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Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Beil & Howell Informauon C om p an y 3 0 0 North Z e e b R oad. Ann Arbor, Ml 4 8 1 0 6 -1 3 4 6 USA 3 1 3 /7 6 1 -4 7 0 0 8 0 0 /5 2 1 -0 6 0 0 Order Number 9208863 A djustm ent difficulties and self-concept o f academ ic ability o f E ast A frican and Far E astern students atten d in g selected universities in the sta te o f M ichigan: A com parative study Wavomba, Patrick Tali, Ph.D. Michigan State University, 1991 UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 ADJUSTMENT DIFFICULTIES AND SELF-CONCEPT OF ACADEMIC ABILITY OF EAST AFRICAN AND EAR EASTERN STUDENTS ATTENDING SELECTED UNIVERSITIES IN THE STATE OF MICHIGAN: A COMPARATIVE STUDY By Patrick Tali Wavomba A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Teacher Education 1991 ABSTRACT ADJUSTMENT DIFFICULTIES AND SELF-CONCEPT OF ACADEMIC ABILITY OF EAST AFRICAN AND EAR EASTERN STUDENTS ATTENDING SELECTED UNIVERSITIES IN THE STATE OF MICHIGAN: A COMPARATIVE STUDY By Patrick Tali Wavomba The purpose of this study was to investigate and compare adjustment difficulties and self-concept of academic ability of East African and Far Eastern students attending selected universities in the state of Michigan. The study was to determine the student's background demographic characteristics# identify sane of the difficulties foreign students encounter pertinent to their academic life/experience on Michigan university canpuses, see how these adjustment difficulties relate to certain demographic characteristics of the students, determine how students' self-concept of academic ability relates to certain demo­ graphics and identify factors related to students' high or lew concept of academic ability. Survey methods using questionnaires were employed in collecting data for this study. Two hundred questionnaires were distributed to a representative sample of both East African and Far Eastern students attending three selected Michigan universities: Andrews University, Western Michigan University and Michigan State University. were usable. One hundred thirty five of the returned questionnaires Statistical methods which were enplcyed to analyze data were descriptive statistics that included frequencies and percentages, Chi-square tests of statistical significance/ means, standard deviations and analysis of variance. The analysis of data revealed the following results: 1. There were statistically significant relationships between perceptions of (a) adjustment difficulties (level of academic competition, command of English language, interaction with staff and faculty, fair treatment in assistantships) and age group, (b) academic ability (ability to complete college, completion of advanced degree) and age group. 2. There were statistically significant relationships between perceptions of (a) adjustment difficulties (level of academic competition, ranking by academic instructors, command of English language, interaction with students, interaction with staff and faculty, fair treatment in assistantships) and place of origin, (b) academic ability (school ability compared with clasanates, ability to complete college, class rank in college, completion of advanced degree, self opinion of work) and place of origin. 3. The Chi-square results revealed that there were statistically significant relationships between perceptions of adjustment difficulties (ranking fcy academic instructors, interaction with students) and area of study. 4. It was noted that there were statistically significant relationships between perceptions of academic ability and gender of respondents. 5. Statistically significant differences in certain respondents' demographic characteristics and self-concept of academic ability were observed. DEDICATION This dissertation is dedicated with love to: My parents# the late Mr. Wavomba Imbusi and Mrs. Ruth Bunyiwa Wavanba for their unmeasurable parental patience/ care/ wisdom and love that were given to me. Their loving instructions and humble living example instilled in me the importance of education and the value of life as a whole. To them I owe my deepest gratitude/ love and honor. My wife/ Selina Maraka Wavanba for her constant love/ under­ standing, courage and patience, standing by me when life was at its worst during the time of this study. Her spirit of determination and hard work has been a living example for me, to the children and to other mothers young and old. She has not only been a wife to me, but a counselor, partner and closest friend. With her, ny love, happiness, sorrows will always be shared. My children. Rose, Gad, Eunice and Eric for their understanding and willingness to accept difficult times when they were as though they had no father to be close because of the time taken for the preparation of this study. Their moral support, financial support, courage and love extended to their father were beyond what children normally give to a father. To them ny parental love will always be theirs, whether in happiness or in sorrow. iv My brothers and sisters, for their love and understanding though many years kept us far apart because of the education they wanted me to have. v ACKNCWLEDGEMENTS All praise and thanks are given to ny Lord and Saviour Jesus Christ for His love, divine providence, direction and sustenance throughout ny life. I thank Him for all teachers, friends and colleagues who provided help, support and encouragement. I am indebted to all who made it possible to bring this study to completion. I wish to extend ny sincere, warm, heartfelt appreciation to the following: To ny doctoral committee members: Dr. Kenneth Neff, dissertation director and Chairman, Dr. Blackman, Dr. NOnamaker, Dr. Bohnhorst for their wisdom, insights and unmeasurable time of assistance and guidance before and during the time of this study. I wish to express ny appreciation to Dr. B. Lall who stood for me when I sought admission to Michigan State University and who has been a close friend and counselor to me from the time I was his student until I finished this dissertation. I want to express ny love and appreciation to Dr. W. Trickett who has been a dear friend and a father not only to me and iry family while staying in Berrien Springs, but to the rest of the international students at Andrews University. vi Sister Bonnie Beres, the patient and loving first-class typist who agreed to stay on with me and was willing to go the second mile whenever I needed her until this dissertation was completed. To my friends and colleagues whose friendship and encouragement added to the success of this work. Dr. James Bolo Otieno was a close and a true friend, a critical thinker, a learner, a fellcw Christian. His unmeasurable patience and warm and meaningful insights provided scholarly support that I needed to put the material of this project together. Mr. Kisembo Bakaka for his wisdom, time and willingness to spend many hours with me while analyzing the data for this study. Sister Roselyn for being ready to be there where needed and for the time she spent helping to put together the material of this study for me. John Baleta, who spent most of his time in distributing and collecting questionnaires frcm East African students at Andrews University* Ted Gabon for his assistance when I wanted to collect information from Far Eastern students at Andrews University. Pastor Kim of the Korean Church in Berrien Springs for his willingness to collect data frcm the Korean ccmnunity in Berrien Springs. Dr. Gedion and Sister Carmi of Western Michigan University for helping me to get in touch with students frcm East Africa and the Far East. vii Mr. David Maganda and Isaias Gerisha for making it possible to get in touch with the Eastern Africans at Michigan State University. Mr. and Mrs. Joshua Kigeya for their help in getting in touch with the African Adventist Association at Michigan State University. The African Christian Association at Michigan State University for their prayers and encouragement at the time of collecting data for this study. The Pan African and Eastern African Clubs at Andrews University for their love, friendship, care, brotherly concern and Christian fellowship in our hane. Norsk Bokfolaa. a Christian organization for providing me with a summer job and for making it possible for me to be mature both spiritually and socially. Without their cooperation, understanding, Christian love and friendship this study would not have been done. them I am greatly indebted. To my Lord and Saviour Jesus Christ, for guiding me until this project was accomplished. viii To TABLE OF CONTENTS List of Tables xii CHAPTER I. STATEMENT OF THE PROBLEM................................ 1 Background of the Study ............................... Purpose of the Study ................................... Research Questions ..................................... Importance of the S t u d y ............................... Assumptions ........................................... Delimitations......................................... Definitions of Terms ................................... L i m i t a t i o n s ........................................... Organization of the Study ............................. 1 3 4 4 5 6 6 7 7 II. REVIEW OF RELATED LITERATURE............................ 9 III. African-American Students on Predominantly White Campuses..................................... Foreign Students....................................... African Students................................... Asian Students..................................... Financial Problems ..................................... Communication B a r r i e r ................................. Orientation and Counseling S e r v i c e s ................ Personal Relationships............................. Academic Self-Concept or Self-Concept of Academic A b i li t y................................... Significant O t h e r s ..................................... Conclusion............................................. 18 19 20 M E T H O D O L O G Y ........................................... 22 Population............................................. S a m p l e ................................................. Research Design ....................................... Instrumentation....................................... Confidentiality....................................... Face-to-Face or Telephone Interviews .................... 