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VI.7VI.8Do you doubt the correctness of your opinion when itis different from your lecturers’? 0.05 Dependent 0.121Do you think the final mark/grade reflects students’achievement in this subject? 0.15 IndependentVI.9 Do you often argue with lecturers for grades? 0.037 Dependent 0.127VI.10Do you like to work with students from the samebackground as you in assignments? 0.406 IndependentVI.11Have you taken part in any university and communityactivities that are not fully related to your course? 0.394 IndependentVII. OtherVII.1.1What are the main study difficulties you encounteredat university? In my 1st Year 0 Dependent 0.374VII.1.2VII.2What are the main study difficulties you encounteredat university? In my 2nd/ 3rd /4th Year 0 Dependent 0.265Do you feel any culture shock which influences yourDo you feel any culture shock which influences yourstudy?0 Dependent 0.34.3 Open question analysisThis questionnaire has a set of open questions (in Section VII) regarding the mainstudy difficulties international students encountered at university in different years.For example, how does culture shock influence students’ study and giving examples?What are the main differences in teaching and learning between the universities inthe home country and the university at which they are studying? Do they have anydifficulties and frustrations because of cross-cultural problems? In total,179undergraduate and 204 postgraduate international students from the five universitiesanswered these questions. Data obtained have been analysed by using keywordbaseddata classification methods. The main steps include scheme reading the data,classifying the data, making a summary, generating findings and suggestions. Theresults are combined with statistics-based data analysis. As there are some obviousdifferences between undergraduate and postgraduate students in these openquestions, we will discuss their answers individually.4.3.1 Undergraduate data analysis1) Main difference between the universities in their home countries and theuniversities in AustraliaWithin the 179 undergraduate students’ comments, 52.475% indicated that the maindifference between the universities in their home country and the universities inAustralia is teaching method. For example, one student from China who studied atthe University of Sydney, states that “teaching methods in China are more emphasison results while in Australia value the process a lot”. At Edith Cowan University, 9comments (8.49% of 106 comments from 5 different universities) said that the maindifference is the teaching method, while at Curtin University 47 comments (44.34%)observed the same thing, followed by Southern Cross University, University ofSydney, and University of Technology Sydney with 11 comments (10.38%), 28comments (26.42%), and 11 comments (10.38%) respectively. Figure 4.1 shows the63
distribution of these comments across the five universities.Figure 4.1 Main differences in Teaching Methods indicated by students from the fiveuniversitiesThe second main difference which undergraduate students cited is the environment(13.37%), including study and living environments.The third difference students identified is that the social communication in Australiais very different from that of their home countries. This can be seen from the 23comments (11.39%) made by undergraduate students.The price of textbooks and how to understand the contents of textbooks were alsonoted as a main difference (21 comments (10.40%) from five different universities).One student from Curtin University claims that he/she needs more time tounderstand textbook content because the language is English.There are three other aspects that students perceived as main differences:assignment methods (12 comments (5.94%) from 202 comments), universityregulation (11 comments (5.45%) from 202 comments), and cross-cultural issues (2comments (1%) from 202 comments). For example, one student from the Universityof Sydney argues that the assignments are more challenging in Australia. Regardinguniversity regulation, a student from Edith Cowan University states that “in China,one semester has more than 16 weeks and more than 6 courses (subjects)”.Figures 4.2 to 4.6 show the distribution of countries for these identified issues in thefive universities.64
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
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The identification information sect
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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 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: III.6 Do you like lecturers to ask
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: CrosstabDo you have anyEnglish lang
Page 113 and 114: CrosstabAre you confidentabout your
Page 115 and 116:
CrosstabDo you have anyEnglish lang
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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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