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VI.8Do you think the final mark/grade reflects students’achievement in this subject? 0.085 IndependentVI.9 Do you often argue with lecturers for grades? 0.002 Dependent 0.120VI.10Do you like to work with students from the samebackground as you in assignments? 0.265 IndependentVI.11Have you taken part in any university and communityactivities that are not fully related to your course? 0.307 IndependentVII. OtherVII.1.1What are the main study difficulties you encounteredat university? In my 1st Year 0 Dependent 0.356VII.1.2VII.2What are the main study difficulties you encounteredat university? In my 2nd/ 3rd /4th Year 0 Dependent 0.273Do you feel any culture shock which influences yourstudy? 0 Dependent 0.3084.2.3 Correlation analysis for IT studentsThe summarised output results of the correlation analysis on responses from allstudents who were majoring in IT are shown in Table 61 below. In this table,questions with test results that yielded a p-value of 0.05 or below are deemedsignificant and are marked as “dependent”, which means the responses to thesequestions from the two categories (local and international students) weresignificantly different in pattern. These results will be further explained in section 6“Findings”.Table 61 Correlation analysis results of IT studentsQuestionQuestions P-value Note PhiNoII Teaching contents and textbooksII.1II.2Which of the following best describes the textbooks you areusing (and have used) in your study?In what proportion of current and past subjects studied doyou use a textbook?0.078 Independent0.261 IndependentII.3 If you chose D in question 2, what is the main reason? 0.095 IndependentII.4 What difficulties do you have reading your textbooks? 0 Dependent 0.392II.5 On average, what do you read in your textbooks? 0 Dependent 0.282II.6.A Textbooks you prefer: emphasise theories 0.29 IndependentII.6.B Textbooks you prefer: introduce novel ideas 0.25 IndependentII.6.C Textbooks you prefer: encourage students to think 0.099 IndependentII.6.DTextbooks you prefer: give many examples to help withexercises and assignments0.364 Independent57
II.6.EII.6.FII.6.GTextbooks you prefer: provide up-to-date knowledge andtechniquesTextbooks you prefer: provide many case studies to helpunderstand applications/techniques/skillsTextbooks you prefer: combine theory with practice andapplications0.071 Independent0.729 Independent0.79 IndependentII.7 Do you use any reference books written in other languages? 0 Dependent 0.248II.8 Are you satisfied with the textbooks you have used? 0.209 IndependentII.9 How often do you read your lecture notes? 0.174 IndependentII.10you use other reference materials (books or other materialssuch as those from the Internet)?III Teaching and learning methodsIII.1Do you feel that the teaching methods in your currentsubjects are suitable?0.044 Dependent 0.1670.033 Dependent 0.173III.2 If you selected C in Question 1, please give your reasons 0.105 IndependentIII.3.AIII.3.BIII.3.CIII.3.DIII.4.APreferred teaching methods? Face-to-face lectures andstudents taking notesPreferred teaching methods? Case studies, class discussionsand interaction between lecturers and studentsPreferred teaching methods? Self-learning based withlecturers’ supervisionPreferred teaching methods? Fewer lectures and more labsand tutorials.How can this help in learning and future development: Eachconcept has one definition only so there is no confusion0.739 Independent0.678 Independent0.907 Independent0.847 Independent0.697 IndependentIII.4.BHow can this help in learning and future development: Fewerclass questions from students so lecturers have more time totalk0 Dependent 0.089III.4.CIII.4.DIII.4.EIII.4.FIII.4.GIII.5How can this help in learning and future development: Fewergroup assignments and more individual assignmentsHow can this help in learning and future development: Fewerstudent presentations and more lecturesHow can this help in learning and future development:Lecturers arrange assignment groups rather than studentsHow can this help in learning and future development:Working in groups with local studentsHow can this help in learning and future development:Working in groups with international studentsWhat are the main differences between teaching methodshere and teaching methods in your previous education0.161 Independent0.52 Independent0.008 Dependent 0.2190.281 Independent0 Dependent 0.4620 Dependent 0.307III.6 Do you like lecturers to ask questions in class? 0.001 Dependent 0.25III.7What are you most concerned about when evaluating asubject?0.088 IndependentIII.8 In general, do you prefer 0.662 IndependentIII.9In general, how satisfied are you with the teaching methodsin your current subjects?0.001 Dependent 0.26358
Page 1 and 2:
Strategies and Approaches toTeachin
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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 and 48: a chi-square test to determine whet
Page 49 and 50: Significance Level (α= 0.05)Hypoth
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: III.7What are you most concerned ab
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
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CrosstabDo you have anyEnglish lang
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Page 113 and 114:
CrosstabAre you confidentabout your
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Page 117 and 118:
CrosstabWhat are the mainstudy diff
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Pearson Chi-SquareLikelihood RatioN
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ead lecture notes.2. Regarding the
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II.9 0.022 0.097 0.174 0.02 0.135II
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From Table 65, we can see that ther
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countries peoples. Personally, I fi
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perceived by them as something insi
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7. Arrange peer groups for those st
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covered (or not covered well) in th
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13. Ask assistance from internation
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11) • Weekly groupcase studies an
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8 Guideline for International Stude
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life. However, it is very important
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There are ways of maintaining focus
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Expect to be nervous initially and
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Avoid cheating and plagiarismAustra
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9 Disciplinary and interdisciplinar
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10 Results communication, publicati
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Visiting Professor Javier Montero f
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11 ReferencesAsmar C. (1999), Schol
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