22 23 24 25 27 27 ix 9 11 13 14 15 15 17 17 IV. V. Pre-testing Questionnaire............................. Collection of D a t a ..................................... Validity and Reliability............................... Procedure for Data A n a l y s i s ........................... T a b l e s ................................................. 29 32 33 34 35 PRESENTATION AND ANALYSIS OF D A T A ...................... 41 Introduction ........................................... Demographic Character istics-Fr equencies and P e r c e n t a g e s ................................... S u m m a r y ............................................... Presentation of Research Findings ...................... Research Question 1 R e s u l t s ............................................... Research Question 1 ............................... Research Question 2 ............................... Research Question 3 ............................... Research Question 4 ............................... 41 43 45 46 46 51 51 52 71 89 SUMMARY, FINDINGS, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS........................ 94 Introduction........................................... S u m m a r y ............................................... Purpose of the S t u d y ................................... Design of the S t u d y ................................... Demographic Characteristics........................... Summary of F i n d i n g s ................................... Findings of the S t u d y ............................. Research Question 1 Research Question 2 ............................... Research Question 3 94 94 94 95 97 98 98 98 99 101 M A M M m U i\coccu.ui !- — wucsljajii * A . . . . . . . . . . . . . . . . . Demographic Characteristics and Self-Concept of Academic A b i l i ty .................... Adjustment Difficulties and Self-Concept of Academic Abi li t y................................... Discussion and Conclusions ............................. Demographic Characteristics and Adjustment Difficulties....................................... High and Low Self-Concept of Academic A b i l i t y .......... East Africa vs. Far E a s t ............................... Recommendations for Further Studies .................... Personal Reflections on the S t u d y ...................... Level of academic co m p e t i t i o n...................... Ranking by academic i n s t r u c to rs .................... Command of English l a n g u a g e ........................ Interaction with students ......................... x 1 i*i -*j lUz 104 105 105 105 106 108 Ill 112 113 113 114 114 BIBLIOGRAPHY................................................. 116 APPENDICES Background Characteristics and Academic Adjustment DifficultiesSurvey F o r m ................. Michigan State University Self Concept of Academic Ability S c a l e ......................... Preliminary adjustment difficulties interview scale ................................... Letters xi 124 129 131 LIST OF TABLES Table 1 - Number of East African and Far Eastern Students Polled in the Selected Institutions .......... 23 Table 4.0 - Frequencies and Percentages of Selected Demographic Characteristics for East Africa and Far Eastern Students .............................. 43 Table 4.1 - Frequencies and percentages for the perception of Adjustment difficulties for East Africa and Far Easternstudents................... 50 Table 4.2 - Die Chi-square results for the relationship between perceptions of adjustment difficulties and respondents' age g r o u p ............................ 54 Table 4.2.1 - Chi-square of Perceived Level of Academic Competition by Age G r o u p ............................. 55 Table 4.2.2 - Chi-square of Perceived Command of English Language by Age G r o u p ............................... 56 Table 4.2.3 - Chi-square of Perceived Interaction with Staff and Faculty by Age G r o u p ............... 57 Table 4.2.4 - Chi-square of Perceived Fair Treatment in Assistantships by Age G r o u p .......................... 58 Table 4.3 - Hie Chi-square results for the relationship between perceptions of adjustment difficulties and Gender of respondent.............................. 59 Table 4.4 - Hie Chi-square results for the relationship between perceptions of adjustment difficulties and type of i n s t i t u t i o n .............................. 60 Table 4.5 - The Chi-square results for the relationship between perceptions of adjustment difficulties and area of study .................................... 61 Table 4.5.1 - Chi-square of Area of Study by Perceived Ranking of Academic I n s t r u c t o r s ...................... 62 Table 4.5.2 - Chi-square of Area of Study by Perceived Interaction with S t u d e n t s ............................ 63 Table 4.6 - The Chi-square results for the relationship between perceptions of adjustment difficulties and duration in U.S.A.................................. 64 xii Table 4.7 - The Chi-square results for the relationship between perceptions of adjustment difficulties and place of o r i g i n .................................. 65 Table 4.7.1 - Chi-square of Place of Origin by Perceived Level of Academic C o m p e t i t i o n ........................ 66 Table 4.7.2 - Chi-square of Place of Origin by Perceived Ranking of Academic I n s t r u c t o r s ...................... 67 Table 4.7.3 - Chi-square of Place of Origin by Perceived Command of English L a n g u a g e .......................... 68 Table 4.7.4 - Chi-square of Place of Origin by Perceived Interaction with S t u d e n t s ............................ 69 Table 4.7.5 - Chi-square of Place of Origin by Perceived Interaction with Staff and Faculty.................... 70 Table 4.7.6 - Chi-square of Place of Origin by Perceived Fair Treatment in Assistantships...................... 71 Table 4.8 - The Chi-square results for the relationship between perceptions of academic ability and respondents' age g r o u p ................................ 72 Table 4.8.1 - Chi-square of Age Group by Perceived Ability to Complete C o l l e g e .......................... 73 Table 4.8.2 - Chi-square of Perception of Likelihood of Completion of Advanced Degree by Age G r o u p ............................................... 74 Table 4.9 - The Chi-square results for the relationship between perceptions of academic ability and gender of respondent.................................. 75 Table 4.9.1 - Chi-square of Gender by Perceived School Ability Compared with Close F r i e n d s .................. 76 Table 4.9.2 - Chi-square of Perceived Class Rank in College by Gender .................................. 77 Table 4.9.3 - Chi-square of Perceived Likelihood of Completion of Advanced Degree byG e n d e r .............. 78 Table 4.10 - The Chi-square results for the relationship between perceptions of academic ability and type of institution .................................. 79 xiii Table 4.11 - The Chi-square results for the relationship between perceptions of academic ability and area of s t u d y ....................................... 80 Table 4.12 - The Chi-square results for the relationship between perceptions of academic ability and duration in U.S.A..................................... 81 Table 4.13 - The Chi-square results for the relationship between perceptions of academic ability and place of o r i g i n ..................................... 82 Table 4.13.1 - Chi-square of Place of Origin by Perceived School Ability Compared with Class M a t e s .............. 83 Table 4.13.2 - Chi-square of Place of Origin by Perceived Ability to Complete College ......................... 84 Table 4.13.3 - Chi-square of Place of Origin by Perceived Class Bank in C o l l e g e ........... 85 Table 4.13.4 - Chi-square of Place of Origin by Perceived Likelihood of Completion of Advanced Degree .......... 87 Table 4.13.5 - Chi-square of Place of Origin by Self Opinion of W o r k ..................................... 88 Table 4.14 - Analysis of Variance (ANCVA) results for the effect of certain demographic characteristics and self-concept of academic ability.................. 91 Table 4.15 - Analysis of Variance (ANCVA) results for the effects of adjustment difficulties of the self-concept of academic ability...................... 93 xiv CHAPTER I SQHSHEHT OP THE HEBLEM Background of the Stutfr After World War II, year after year, more students from abroad have found their way to colleges and universities in the United States. In 1950-51 there were 29,813 foreign students in the United States, and by 1963 to 1964 the number of foreign students increased up to 74,814 according to the Handbook on International StU(jy_ For.Foreign Nationals (1965, p. 308). UNESCO's statistical report (1982) showed that there were 286,340 foreign students studying in the United States in 1979. This same report further indicates that in spite of the current global economic crisis, foreign student enrollment will continue to increase. Newsweek (1982) predicted that the then number of foreign students studying in the United States colleges and universities would double by the year 1990. Among foreign students enrolled in these campuses are the African and Far Eastern students. Ihe National Guide to Sources Statistical Abstract of the United States (1987) reported that 32,000 African students were attending United States institutions of higher learning in 1987. 