Research purposes Studying the theoretical foundations and the status of the cooperative interactions between students and students learning under the credit system in Ho Chi Minh City U
Trang 1VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES
NGUYEN THI NGOC
INTERACTION BETWEEN STUDENTS AND
STUDENTS IN LEARNING UNDER CREDIT SYSTEM
IN HO CHI MINH CITY UNIVERSITIES
Major: Psychology Major code: 9.31.04.01
SUMMARY OF DISERTATION
Trang 2ACADEMY OF SOCIAL SCIENCES
Supervisor: Assoc.Prof.Dr Mac Van Trang
Reviewer 1: Assoc.Prof.Dr Phan Trong Ngo
Reviewer 2: Assoc.Prof.Dr Pham Thi Thu Hoa
Reviewer 3: Assoc.Prof.Dr Tran Hoang Thi Diem Ngoc
The thesis is defended in front of Council of Dissertation Assessment held
at GRADUATE ACADEMY OF SOCIAL SCIENCES
At ………
The dissertation can be found at:National library
- Library of Graduate Academy of Social Sciences
Trang 3INTRODUCTION
1 Rationale
Augustine Comte (1798 - 1857) argued that there was no independent person, but only social people with organized group activities In other words, people only exist when engaging in interactions with others or interacting with others to become a means of human existence
The learning environment in the university is diverse in content, rich in methods Students from many different localities bring cultural heterogeneity, level of awareness, learning conditions, and living conditions A large proportion
of students live far away from their families Moreover, universities in Vietnam are applying training methods under credit system The basic feature of the training method is to focus on autonomy and cooperation of learners However, many students have the habits of passive study, rote learning, depending on teachers, modeling exercises, textbooks In such context, support, help, sharing
in the "co-progressive" spirit of friends is a fulcrum, a way for students to overcome challenges, survive and succeed in university
In fact, almost the subjects require students to study in groups, and instructors to organize for students to study in a spirit of cooperation, so all students can benefit At the same time, students have to cooperate with each other
to perform some other learning activities according to personal needs However, the effectiveness of these learning activities is challenging
The problem questions are: Do students cooperative interactions in learning?
Do students properly implement the nature of the cooperative interactions in
Trang 42.1 Research purposes
Studying the theoretical foundations and the status of the cooperative interactions between students and students learning under the credit system in Ho Chi Minh City Universities; hereby, the author proposes a number of measures to improve the cooperative interactions to enhance the students' learning outcomes
- Proposing and experimenting the measures to improve cooperative interactions between students and students in learning under credit system
3 Research object and scope
3.1 Research object
Expression and degree of active cooperative interactions between students and students in learning under credit system
3.2 Research scope
- About the participants
+ 552 students in the 1st, 2nd and 3rd year pre-service programs major in Economics, Engineering and Pedagogy of 9 universities in Ho Chi Minh City + 104 lecturers directly teach students in the fields of Economics, Engineering, Pedagogy, and are part-time academic advisors
- About research contents
Trang 5Learning under credit system includes many different specific learning activities In this thesis, three activities are surveyed: building personal timetable, online schedule registration, and self-study in groups outside class hours
The status of cooperative interaction of students in learning can be approached in terms of frequency, attitude In this thesis, the interaction positivity (expressed through dynamics and excitement) is are used as measurement criteria
- About implementation time:
+ The project is carried out from May 2015 to April 2018
+ The data in the project is surveyed on the first, second and third year students in the 2016 - 2017 school year
3.3 Scientific hypothesis
- The positive cooperative interactions between students and students in learning under credit system in universities Ho Chi Minh City is currently only at the average level This is reflected in the average level of the cooperative interactions
in three learning activities: building a personal timetable, registering an online personal timetable, and self-study in groups outside the classroom through two criteria: dynamics and excitement in the interactions
- There are many factors affecting the cooperative interactions between students and students in learning under credit system in Ho Chi Minh City Therein, the need of interactions in learning with classmates, of collaborative learning skills, the impact of teachers, academic advisors, and learning environments are more influential factors
- If the lecturers and academic advisors have appropriate impact measures that
Trang 6- Approach to personality - activity - communication
5 New contributions of the thesis
5.1 Contribution to theoretical foundations
The thesis contributes to systematizing the theory of cooperative interactions between students and students in learning under credit system, namely: identifying concepts of interaction, cooperative interaction between students with students in learning under credit system, and suggesting two criteria to assess the degree of active cooperative interactions in learning of students
From the concept of cooperative interaction between students and students
in learning under credit system, the specific manifestations of the cooperative interactions, as well as determining the factors affecting cooperative interactions
in learning have been discovered
5.2 Practical contributions
