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The column label “p-value” indicates the p-values of the chi-square test indetermining whether there is an association between the response pattern and theclassification of students (Australian and international). For those questionsreturning a p-value less than or equal to 0.05, the column “Phi & Cramer’s V”indicates the strength of the association, and values that are 0.3 or higher arehighlighted.As we can see from Table 64, the outcomes of the three groups of students are verysimilar with three exceptions, which are: 1) there is a significant difference betweenthe two categories of students (Australian and international) amongst the Businessstudents in response to question III.2; 2) there is a significant difference between thetwo categories of IT students in response to question IV.1; and 3) while there is asignificant difference between the two categories of students amongst overall andBusiness students in response to question V.2, that was not the case with ITstudents. We shall examine these in more detail below.1) Reasons for feeling that the teaching methods of current subjects were notsuitableQuestion:III.2. If you select C in Question 1, please give your reasons:A. It is too different from the teaching methods in my previous educationB. It is difficult to accept the teaching methods due to my language issuesC. I don’t like these teaching methodsD. Others, please indicate _________________The related question 1 is:III.1. Do you feel that the teaching methods in your current subjects are suitable?A. Very suitableB. Not suitable at the beginning but now they are fineC. Not suitable for meD. Others, please indicate: ___________________________Correlation analyses performed on the three sets of data show that there is nosignificant difference between Australian and international students amongst overallstudents and IT students, which was not the case with Business students where aweak-moderate association was revealed (Phi & Cramer’s V of 0.335).Table 65 below shows the distribution of responses amongst the three sets of data:Table 65. Distribution of responses to question III.2 from overall students, ITstudents and Business students:Overall Students IT Students Business StudentsAust Intl Total Aust Intl Total Aust Intl Totaldifferent 10.5% 27.8% 21.1% 9.5% 39.1% 25% 12.9% 25% 20.3%difficult 10.5% 18.9% 15.6% 14.3% 17.4% 15.9% 9.7% 20.8% 16.5%don’t 43.9% 35.6% 38.8% 38.1% 26.1% 31.8% 45.2% 45.8% 45.6%likeothers 35.1% 17.8% 24.5% 38.1% 17.4% 27.3% 32.3% 8.3% 17.7%100% 100% 100% 100% 100% 100% 100% 100% 100%Count 57 90 147 21 23 44 31 48 79123
From Table 65, we can see that there is some difference in the distribution pattern ofresponses between Australian and international students of each set of data.However, it is obvious that those amongst Business students were more radical. Itis true that amongst Business students, the main reason both Australian andinternational students gave for why they think the teaching methods in their currentsubjects were not suitable for them was because they didn’t like them. However,25% of international students stated that the teaching methods were different fromthe teaching methods in their previous education, and over 20% of the internationalstudents also felt that the teaching methods were difficult to accept due to theirlanguage. Australian students, on the other hand, did not have the same issues andchose “others” as their second main reason.2) Experience with credit-point systemsQuestion:IV.1. Do you have any experience with credit-point systems in your previouseducation?A. YesB. Some experienceC. Very littleD. Not at allCorrelation analyses performed on the three sets of data show that there is someassociation between the response pattern and the categories (Australian andinternational) of students from all three sets of data. However, the statistics from theIT student data group appeared to be strongest (Phi & Cramer’s V of 0.310). Table66 shows a summary of responses distribution amongst the three sets of data forquestion IV.1.Table 66. Distribution of responses to question IV.1 from overall students, ITstudents and Business students::Overall Students IT Students Business StudentsAust Intl Total Aust Intl Total Aust Intl TotalYes 15.0% 38.1% 29.4% 18.0% 47.4% 37.3% 13.3% 31.1% 24.0%Some 14.7% 19.1% 17.4% 17.0% 16.7% 16.8% 15.2% 20.5% 18.4%experienceVery little 16.0% 14.3% 15.0% 8.0% 6.3% 6.8% 19.9% 19.9% 19.9%Not at all 54.3% 28.5% 38.2% 57.0% 29.7% 39.0% 51.7% 28.6% 37.7%Total 100% 100% 100% 100% 100% 100% 100% 100% 100%Count 381 635 1016 100 192 292 211 322 533From Table 66, we can see that in comparison to the other two sets of data, the ITstudents group has the highest proportion of international students (over 47%) whohad experience of credit-point systems in their previous education, compared to only18% of Australian students in the same group who said the same. Similarly, the ITstudents group also has the highest proportion of Australian students (57%) who didnot have any experience with credit-point systems in their previous education. Theproportion of international students in this group who did not have any experiencewas only about 1% above the same in the other two sets of data.3) English language-related difficulties in understanding lecturesQuestion:V.2. Do you have any English language-related difficulties in understanding124