1 According to Kabede (1987), African students, those from Eastern African countries in particular, cane to these campuses motivated by various reasons and influences. However, their primary goal, according to Tadao (1965), is to obtain a training they cannot get in their country; then return hone and assist in building their nation. These foreign students bring to these campuses, while on their academic pilgrimage, a wealth of unique educational and cultural experiences which instead of enriching those with whom they come in contact become, instead, the basis of conflict and misunderstanding. According to Cable (1974), the major obstacle impeding the foreign student's adjustment to academic life is the instructor's lack of awareness that they are dealing with a student with unique cultural background, attitudes and needs. In addition, these students have to compete in the field of academia with the American students in their home ground while they have their differences in culture, language, and college atmosphere (Tadao, 1965). Porter (1962) supports the above observations by Cable (1974) and Tadao (1965). Porter (1962) reports the problem areas of a foreign student's academic experience in the United States campuses include the following: personal relationship with students, personal relationship with faculty, hearing negative remarks about personal traits from their home country, cultural background, the classroom not seeing the student's worldview, discrimination because of color, American professors' ignorance of the rudiments of foreign culture, etc. One then wonders how the adjustment difficulties, misunderstandings, and false perceptions affect these students' academic self-concept and ultimately their success. According to KLimes (1977) many of the difficulties which people experience are to a large extent the consequences of faulty perceptions of themselves in relation to the world in which they live. According to Brookover (1962), these students' academic success, in many cases, could be related to their academic self-concept which is a result of their interaction with their peers and teachers in this new academic environment and also the background of their previous experiences which they brought with them. Hence, this current study concerns itself with the problem of adjustment difficulties and academic self-concept of graduate foreign students attending selected universities in Michigan. Such a research effort is timely in light of the fact that few studies of this nature exist. Also many of the educational providers are not aware of the foreign students' adjustment difficulties as related to the impact these difficulties have on the students (Cable, 1974), the nature of problems these students encounter while on the United States college/university campuses, and the ongoing research efforts to understand the academic experiences of foreign students (Barakat, 1988). Purpose of the Stufo The major purpose of this study was to investigate the adjustment difficulties and academic self-concept of East African and Far Eastern graduate students attending selected Michigan universities pertinent to their academic life/experiences. Most specifically, the purpose of the study was: a) to determine the students' background demographic characteristics, b) to identify perceived difficulties foreign students encounter pertinent to their academic life/experience on Michigan university campuses, c) to see how those perceived adjustment difficulties relate to certain demographic characteristics of the students, d) to determine how students' self-concept of academic ability relates to certain demographics, e) to identify factors related to students high or low concept of academic ability. Research Questions: The following areas of inquiry were used to guide this study: 1) What are the major perceived difficulties foreign students attending selected Michigan universities encounter? 2) Hew do these perceived difficulties relate to students' demographic characteristics? 3) Hew do the students' self-concept of academic ability relate to certain demographic characteristics? 4) What are some of the factors that relate to students high or low self-concept of academic ability? Importance of the Study The literature contains little about the adjustment difficulties and academic self-concept of foreign students. It is therefore important to investigate different factors which might be related to perceived adjustment difficulties and academic self-concept of foreign students. Information of this type would be important for the administrators of student services both in the United States and in foreign offices in order to investigate and develop strategies which can improve the services. The study can help both the United States and foreign international student offices conduct their own orientation programs and other relevant services. The study also will provide the counseling centers with information that can help in dealing with special adjustment difficulties of foreign students. The findings of this study may also help East African and Far Eastern foreign students themselves, and their related clubs, in dealing with students' perceived adjustment difficulties and their academic self-concepts. The results of the study may help different sponsoring governments and agencies to plan orientation for the students before they leave in order to familiarize them with the adjustment difficulties they may encounter. Lastly, the study will contribute to existing literature on foreign students in the United States. Assumptions In conducting this study, the following assumptions were made: 1. The students' responses to the questionnaire are accurate and reported truthfully. 2. The survey questionnaires are comprehensive enough to investigate these students' educational experiences and selfconcept of academic ability. 3. The students were aware of their self-concept of academic ability and responded with frankness and honesty. Delimitations As any study, there are confinements in the scope of this study and methodology. (1) The sample of the students surveyed were restricted to selected universities in Michigan and to students enrolled for classes in the fall of 1990. (2) The participants of this study were drawn frcm selected East African and Far Eastern countries for the purpose of this study only. The African countries were Ethiopia, Kenya, Uganda, Tanzania, Malawi, Zambia, Zimbabwe, Rwanda and Zaire. The Far Eastern countries were South Korea, Malaysia, Indonesia and the Philippines. Malaysia, Indonesia and the Philippines are linguistically related to East Africans. Definitions .of.Terms 1. Academic Achievement: Refers to the students overall grade point average (or cumulative G.P.A.). 2. Academic Self-Concept (or Self-Concept of Academic Ability): Refers to the student's assessment of his/her ability to learn in the school context (Brookover SCA Review and Further Analysis, p. 2). 3. Adjustment Difficulties: Refers in this study to variables like: problems of adjustment foreign students perceive with reference to their academic 1ife/experiences, e.g. 1. Financial difficulties 2. Language difficulties 3. Homesickness 4. Academic competition too high 5. Too many writing assignments 6. Discrimination 7. Perception ty students 8. Perception by teachers 9. Misunderstood in classes Limitations This study was subject to a number of limitations. 1. The respondents do not represent a random sample but were those who were available. Consequently, a cautious approach to generalization frcm the conclusions of the study was expected. 2. It is possible that the respondents could have misinterpreted the questions. 3. The conclusion of the study could not have been generalizable to the study of East African and Far Eastern students of other colleges and universities in the U.S. because the sample was a convenience sample selected from only three universities. Organization of the Stufo Chapter I contains the statement of the problem. The general background of the study, its purpose, importance, questions which served as a basis for the investigation, assumptions, delimitations, limitations, and the definition of terms are discussed in this chapter. Chapter II reviews the literature related to the main concern of the study. Bie areas include adjustment difficulties and academic self-concept ability of foreign students in the USA. Chapter III describes the methods used for this study. It discusses the population, study sample, development of survey, instrumentation, data collection and analysis. It also gives the sample size and procedures undertaken. Chapter IV presents and analyzes the research data which were collected by use of both the Academic Adjustment Difficulties Survey Form and the Michigan State Self-Concept of Ability Scale. Finally, Chapter V is the summary and the findings of the study, conclusion, implications, reconmendations and suggestions for future study. CHAPTER II REVIEW GF RELATED LEQRAXIIRE A review of literature for this proposal focused on three main areas: (a) foreign students in the USA, statistics/reasons or motives (b) adjustment difficulties on university campuses, c) academic selfconcept (1) in adjustment difficulties, (2) related to gender, SES, and other factors. A brief review of literature pertinent to African- American students in predominantly white colleges/universities is first presented for two reasons. One, the African-American students have a cultural link with the Eastern Africa students. Two, the African- American students attending pLeuorulnajibiy white campuses have experienced unique educational experiences in those schools. For these two reasons, this particular literature may provide a basis for understanding the educational experiences of Eastern African and Far Eastern students on American college and university campuses. African-American Students on Predominantly White Campuses: Research literature abounds in this area as the Bibliography attests. For the purpose of this study, however, only a few studies are cited to highlight the educational experience of African-American students in American colleges/universities. 