The thesis has pointed out the status of the cooperative interactions between students and students in learning under the credit system in Ho Chi Minh City universities, in particular, the positive cooperative interactions is assessed only at average level Therein, the positive interaction in self-study in groups outside the
Trang 7class time is assessed at the highest, and the positive cooperative interaction and in registering online personal timetable is assessed at the lowest Students' dynamics
in collaborative interactions is assessed higher than the excitement one
The thesis has showed the impacts of subjective and objective factors on the interactions between students and students in learning under credit system, in which the subjective factors have stronger impacts than the objective ones The thesis has proposed and experimented the measures to impact the interactions between students and students in learning under credit system Experimental results show that the measures are feasible, able to improve the cooperation between students and students in learning, contributing to enhance the learning outcomes of the students
6 The theoretical and practical significance of the thesis
Research results of the thesis contribute to supplementing, developing, enriching the theory and practice of university pedagogical psychology, which is the basis for improving the way of cooperative interactions in learning under credit system, helping to improve student learning outcomes
The thesis is the useful reference for people related to teaching, organizing and managing students in learning under credit system as well as direct lecturers, academic advisors, specialist of Training Department, Student Association, and
Ho Chi Minh Youth Union
7 The structure of the thesis
In addition to the introduction, conclusions and recommendations, the thesis has 4 chapters, references and appendices
Trang 8OVERVIEW OF RESEARCH WORKS RELATED TO COOPERATIVE INTERACTIONS BETWEEN STUDENTS WITH STUDENTS IN
LEARNING 1.1 Overseas studies
Overseas, the cooperative interactions between learners and learners are studied extensively at all levels of the primary school, junior and secondary high school, college and university At the university level, these studies can be divided into two directions:
- Research direction on the impacts of the cooperative interactions on learning outcomes includes the authors such as Johnson & Johnson (1970 to 2014), Jung L
et al (2002), Kaufman D, Sutton E., & Durn, K (1997), King, A (2002), McKeachei, W, et al (1986), Astin (1993), Loewen, S., & Sato, M (2018), Philp et
al (2014), Buchs, C., Butera, F., & Mugny, G (2004), Slavin (1982), …From theoretical, empirical, practical studies, these authors have proved that cooperative interactions positively influence on students' academic achievements and their psychological lives
- The research direction of the structure of cooperative interactions includes the authors such as Morton Deutsch (1949a, 1949b), Johnson & Johnson (from 80 to 2014), Kagan, S (1994), Kaufman, D et al (1997), Cuseo, J (1992), Oyarzun, B and colleagues (2018), Weeb, NM & Mastergeorge, A (2003), The authors have proposed many different structures to suit each subject, group sizes, learning purpose and learning ability of team members The biggest common point of structures is the meeting of 3 elements: positive interdependence, personal responsibility, and direct interactions
1.2 Domestic research studies
In the country, the cooperative interactions are studied extensively in terms
of education That is the application of active teaching methods to increase the
Trang 9positivity of students of Nguyen Thi Thu Cuc (2008), Nguyen Thi Huong (2002), Nguyen Thi Thanh Hang (2010); the studies applied cooperative learning forms to specific subjects, a specific object including Dao Quoc Tri (2003), Pham Quang Tiep (2013), Ta Quang Tuan (2010) the studies on interactive skills including Nguyen Thi Thuy Hanh (2012), Nguyen Mai Huong (2015), Nguyen Thi Quynh Phuong (2012) In addition, the authors studying active teaching and learning methods mentioned the structure of collaborative learning, cooperative interactions in learning including Phan Trong Ngo, Dang Thanh Hung, and Nguyen Thi Huong However, most of these studies are on the application of cooperative interactions in the field of education, pedagogy, but there have not any studies on the structure of the cooperative interactions under the psychological perspective
In short, research on the interactions in learning in terms of education and psychology is quite rich both at domestic and abroad, and many things can be inherited However, the research on cooperative interactions between students and students in learning under credit system hasn’t been studied yet
Trang 10THEORETICAL BACKGROUNDS ON THE COOPERATIVE
INTERACTIONS BETWEEN STUDENTS AND STUDENTS IN
LEARNING UNDER CREDIT SYSTEM
There are many different viewpoints about interactions However, the biggest common viewpoint among them is: the interaction is the process of mutual interaction between things and phenomena in a certain relationship In the relationship between people, the interaction is defined as the interaction between one person and another/others with different relationships, with different purposes People have many ways of different interactions
There are two types of interactions between learners and learners in learning: cooperative interaction and competitive interaction The cooperative
interaction is investigated in this thesis, and defined as follows: Cooperative
interaction is the interaction between subjects in the direction of help, coordination each other to achieve common goals and mutual benefits
Cooperative interactions have five main characteristics: positive interdependence, frequent direct interaction, personal responsibility, team interaction skills, and group processing Therefore, the concept of the cooperative