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Strategies and Approaches toTeachin
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Table of Contents0 EXECUTIVE SUMMAR
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0 Executive SummaryAustralian terti
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1 Project OutcomesThe outcomes of t
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The identification information sect
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questions aim to discover their ass
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3.2 Literature reviewCross-cultural
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4 Survey Data AnalysisThis section
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Total Count 380 632 1012Percentage
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2 Count 12 30 42Percentage 3.1% 4.7
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Table 13 shows that nearly all loca
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methods are good, while less than h
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Preferredfewerlectures andmore labs
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Table 26 (Question III.4.D) Preferr
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Maindifferencesbetweenteachingmetho
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Table 33 shows that about half of l
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Table 38 (Question IV.4) Sufficient
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understanding lectures?Table 42 (Qu
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confident Count 301 179 480Percenta
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Table 49 (Question VI.4) Caring abo
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Table 52 shows that more local stud
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Table 56 shows that both local and
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a chi-square test to determine whet
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Significance Level (α= 0.05)Hypoth
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presentations are unrelated (Indepe
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Hypotheses V.2H0: Student category
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encountered at university in 2/3/4
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III.7What are you most concerned ab
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II.6.EII.6.FII.6.GTextbooks you pre
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VII. OtherVII.1.1VII.1.2What are th
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III.6 Do you like lecturers to ask
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distribution of these comments acro
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Figure 4.5 University of Sydney und
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Australia is the environment (11.06
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example, one student said that home
Page 73 and 74: 5 Interview Data AnalysisThis secti
Page 75 and 76: class?Eight students thought studen
Page 77 and 78: (1) Did you have any difficulty sel
Page 79 and 80: 5.2 Staff interview data analysisA
Page 81 and 82: (2) Do you think that the methods y
Page 83 and 84: is the biggest problem”. One lect
Page 85 and 86: comments was, “No, I send them to
Page 87 and 88: lecturer, and one of them like the
Page 89 and 90: am a shy person I am not comfortabl
Page 91 and 92: When they have difficulties in read
Page 93 and 94: (7) Have you been involved in many
Page 95 and 96: Only two of the graduates had diffi
Page 97 and 98: Furthermore, I was not familiar wit
Page 99 and 100: ased communication style such as e-
Page 101 and 102: CrosstabDifficultieswhenreadingtext
Page 103 and 104: CrosstabPreferred workingin groups
Page 105 and 106: CrosstabMain differencesbetween tea
Page 107 and 108: CrosstabWhat are the maindifficulti
Page 109 and 110: CrosstabDo you have anyEnglish lang
Page 113 and 114: CrosstabAre you confidentabout your
Page 117 and 118: CrosstabWhat are the mainstudy diff
Page 119 and 120: Pearson Chi-SquareLikelihood RatioN
Page 121 and 122: ead lecture notes.2. Regarding the
Page 123: II.9 0.022 0.097 0.174 0.02 0.135II
Page 127 and 128: countries peoples. Personally, I fi
Page 129 and 130: perceived by them as something insi
Page 131 and 132: 7. Arrange peer groups for those st
Page 133 and 134: covered (or not covered well) in th
Page 135 and 136: 13. Ask assistance from internation
Page 137 and 138: 11) • Weekly groupcase studies an
Page 139 and 140: 8 Guideline for International Stude
Page 141 and 142: life. However, it is very important
Page 143 and 144: There are ways of maintaining focus
Page 145 and 146: Expect to be nervous initially and
Page 147 and 148: Avoid cheating and plagiarismAustra
Page 149 and 150: 9 Disciplinary and interdisciplinar
Page 151 and 152: 10 Results communication, publicati
Page 153 and 154: Visiting Professor Javier Montero f
Page 155 and 156: 11 ReferencesAsmar C. (1999), Schol
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