10 Walter R. Allen in his preliminary report of winter 1981, Study of Black Undergraduate Students Attending Predominantly White StateSupported Universities, said that there was considerable evidence of social adjustment difficulties which undoubtedly had negative consequences for Black student outcomes (Walter, Preliminary Report, Winter 1981, p. 5). Structures, norms, practices and personnel of predominantly white campuses or schools may ultimately determine whether black students' outcomes are positive or negative (Walter, 1979). Walter, in his study about the Correlates of Black Student Adjustment, Achievement and Aspirations at a Predominantly White Southern University, says that Black students enter white universities as victims of sustained personal and institutional discrimination. He adds that after their entrance, such incidents of discrimination evidently do not cease and black students subsequently experience adjustment and performance problems (Walter, August 1979). According to Walter, Black students do not enjoy the same levels of academic success as the majority of students on predominantly white campuses. Whether for reasons of their distinctive characteristics or adjustment difficulties, black students perform less well academically than whites (Walter, 1979). On the average, black students have higher attrition rates (DiCesare, 1972); lower grade point averages (Boyd, 1974); and lower enrollments in postgraduate programs (ISEP, 1976). The black students also report more academic problems (Willie, 1972; Webster, 1979); and display greater disparities between educational aspirations and eventual attainments (ISEP, 1976) than do white 11 students. The academic difficulties of black students on white campuses are often compounded by the absence of remedial/tutorial programs and information exchange with whites, i.e., faculty and students (Boyd, 1974). Despite the initial difficulties that most black students experience, many make the required adjustments and are academically successful in predominantly white institutions (Ballard, 1973; Boyd, 1977). Foreign Students Since World War II extensive research and many national conferences have been devoted to the concerns and difficulties encountered by foreign students. Higher educational institutions in the United States have reported increased enrollment of international students in recent years. The Institute of International Education projects that by 1990 one million international students may be attending colleges and universities in the United States (Carter and Sedlacek, 1986). These foreign students have different reasons for caning to the United States (Spaulding and Flacks, 1976). After their extensive review of literature, they concluded that foreign students came to the United States (a) to receive an advanced education or training that is not available at heme, (b) to acquire prestige through an American institution, (c) to take advantage of available scholarship funds, (d) to escape unsettled political or economic conditions in their home countries, and (e) to learn more about the United States. Every country in the world looks to the United States as a center, not only for the study of education, but also for advanced study in 12 other fields (Barakat, 1988). Although research has found international students to have strong academic skills, high educational aspiration, and positive attitudes toward their school, other studies have found that international students face many difficulties in their adjustment to higher education in the United States (Boyer and others, 1986). These students come with different objectives to accomplish while in the States, they cane with special problems of cultural differences, language handicaps and completely different college atmosphere (Tadao, 1965) which need attention. Studies in foreign students' adjustment tell us that one of the most striking facts among the foreign students' adjustment is that there is a severe cultural shock, emotional confusions caused by the sudden change of the cultural norm from his own country's norm to the United States, upon his arrival to the United States which may cause some confusions in one's self-concept (Tadao). Nancy (1983), writing on Adjusting an American Teacher Education Program to Meet the needs of Malaysian Students said that while the young students from Malaysia were experiencing the stress of culture shock, language proficiency was a problem for older students since the requirement of the program was student teaching. It was difficult to place Malaysian student teachers in local schools. These obstacles will always be there. Statistics further indicate that in spite of the current global economic crisis, foreign student enrollment will continue to increase (Okafor, 1987). In Newsweek (1982) it was predicted that the number of international students who were studying in the United States' colleges and universities would double by 1990. 13 In view of these facts, international students continue to experience numerous and endless adjustment problems (Okafor, 1987). No doubt these problems are likely to affect the self-concepts of these international students in one way or another. Dunnett (1981), of the National Association for Foreign Student Affairs, says: Not only have U.S. institutions of higher education been indifferent to the adjustment problems of foreign students, they have also given little attention to such problems as the relevancy of American educational programs for the developing world (p. 11). These needs may be better met if the United States' institutions of higher learning would take a much closer interest in the foreign students. The biggest obstacles impeding adjustment of international students is instructors' lack of awareness that they are dealing with people of different cultural backgrounds, attitudes and special needs (Cable, 1974). African Students The African students are part of the body of international students who experience difficulties in adjusting themselves not only in the areas of academics, but in other aspects of life as well. Okafor, in his study of Adjustment of African Students at Michigan State University, says that emotional, personal and financial aspects of adjustment were cited to be areas of serious problems. Educational problems were associated with lack of money for school expenses, feeling of home-sickness and social adjustment (Okafor, 1987). African students come to the United States under different categories. There 14 are those who come on their own and there are also those who come under sponsorship of different organizations. Clark (1963) found out that students with government scholarships performed better academically than those who did not have government scholarships. Pruitt (1978) found that the major difficulties facing African students included weather changes, conmunication, discrimination, depression, tiredness and homesickness. Asian Students Ihe perceptions of Southeast Asian graduate students at the University of Pittsburgh were explored. The students were asked to elucidate the problems which arose as they and their families adapted to the American experience. They are the following: Findings are reported in seven categories. (1) academic expenses did not cause financial problems but the students had financial difficulties with the cost of living and recreational activities; (2) comments about housing were negative, especially on amount of space, costs, and heat; (3) all of the students rated their facility with English as adequate, but a few of the spouses expressed inadequacies in this area; (4) most of the students approved of their children's learning English, but thought American culture to be at odds with their own and did not want their children to adopt aspects of it; (5) impressions of American schools were positive; (6) the students and their families were in good health; and (7) most of the students are successful academically, as are their children. The research confirms previous findings about inter­ national students and their families (Ruelrakul,-Pimon, 1987). 15 Financial Problems Dalili, Farid in their study on "Roles and responsibilities of International Student Advisors and Counselors in the United States" (1982) said that most foreign students are often unfamiliar with American society and aspects of university life, including academic programming, registration procedures, and financial aid. They added that the financing of their studies is often the most difficult part of a foreign student's stay. Boyer and Sedlacek (1986) also said that the anticipated hardest part of adjustment for foreign students is the meeting of financial expenses. Camuni cation Barrier Bie adjustment difficulties of Japanese high school students studying in the United States were examined in order to create a framework for the construction of orientation materials for exchange students. A total of 106 Japanese students enrolled in U.S. senior high schools as participants in the AFS Year Program to the United States completed a Japanese language questionnaire which asked them to rate and conment on 54 items describing potential adjustment problems. Hiis report lists the questionnaire items and summarizes the student comments according to the U.S. culture in general, school life and peers, family life, and the use of English. Results indicate that for the students the most difficult aspects of living in America included knowing appropriate topics to talk about, understanding the way Americans showed emotions and American humor, making friends with other students, and getting used to the informal relationships between 16 students and teachers. In general, there were few problems regarding the students' relationship with the host parents and children. However, when problems did arise, it was extremely difficult for the students to discuss them with the host family. Most students felt that they had not had adequate training in oral English (Hartung, ElizabethAnn, 1983). Most foreign students come from countries that are not highly industrialized and marry have language difficulties. They face new teaching methods, different behaviors of teachers and different expectations of students. Lack of contact or inability to make contact with Americans can lead to alienation for foreign students, but most students do retain their own cultural identity when they adjust to the United States (Dalili, Farid, 1982). Essien (1975) stated that the African students did not interact freely with Americans. According to a study done by Gaither and Griffin (1971), English proficiency was the most important problem for foreign students at the university. Foreign students often have difficulty articulating precisely what they feel is lacking in the classroom. They frequently complain of an instructor's seeming lack of commitment, faculty unawareness of international students' fears and concerns, and teachers' inability to establish rapport with these students (Cable, 1974). Foreign students pose real different problems to each instructor . . . the success or failure of these students may be in large measure related to the quality and kind of instruction they receive (p. 40) . 