interaction in learning is defined: Cooperative interaction in learning is a positive
interdependent interplay, direct interactive implementation in a regular way, with collaborative skills, responsibility and evaluation, and drawing experiences between learners aiming at implement learning tasks
In Vietnam universities, students are learning under the credit system - the training method which is characterized by promoting autonomy, independence and
cooperation Therefore, learning under credit system is defined: Learning under
the credit system by students is an autonomy activity, cooperation in learning activities to accumulate enough credits, complete the study program for future
Trang 11careers Therein, there are three typical learning activities for the credit-based
system chosen to study: construction activities of personal timetable, registration
of individual online timetables and self-study in groups outside of class time
Based on the characteristics of cooperative interaction, student characteristics, characteristics of the credit system and the concept of credit-based
learning, the concept of tools is defined: Cooperative interaction between students
with students in learning under the credit system is positively interdependent, implementing interactions directly and regularly with responsibility and assessing, drawing experiences between students and students in the credit-based learning activities at the university to complete the future career program
This concept is manipulated by the following contents: Cooperative interactions of students in building personal timetable; in registration of online personal timetable; and in self-study in groups outside of the class time
Interactions between students and students in credit-based learning is influenced by many factors, in which the element need of the interactions with classmates in learning, collaborative learning skills, the impacts of the teachers, the academic advisors and the learning environments are reviewed and investigated
Trang 12RESEARCH ORGANIZATION AND METHODS 3.1 Research organization
The thesis is carried out from May 2015 to February 2018
- From May to December 2015: Developing the research proposal
- From January 2016 to August 2016: Collecting the relevant theoretical materials, building the theoretical foundations, designing the research tools
- From September 2016 to September 2017: Conducting a survey on the status of collaborative learning by students, processing the data, analyzing the status and factors impacting the cooperative interactions in learning of students, conducting in-depth interviews, observing and conducting empirical on the factors impacting the cooperative interactions in student learning, and writing the report
- From October 2017 to May 2018: Editing the thesis and defending the thesis at the institutional Council
3.2 Contents and research methods
3.2.2 Questionnaire survey
- Surveying on the status of the cooperative interactions between students and students in learning under credit system in Ho Chi Minh City universities and the influencing factors
3.2.3 In-depth interview method
- Collecting, supplementing and clarifying the information obtained from the reality survey via questionnaires
Trang 13- Citing, explaining the causes of the problems investigated in the quantitative methods
3.2.4 Observation method
- Checking, consolidating and supplementing the collected information on the cooperative interactions between students and students in learning under credit system
3.2.5 Experimental method
- Conducting experimental study on the impact measures to verify the practical value as the basis for proposing measures to impact the cooperative interactions between students and students in learning under credit system to improve interactive efficiency, enhance student learning outcomes
3.2.6 Methods of data processing using mathematical statistics
- The survey data of the thesis is handled by the software SPSS for Win, Version
17 From the quantitative results, it is possible to draw scientific and accurate conclusions in accordance with the research purposes of the thesis
3.3 Evaluation criteria and scale:
- We use the dynamics and excitement as two manifestations of positivity as the evaluation criteria
- The scale used is the Likert scale with 3 levels in both the criteria: always, sometimes, and never
- Rating scale: the combining 2 criteria into the evaluation scale with 3 levels: High, medium and low
Trang 14PRACTICAL RESEARCH RESULTS ON THE COOPERATIVE
INTERACTIONS BETWEEN STUDENTS WITH STUDENTS IN
LEARNING UNDER CREDIT SYSTEM IN HO CHI MINH CITY
UNIVERSITIES 4.1 The status of the cooperative interactions between students and students
in learning under credit system in Ho Chi Minh City universities
4.1.1 Overall assessment of the status of cooperative interactions between students and students in learning under credit system
Credit-based learning is a training method that allows learners to participate
in all training processes from learning planning to examining and evaluating their learning outcomes This requires students not only to be proactive and flexible, but also to have a full understanding of themselves, training programs and personality
of teachers to make the most appropriate decisions Therefore, students must actively consult their friends, share information and documents each other as well
as support each other in all learning activities
Table 4.1 The general status of the cooperative interactions between students and students in learning under credit system
N 0 Content Mean SD Ranking
1 Cooperative interactions in building
personal timetable
1.97 0.38 2
2 Cooperative interactions in registering
online personal timetable
1.91 0.31 3
3 Cooperative interactions in self-study
group outside of the class time
2.10 0.38 1
Cooperative interactions between
students and students in learning under
the credit system
2.00 0.31