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Ha: Student category (local or international) and attitude toward textbookSignificance Level (α= 0.05)Hypothesis II.2H0: Student category (local or international) and textbook usage rate in learning areunrelated (Independent).Ha: Student category (local or international) and textbook usage rate in learning arerelated (Dependent).Significance Level (α= 0.05)Hypothesis II.3H0: Student category (local or international) and low textbook usage rate in learningare unrelated (Independent).Ha: Student category (local or international) and low textbook usage rate in learningare related (Dependent).Significance Level (α= 0.05)Hypothesis II.4H0: Student category (local or international) and whether or not students havedifficulties reading textbooks are unrelated (Independent).Ha: Student category (local or international) and whether or not students havedifficulties reading textbooks are related (Dependent).Significance Level (α= 0.05)Hypothesis II.5H0: Student category (local or international) and textbook reading style is unrelated(Independent).Ha: Student category (local or international) and textbook reading style is related(Dependent).Significance Level (α= 0.05)Hypothesis II.6.AH0: Student category (local or international) and whether or not textbook shouldemphasise theories are unrelated (Independent).Ha: Student category (local or international) and whether or not textbook shouldemphasise theories are related (Dependent).Significance Level (α= 0.05)Hypothesis II.6.BH0: Student category (local or international) and whether or not textbook shouldintroduce novel ideas are unrelated (Independent).Ha: Student category (local or international) and whether or not textbook shouldintroduce novel ideas are related (Dependent).Significance Level (α= 0.05)Hypothesis II.6.CH0: Student category (local or international) and whether or not textbook shouldencourage students to think are unrelated (Independent).Ha: Student category (local or international) and whether or not textbook shouldencourage students to think are related (Dependent).Significance Level (α= 0.05)Hypotheses II.6.DH0: Student category (local or international) and whether or not textbook should givemany examples are unrelated (Independent).Ha: Student category (local or international) and whether or not textbook should givemany examples are related (Dependent).47
Significance Level (α= 0.05)Hypotheses II.6.EH0: Student category (local or international) and whether or not textbook shouldprovide up-to-date knowledge are unrelated (Independent).Ha: Student category (local or international) and whether or not textbook shouldprovide up-to-date knowledge are related (Dependent).Significance Level (α= 0.05)Hypotheses II.6.FH0: Student category (local or international) and whether or not textbook shouldprovide many case studies are unrelated (Independent).Ha: Student category (local or international) and whether or not textbook shouldprovide many case studies are related (Dependent).Significance Level (α= 0.05)Hypotheses II.6.GH0: Student category (local or international) and whether or not textbook shouldcombine theory with practice and applications are unrelated (Independent).Ha: Student category (local or international) and whether or not textbook shouldcombine theory with practice and applications are related (Dependent).Significance Level (α= 0.05)Hypotheses II.7H0: Student category (local or international) and whether or not students usereference books written in other languages are unrelated (Independent).Ha: Student category (local or international) and whether or not students usereference books written In other languages are related (Dependent).Significance Level (α= 0.05)Hypotheses II.8H0: Student category (local or international) and whether or not students are satisfiedwith the textbook are unrelated (Independent).Ha: Student category (local or international) and whether or not students aresatisfied with the textbook are related (Dependent).Significance Level (α= 0.05)Hypotheses II.9H0: Student category (local or international) and how often students read lecturenotes are unrelated (Independent).Ha: Student category (local or international) and how often students read lecturenotes are related (Dependent).Significance Level (α= 0.05)Hypotheses II.10H0: Student category (local or international) and whether or not they use otherreference materials are unrelated (Independent).Ha: Student category (local or international) and whether or not they use otherreference materials are related (Dependent).Significance Level (α= 0.05)Hypotheses III.1H0: Student category (local or international) and whether or not the teaching methodis suitable are unrelated (Independent).Ha: Student category (local or international) and whether or not the teaching methodis suitable are related (Dependent).Significance Level (α= 0.05)48
Page 1 and 2: Strategies and Approaches toTeachin
Page 3 and 4: Table of Contents0 EXECUTIVE SUMMAR
Page 5: 0 Executive SummaryAustralian terti
Page 8 and 9: 1 Project OutcomesThe outcomes of t
Page 10 and 11: The identification information sect
Page 12: questions aim to discover their ass
Page 15 and 16: 3.2 Literature reviewCross-cultural
Page 17 and 18: 4 Survey Data AnalysisThis section
Page 19 and 20: Total Count 380 632 1012Percentage
Page 21 and 22: 2 Count 12 30 42Percentage 3.1% 4.7
Page 23 and 24: Table 13 shows that nearly all loca
Page 25 and 26: methods are good, while less than h
Page 27 and 28: Preferredfewerlectures andmore labs
Page 29 and 30: Table 26 (Question III.4.D) Preferr
Page 31 and 32: Maindifferencesbetweenteachingmetho
Page 33 and 34: Table 33 shows that about half of l
Page 35 and 36: Table 38 (Question IV.4) Sufficient
Page 37 and 38: understanding lectures?Table 42 (Qu
Page 39 and 40: confident Count 301 179 480Percenta
Page 41 and 42: Table 49 (Question VI.4) Caring abo
Page 43 and 44: Table 52 shows that more local stud
Page 45 and 46: Table 56 shows that both local and
Page 47: a chi-square test to determine whet
Page 51 and 52: presentations are unrelated (Indepe
Page 53 and 54: Hypotheses V.2H0: Student category
Page 55 and 56: encountered at university in 2/3/4
Page 57 and 58: III.7What are you most concerned ab
Page 59 and 60: II.6.EII.6.FII.6.GTextbooks you pre
Page 61 and 62: VII. OtherVII.1.1VII.1.2What are th
Page 63 and 64: III.6 Do you like lecturers to ask
Page 65 and 66: distribution of these comments acro
Page 67 and 68: Figure 4.5 University of Sydney und
Page 69 and 70: Australia is the environment (11.06
Page 71 and 72: 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 111 and 112:
Page 113 and 114:
CrosstabAre you confidentabout your
Page 115 and 116:
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 and 124:
II.9 0.022 0.097 0.174 0.02 0.135II
Page 125 and 126:
From Table 65, we can see that ther
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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