17 Orientation and Counseling Services While research has suggested numerous problems and adjustment difficulties faced by international students attending colleges and universities in the United States, cultural differences may be barriers for international students in their seeking and receiving help for such problems. This study was conducted to examine whether certain noncognitive variables, shewn previously to be predictive of academic success for international students, were predictive of whether international students used counseling services at a university counseling center. Freshman international students completed the Noncognitive Questionnaire during an orientation data collection session. Students' responses were compared with their use of counseling center services over the next eight semesters. The results revealed three noncognitive variables which significantly (p < .05) predicted counseling center use: understanding and ability to deal with racism; nontraditional ways of acquiring knowledge; and preference for long-term goals over short-term imnediate needs. These findings have implications for designing outreach and counseling services for inter­ national students (Boyer & Sedlacek, 1987). Personal. Relationships Porter (1962) reported many of the problem areas as follows: Personal relationship with students, personal relationship with faculty, hearing remarks about personal traits of people frcm their home country, parental ties at heme, cultural background, having to shift educational goals, the classroom not seeing their world view, discrimination because of color, American professors' ignorance of the 18 rudiments of foreign culture, losing identity with people at home, and cultural differences. To expand on previous studies of the difficulties encountered ky Japanese students in the United States, 20 newly-arrived Japanese university students were interviewed about ten areas of daily life: nonverbal communication, money, time, systems of measurement, clothes, education, transportation, communication, manners, and getting acquainted with Americans. Results indicated that newly^arrived Japanese had difficulty in a number of these areas. For example, while the students understood American coins and bills, they were unfamiliar with checking accounts, writing checks, or the average cost of a meal or a hotel room. Although students knew what clothing to wear for business and school occasions, they had problems knowing what kinds of clothing to wear for social occasions due to limited knowledge of the levels of formality in social situations. It is concluded that Japanese students need more cultural preparation before coming to the United States (Kitac=Kenji, 1388). Academic.Self-Concept or Self-Concept of Academic Ability This section of the review highlights major researchers in the area of academic self-concept. presented, Also, major findings in this area are Vfylie (1961, 1974), Purkey (1970), Gergen (1971), and Quandt (1972) indicate persistent and significant relationship between self-concept and academic achievement. Self-concept is a type of concomitant learning. Brookover, Peterson and Thcmas (1962), Brookover et al (1965), and Brookover, Erickson and Joiner (1967) conducted three projects which represent 19 continuous phases of a six-year study. The major portion of the study was addressed to the development of self-concept of academic ability and its impact on academic performance of students from grades seven through twelve. Brookover and his colleagues (1965) and Vilhotti (1973) conclude that self-concept of academic ability is associated with academic achievement at each grade level (p. 201). Reeder (1955), Bodwin (1957), Borislow (1962) and Shaw (1963) support that self-rating of students' self-concept has a significant relationship to achievement in a school setting. Significant Others Brookover et al (1962) concluded that there was a significant association between the self-concept that an individual held of himself and the perceptions father, mother, best friends and teacher had of him (p. 208). Staines (1958), Davidson and Lang (1960) and Brookover et al (1962, 1967) reported student self-concept enhancement by teachers who create an atmosphere of greater psychological security. Rosenthal and Jacobson (1968) say that the teacher, fcy his facial expression, posture, and speech, helps or hinders the learner in his learning. Teacher-pupil congruence and teacher's perception of the student seem to be of greater importance than the method of instruction (Purkey). Self-concept is not static but, as Purkey states it, is dynamic. "Self-concept of academic ability is not a constant but varies with the social situation and the expectations, evaluations that students perceive others hold for them" (Brookover and Schurr, 1967). These studies, among many others, have been done and yet much has to be found 20 out which could help similar experiences among the East African students. Perspectives on international educational exchange and the needs of foreign students for academic and career advising and assistance in adjusting to a new culture are considered. Obtaining a degree fran an American higher education institution is highly desired by many persons in developing countries, and the high standards foreign students have to meet often results in the best students being selected. Hie financing of their studies is often the most difficult part of a foreign student's stay. Credits from one country that are not valid in another and inadequate preparation programs are major difficulties for the foreign student. Lack of contact or inability to make contact with Americans can lead to alienation for foreign students, but most students do retain their own cultural identity when they adjust to the United States. It is suggested that higher education should be concerned with foreign students' adaptation to the educational system, their readjustment on returning tc their heme countries, tt.-*-rH and the relevance of the curriculum to the priorities of these countries. Conclusion Hie separate but complementary roles of the international student advisor and counselor are discussed, and foreign student personnel services are addressed. It is suggested that the increasing number of international students indicates a need for a full-time foreign student advisor. Hie job is complicated by the different cultures and different academic and personal problems of foreign students. International students need assistance in admissions and orientation, information about institutional facilities and services/ and understanding of laws regarding aliens. English language proficiency is a major concern to acknissions officials/ and the counseling and testing office's role in assessing credentials and placing students is important. Foreign students are often unfamiliar with American society and aspects of university life/ including academic programming/ registration procedures/ and financial aid/ housing/ and health services. An international student counselor should facilitate the student's adjustment. Most foreign students cane fran countries that are not highly industrialized and marry have language difficulties. Diey face new teaching methods/ different behaviors of teachers/ and different expectations of students. Social relationships/ career counseling, and return adjustment are additional concerns (Dalili, Farid, 1982). CHAPTER 111 HEffiCDQLOGY rUiis chapter presents the methodology used in securing data pertinent to the research questions raised in this study. It discusses the population, sample, instrumentation, procedures for data collection and method used to analyze the data. Population: (1) The sample of this study was drawn from East African and Far Eastern students attending the following universities in the state of Michigan: Andrews University, Western Michigan University, and Michigan State University. (2) The study questionnaire was sent to 200 East African and Far Eastern students enrolled in those selected institutions in the fall quarter of 1990. Eastern Africans in this study refers to persons from the countries of Ethiopia, Kenya, Uganda, Tanzania, Malawi, Zambia, Zimbabwe, Rwanda and Zaire. In addition, the Far Eastern students in this stucfy will refer to those who ccrne from the following countries: South Korea, Malaysia, Indonesia, and the Philippines. 23 SaiBle: According to other researchers like Alereck and Settle (1985), the most desirable and convenient sample for survey research is one that is done randomly because it is the most representative of the entire population. The sample for this study consisted of 200 Eastern African and Par Eastern students enrolled from the selected Universities in the State of Michigan for the fall of the 1990-1991 school year. Of the 200 questionnaires that were sent out, 145 (72.5%) were returned. Of those which were returned 6 were not usable. 