic minority students in the northern mountainous
area was still at moderate level; for some contents, adaptation to group work
was even at low level. Considering each aspect of awareness, attitude and
behavior with each specific content, the degrees of adaptation according to the
criteria of of changeability and effectiveness were different. The degrees of
adaptation to group work in the credit-based training system of ethnic minority
students were different when classified by ethnic groups, academic year, and
residence area. In terms of ethnic groups: Tay - Nung ethnic students adapted
better than the other ethnic minority groups; considering the academic year,
EMS in the later years were better adapted than in the early year; considering
the living location, students living in urban areas adapted to group work better
than those in rural areas, highland and remote areas.
1.3. The influencing factors
There were many subjective and objective factors affecting the level of
adaptation of ethnic minority students to group work in the credit-based
training system in the northern mountainous area. The impact of such factors
had different strengths and weaknesses. The factors that strongly affected the
adaptation to group work in the credit-based training system of ethnic minority
students in the northern mountainous area included two subjective factors:
group work method; group work skills; weak influencing factors to adaptation
to group work in the credit-based training system of ethnic minority students in