139 (69.5%) were used for this study. Table 1 Number of East African and Far Eastern Students Polled in the Selected Institutions Educational Institution Michigan State University a) Far Eastern b) Eastern African Andrews University a) Far Eastern b) Eastern African Western Michigan University Number of students n=80 40 40 n=60 30 30 n=60 a) Far Eastern b) Eastern African 30 30 Total number of students 200 The above numbers frcm each of the selected universities were determined ty the researcher for the purpose of this study only. 24 Research Design Descriptive research methods were used for this study. Hie three purposes of research are exploration, description, and explanation (E. Babbie 1986). Descriptive research describes facts and characteristics of any given area of interest factually and with accuracy. According to Babbie (1986), "description is the precise measurement and reporting of the characteristics of sane population or phenomena." Borg and Gall (1983), however, say that descriptive studies are primarily concerned with finding out what Observation and survey methods are frequently used in collecting descriptive data. For this study the survey method was chosen as appropriate because it is reconmended as the method of choice whenever it is important to establish the status of any one given phenomenon (Morley 1970). This type of approach is done fcy asking a specific population of individuals what they know, believe or value about any given phenanenon. As Babbie (1973) says, such information can be collected through three methods of survey administration: mail questionnaires. face-to-face interview, telephone interview and This present study adapted all three methods. Borg and Gall (1971); Shaughnessy and Zechmeister (1985); Babbie (1973) say that the purpose of the one-shot survey is to describe the characteristics of the population at the time of the study. In this study a sample population is selected and data are then collected from the sample at one point in time (the fall of 1990). Although descriptive research does not address causality, it has its value in that it helps in establishing facts and relationships which could later result in the establishment of causal laws. Hie 25 results of this study intended to identify the adjustment difficulties and academic self-concept abilities of the Eastern African and Far Eastern students. Instrumentation In order to examine the educational characteristics of the East African and Far Eastern students, two instruments were utilized: (1) Academic Adjustment Difficulties Survey Form: This instrument measured students' academic adjustment difficulties. This instrument was developed in three stages. First, literature pertinent to foreign students on United States university campuses in order to distill items related to students' academic adjustment difficulties. A preliminary questionnaire was then developed on the basis of literature review of pre-survey. Second, an interview schedule was constructed. In this interview 10 students (6 Andrews, 2 WM, 2 MSU) fran the population were asked to identify or indicate the difficulties they were encountering in their academic experiences. The interview was face-to-face and by telephone depending on whichever method was convenient. The responses to these interviews were recorded, noting difficulty patterns which emerged. Third, adjustment difficulty items from both the literature review and interview schedules then provided the basis for the formulation of the preliminary adjustment difficulty survey form. Fourth, after the preliminary survey form was constructed two experts were asked to review the survey to see if its items appear to measure the student's academic adjustment difficulties. 26 Fifth, the questionniare was then refined and pilot tested with 12 students, requesting them to go over the instrument with regard to clarity of the questions. Finally, the instrument was refined, and readied to be administered to students. Die instrument was treated for Coefficient Alpha by running the split half test. (2) Die next instrument was the Michigan State Self-concept of Academic Ability Scale. The Self-concept of Academic Ability Scale was developed by Dr. Brookover under the United States Office of Education Co-operative Research Project number 845 through Michigan State University, Human Learning Research Institute (Brookover 1967, p. 9). The scale contained eight items. Each item was scored from five to one with the higher self-concept alternatives receiving the higher values. The respondent was asked to compare his competence with that of others in his social system. Die reliability coefficients ranging from .77 to .88 of the SCA scale were higher than those typically Die perceived evaluations by parents, friends, and teachers of academic ability of 561 subjects correlated between .775 and .927 by Hoyt's Analysis of Variance. Die fifteen-item pretest was subjected to item analysis and Guttman scaling. "Items with less than .50 point biserial correlation with the total score were eliminated. The resulting items were subjected to Guttman scalogram analysis. . ." (Brookover et al. 1967, p. 158). Items with duplicated responses were also eliminated. "The 27 remaining eight items formed a Guttman Scale with a .91 coefficient of reproducibility" (Torgenson, 1958, p. 159). Permission for the use of the SCA was granted in a letter by Dr. W. B. Brookover. (See appendix C.) Both the MSU instrument and the Foreign Student Adjustment Survey Form were put together as one instrument and then administered at the same time. Confidentiality The subjects were advised in the direction given in the questionnaire to omit their names. They were assured that their names would not appear in the study. Face-to-Face or Telephone Interviews Die most important step to be taken while constructing a survey instrument is the conceptualization. This involves a thorough review and grasp of the available literature, the objective of the study, and the nature of the data needed (Babbie 1373). According to Mouiey (1970) and Sneatsiey (1983), even if the understanding of the literature can point out the general areas of significance, survey researchers may gain a more realistic perspective of the important variables in their study by conducting exploratory interviews with the representatives of the population for whom the survey is intended. Because of the exploratory nature of the study and limitation of literature on the topic of adjustment difficulties and academic selfconcept ability of Eastern African and Far Eastern students, a comparative study, information for survey construction was obtained by 28 conducting exploratory interviews. The researcher conducted face-to- face interviews with a purposive sample of ten students from the population (6 Andrews, 2 WM, 2 MSU). In a purposive or judgmental sampling, the researcher uses his/her judgment to choose respondents who fit the purposes of the study, rather than just choosing the nearest available individuals as in a convenience sampling (Bailey 1978). Since this was an exploratory nature of survey research, it was necessary to use a diverse sample of students. Of the 6 frcm a private institution (Andrews University), 4 were males and 2 were females. Of the 4 frcm public institutions (WM and MSU), 2 were males and 2 were females. Hie questions in the interview were used to investigate the areas of inquiry for this study in particular. Open-ended questions allow the respondent considerable freedom to determine what information to give voluntarily, including attitudes that closed questions might miss 1Q"07ON v/ • According to Stewart and Cach (1974), open-ended questions have some disadvantages. Interviews for these types of questions require a skillful interviewer who is able to control the interview, and who is also able to redirect responses so that no repercussions are created in the thought flow which could reduce the enthusiasm of responses that follow. The interviews were conducted in an understanding and relaxed climate. This type of relaxed climate was obtained as a result of the researcher engaging the respondent in casual conversation at the 29 beginning of the interview. Before the beginning of the interview, each of the respondents was given a letter which had the following information: 1. Hie topic and the purpose of the interview. 2. Assurance that participation in the interview was entirely voluntary. 3. Assurance that confidentiality of the respondents would be maintained. 4. An indication that a copy of the research findings would be available for those who would want them. Pre-testing Questionnaire According to Borg and Gall (1983), after the development of the draft questionnaire, the next step is to pre-test it. These Pre-tests do refer specifically to the testing of the stud/ design. As Babbie (1973) says, the purpose of conducting pre-tests is to assess item clarity and to locate errors in the formatting or in the directions. It is frcm a population similar to the one frcm which the researcher plans to draw research subjects that the pre-test sample should be selected. Borg and Gall (1983) add that the pre-test form of the questionnaire should provide space for the respondents to make comments about the questionnaire itself. This is to indicate whether some questions seem ambiguous or whether provisions should be made for certain responses that are not included in the questionnaire and other points that could lead to the improvement of the questionnaire. During the time of the pre-testing, the students were encouraged to give feedback comments to the investigator concerning the 30 questionnaire instrument for the item construction, for clarity and for ideas on the items. Die questionnaire form included a section for comments. It was the pre-test comments and feedback information from the sample of students that was used to develop a conplete and final questionnaire. The respondents comments were very useful. Hie specific information was noted and included in the appropriate place in the questionnaire. Hie clarity of the questionnaire, construction and formatting were the main concern of the researcher. Ambiguity was made clear in the questionnaire and proper corrections were made as suggested by the pre-test sample respondents. (Bardie and Anderson 1974) say that sane rules of questionnaire format have been developed based on experience and research on questionnaire designs. Hie rules pointed out the format should include: 1. Making the questionnaire look attractive. 2. Organizing and laying out the questions so that the questionnaire is as easy to complete as possible. 3. Numbering the questionnaire items and pages. 4. Brief, clear instructions, printed if possible in bold lettering. 5. Using examples before items that might be confusing or difficult to understand. 6. Beginning the questionnaire with a few interesting, non-threatening items. 31 7. Enough information in the questionnaire so that items are meaningful to the respondent. 8. Making the questionnaire as short as possible and consistent with the study's objectives. 9. Not putting important questions in a long questionnaire at the end of the questionnaire. Uiese rules and formats were used as a checklist for the questionnaires of this study before they were ready to be given to the respondents. One of the major problems in doing a questionnaire survey is to get back the responses needed as a basis of drawing any conclusions. What made it easier for the respondent to feel comfortable was the letter of transmittal that accompanied the questionnaire. Gall and Borg (1983) said that respondents should be given a good reason for completing the questionnaire and sending back to the researcher at a given time. The transmittal letter should also give assurance of confidentiality if sensitive irifo.uiiac.ion is asited. w e purpose of the study should be explained briefly and in such a way as to make the subject feel that the study is significant and important. The above guidelines were important for the respondents who read the transmittal letter and the questionnaire themselves carefully. The questionnaire and the cover letter were the main guidelines the respondents referred to in order to decide whether or not to complete the qeustionnaire, although either iry assistants or I would be present for any clarification needed. Thus, great care was taken in making the format of the questionnaire attractive and encouraging a 32 potential respondent to complete the questionnaire (Borg and Gall 1983). The questionnaire consisted of two main parts: (A) Background characteristics and Acadsnic adjustment difficulties Survey Form with three subtopics: General Demographic Characteristics, Secondary School Educational Experiences and Academic Adjustment Difficulties. Self-Concept of Academic Ability Scale with subtopic: (B) The Academic Ability. Part A : Numbers 1 through 12 were used to record General Demographic Characteristics data; A : Numbers 13 through 16 were used to record Secondary School Educational Experiences data; A : Numbers 17 through 25 were used to record perceived Academic Adjustment Difficulties: (a) Academic performance, Language, Classroom/Campus A.C. related interaction, fairness/discrimination and or iOHuauion• Part B: Numbers 26 through 33 were used to record perceived Academic Ability. Collection of Data The questionnaire was administered to each respondent on his/her own campus by the researcher himself and his two assistants from each campus. This was to minimize delay in mailing and maximize a close relationship through contact with the respondents. The researcher and his assistants were present to answer respondents' questions for clarity of the questionnaire items. 33 Whenever face-to-face contact failed, the researcher made telephone calls to ensure that possible arrangements could be made to pick the questionnaire up the following day. Within two weeks all the questionnaires were ready for analysis. validity.and Reliability Since the first part of the instrument (Background Characteristics and Academic Adjustment Difficulties Survey Form) was developed by the researcher, validity and reliability must be addressed. The validity in educational measurement is recognized by content, concurrent predictive and construct. Construct, concurrent, and predictive validity were tested by sufficient data from previous studies and by three experts. In addition, content validity was chosen as the most appropriate test of validity for this particular study. According to Borg and Gall (1971), content validity is the degree to which the test items represent the content the test is trying to measure and the total universe of content in that area. Unlike other types of validity, as Borg and Gall say, content validity is tested subjectively (Borg and Gall 1971). A review of the literature indicates material necessary for item construction but it is based on subjective judgment of the investigator (Crane and Brewer 1973). The content areas for adjustment difficulties and academic self-concept of East African and Far Eastern students were estimated by the judgment of the researcher based on the review of literature, and from the information provided by the questionnaire pre­ test evaluation forms completed by the students. All students who 34 participated in the pre-test agreed with each of the content areas as representative of the foreign students'adjustment difficulties. The second part of the instrument (Self-Concept of Academic Ability), having been used by many different researchers for different studies an indication of its validity and its reliability. Since reliability is the level of consistency of measuring instrument (Borg and Gall 1971), it is usually expressed as a coefficient indicating the extent the test is free of error variance (Borg and Gall 1971). The internal consistencies of the instruments used for this study were assessed through computation of alpha coefficients. A combination of the data that was collected from the two groups was transformed for ccnputer analysis. A codebook was constructed to transform the questionnaire data to numerical form for conputer data entry. Procedure for Data Analysis The data collected was submitted to a frequency count to control the data entry or coding errors. A frequency distribution was printed out that was given both the number and percent for each response category as well as the total number of missing cases and response percent was also displayed. Descriptive statistics were calculated and displayed for the total population and for each population group. These included mean and standard deviations for all of the questionnaire items that utilized interval data. A breakdown procedure was utilized to display descriptive statistics for variables broken down by subgroups within the population. 35 An Analysis of Variance (ANCWA) test was utilized to compute Fratios in order to determine if a significant effects existed between population groups or subgroups and certain variables. The data analysis consisted of data tables accompanied by descriptive narrative explaining the data results for each item on each survey questionnaire. 'Hie descriptive data showed the relationship between perceptions of respondents and identified areas of adjustment difficulties and academic ability. Also a comparison between the respondents from East Africa and those from the Far East. Tables 3he following tables were constructed to present the data and statistical analysis results. 4.0 Frequencies and percentages of selected demographic character­ istics for the responses. This included age, gender, type of institution, general area of study, duration in U.S.A. Prior orientation, orientation in U.S.A., area setting of high school. 4.1 Frequencies and percentages for the perception of adjustment difficulties for respondents. difficulties: Identifies levels of adjustment level of academic competition, ranking by academic instructors, command of English language, interaction with students, interaction with staff and faculty, fair treatment in assistant ships, grades as a reflection of academic performance, lack of tuition and fees, lack of orientation before and after enrollment. 36 4.2 The Chi-square results for the relationship between perception of the identified levels of adjustment difficulties mentioned in the above table. 4.2.1 Chi-square of age group by level of academic competition. 4.2.2 Chi-square of age group by command of English language. 4.2.3 Chi-square of age group by interaction with staff and faculty. 4.2.4 Chi-square of age group by fair treatment in assistantships. 4.3 The Chi-square results for the relationship between perceptions of level of adjustment difficulties (see table 4.1) and gender of respondents. 4.4 The Chi-square results for the relationship perceptions of adjustment difficulties (see between table 4.1) and type of institution. 4.5 The Chi-square results for relationship between perceptions of adjustment difficulties in table 4.1 and area of study. 4.5.1 Chi-square of area of study by ranking of academic instructors. 4.5.2 Chi-square of area of study by interaction with students. 4.6 Chi-square results for the relationship between perceptions of the 4.7 The adjustment difficulties (table 4.1) and duration in U.S.A. Chi-square results for relationship between perceptions of adjustment difficulties in table 4.1 and place of origin. 4.7.1 Chi-square of place of origin by level of academic competition. 37 4.7.2 Chi-square of place of origin by ranking of academic instructors. 4.7.3 Chi-square of place of origin by command of English language. 4.7.4 Chi-square of place of origin by interaction with students. 4.7.5 Chi-square of place of origin by interaction with staff and faculty. 4.7.6 Chi-square of place of origin by fair treatment in assistantships. 4.8 The Chi-square results for relationship between perceptions of academic ability: school ability compared with close friends/ school ability compared with classmates/ ability to complete college/ class rank in colleger completion of advanced degree/ self opinion of work/ grades capable of getting/ and respondents' age group. 4.8.1 Chi-square of age group by abilityto completecollege. 4.8.2 Chi-square of age group by completion of advanced degree. 4.9 Hie Chi-square results for the relationship between perceptions of academic ability and gender of respondent. 4.9.1 Chi-square of gender by school ability compared with close friends. 4.9.2 Chi-square of gender by class rankin college. 4.9.3 Chi-square of gender by completionof advanceddegree. 4.10 Hie Chi-square results for the relationship between perceptions of academic ability and type of institution. 38 4.11 The Chi-square results for the relationship between perceptions of academic ability and area of study. 4.12 The Chi-square results for the relationship between perceptions of academic ability and duration of stay in U.S.A. 4.13 Hie Chi-square results for the relationship between perceptions of academic ability and place of origin. 4.13.1 Chi-square of place of origin by school ability compared with classmates. 4.13.2 Chi-square of place of origin by ability to complete college. 4.13.3 Chi-square of place of origin by class rank in college. 4.13.4 Chi-square of place of origin by coupletion of advanced degree. 4.13.5 Chi-square of place of origin by self opinion of work. 4.14 Presentation of Analysis of Variance (ANCVA) results for the effect of certain demographic characteristics (age, gender, type of institution, general area of study, duration in U.S.A., place of origin) and self-concept of academic ability. 4.15 Presentation of Variance (ANOVA) results for the effect of adjustment difficulties (see table 4.1) on the self-concept of academic ability. The returned data were computer scored. Descriptive statistics (frequency counts/percentages) were used to answer question 1 which deals with adjustment difficulties pertinent to academic life. The frequency counts were backed with typical narratives frcm interview schedules conducted face-to-face or by telephone. This was done after 39 the data had been returned and computer scored. Proper place and time was arranged by the investigator and the respondents. This gave added depth to the numbers frequencies. For question 2 a Chi-square test was used to determine the relationship between perceived adjustment difficulties and certain students demographic characteristics. In question 3, like 2, a chi square test was used to determine the relationship between students concept of academic ability with certain students demographic characteristics. Finally, question 4 was answered in the following stages: a) After the seven items of the SCAA section of the questionnaire had been scored, the students were categorized into lew and high level concept of academic ability. After sending out the self-concept questionnaire and then scoring them, categorizing students into lew and high self-concept of academic ability, the researcher planned for face-to-face or telephone interviews depending on convenience of the respondents. Inmediately after scoring the items and categorizing them the researcher made contact with the correspondents and planned for specific time and means of handling it. Bie researcher planned an interview with twenty students from low self-concept of academic ability (10 from East African students and 10 from Far Eastern students). Also twenty from high self-concept of academic ability (10 from East African students and 10 from Far Eastern students). After all responses were gathered, the researcher sorted out emerging response patterns and then tried to determine how high and low self-concept categories compared (similarities and contrasts) in relation to the emerging patterns. CHRPTHt 3V FRESHOATICN AND ANALYSIS OF DATA Introduction This chapter presents the analysis and findings of data collected from the survey instruments and procedures as described in Chapter III. Hie purpose of this study was to investigate the perceived adjustment difficulties and self-concept of academic ability of East African and Far Eastern students attending selected Michigan universities pertinent to their academic life/experiences. It was to determine the students demographic characteristics, identify difficulties foreign students encounter pertinent to their academic life/experience on Michigan university campuses, see hew those perceived adjustment difficulties relate to certain demographic characteristics of the students, determine how students' self-concept of academic ability relates to certain demographics, and identify factors related to students high or low concept of academic ability. The study was conducted to give tentative answers to the research questions presented in Chapter I. are presented in this chapter. sections. Findings related to those questions The chapter is divided up into five Hie first section describes the respondents who participated 41 42 in the study in terms of their distribution in certain demographic variables. The second section presents findings on the perception of adjustment difficulties for East African and Far Eastern students. The third section reports the findings regarding the relationship between perceptions of adjustment difficulties and respondents' demographic characteristics. The fourth section presents the Chi-square results for the relationship between perceptions of academic ability and certain respondents' demographic characteristics. The fifth section presents the findings (A) of the results for the effect of certain demographic characteristics and self-concept of academic ability, (B) of results for the effect of adjustment difficulties on the selfconcept of academic ability. Table 4.0 This table presents frequencies and percentages of selected demographic characteristics for East African and Far Eastern students. 43 TABLE 4.0 FREQUENCIES AND PERCENTAGES OF SELECTED DEMOGRAPHIC CHARACTERISTICS FOR EAST AFRICA AND EAR EASTERN STUDENTS Demographic Characteristics Levels Eastern Africa n % n Far East % Age < 30 yrs 30 yrs + 17 37 31.5 68.5 57 21 73.1 26.9 Gender Male Female 37 17 68.5 31.5 49 32 60.5 39.5 Type of institution Public Private 36 18 66.7 33.3 50 31 61.7 38.3 General area of study Science Social Sc. 25 27 48.1 51.9 37 44 45.7 54.3 Duration in U.S.A. > 5 yrs 2-4 yrs < 2 yrs 15 27 12 27.8 50.0 22.2 18 37 26 22.2 45.7 32.1 Prior orientation Yes No 7 47 13.0 87.0 26 55 32.1 67.9 Orientation in U.S.A. Yes No 43 9 82.7 17.3 66 15 81.5 18.5 Area setting of high school Urban Rural 26 28 48.1 51.9 59 21 73.7 26.3 Demographic Characteristics-Frequencies and Percentages Tie first section of the two survey forms (Appendix) asked for general demographic information of the respondents. These data then provided an overall spectrum that should be borne in mind while interpreting and reporting the results of the study. The demographic characteristics considered for this study of the East African and Far Eastern students are reported in Table 4.0. Putting side by side the 44 denographic of the East African and Far Eastern students, one would not be able to see much difference except the age groups in which they fall: (a) Age: 30 years and more EA = 68.5%; FE = 26.9% Less than 30 years EA = 31.5%; FE = 73.1% (b) Gender: Male EA = 68.5%; FE = 60.5% Female EA = 31.5%; FE = 39.5% (c) Type of institution: Public EA = 66.7%; FE = 61.7% Private EA = 33.3%; FE = 38.3% (d) General area of study: Pure Science EA = 48.1%; FE = 45.7% Social Sciences EA = 51.9%; FE = 54.3% (e) Duration in U.S.A.: More than 5 yrs EA = 27.8%; FE = 22.2% 2-4 years EA = 50.0%; FE = 45.7% OTi •Aa __ cn .u — V / un —— SJ VD j- 1PP Dri Ar Aa Orientation in U.S.A. "yes" EA = 82.7%; FE = 81.5% (g) Area setting at high school: Urban EA = 48.1%; FE = 73.7% Rural EA = 51.9%; FE = 26.3% The setting at the high school of the sample used show sane big differences because of the areas where parents of these respondents lived when they went for a high school education. It could be that there are more high schools in the rural areas in East Africa than 45 there are in the urban areas. The other reason could be that the financial obligation for the East African students is more affordable in the rural high schools than it is in the urban high schools. The Far Eastern, on the other hand, could be that there are more parents living in the urban areas than there are in the rural areas. The other reason could be that the schools in urban setting have good facilities and more attractive educational environment that makes parents who can afford the high expenses send their children. Whatever the reasons are, no attempt is made in this study to find out why. Summary The frequencies and percentages given in table 4.0 for the selected demographic characteristics for East African and Far Eastern students show that East African respondents who were 30 years of age or more outnumbered those who were less than 30 years of age. The Far Eastern students who were less than 30 years of age outnumbered those who were 30 years of age or more. There were more males than females for both East African and Far Eastern respondents. had more respondents than private institutions. Public institutions Information given concerning area of study indicates that there were more in social sciences than those who were in pure sciences. The majority of the respondents in each case, according to the information given, had been in the U.S.A. for 2-4 years. Most of the respondents frcm East Africa and frcm the Far East said that they did not receive orientation before coming to the U.S.A. On the other hand, most reported that they were oriented when they came to the U.S.A. Finally, reporting on area setting at high school, the information indicates there were more Far 46 Eastern respondents from urban setting at the high school than the East African respondents. Presentation of Research Findings Die research findings in relation to the four research questions are presented in the remaining portion of this chapter. Research Question 1 What are the major difficulties foreign students attending selected Michigan universities encounter? Data analysis for research question 1 was based on the frequencies and percentage ratings of the East African and Far Eastern students' perceptions on each of the adjustment difficulties identified. Table 4.1 shows these adjustment difficulties at different levels: definitely, probably, not sure or no. Reporting on these, respondents differ frcm one level to the other, although seme similarities are apparent. As the data in Table 4.1 indicates, a majority of participants in the East African sample perceived: (a) that level of academic competition was not a major concern (47.2%) (b) they were among the best-ranking by academic instructors (57.1%) (c) they had no problem as far as the command of the English language was concerned (79.6%) (d) that their interaction with other students did not pose any aoncern (83.3%) (e) their interaction with staff and faculty did not pose any concern (63.0%) 47 (f) were not sure whether there was fair treatment in assistantships (30.8%), although a sizeable number of them felt definitely that there was sane unfair­ ness in the treatment of assistantships (28.8%) (g) grades given were a reflection of academic per­ formance (39.2%) (h) lack of tuition and fees definitely created a big concern (48.1%) (i) lack of orientation before or after enrollment was no major problem (56.0%). The same table 4.1 describes the perceptions of the Far Eastern students on the same adjustment difficulties. A majority of the respondents frcm this group perceived: (a) that probably the level of academic competition posed a concern (43.0%); a sizeable number said that definitely this caused a concern (39.2%) (b) they were average as far as ranking by academic instructors was concerned (64.6%) (c) that probably command of English language was a problem (69.2%) (d) that interaction with students was not a problem (51.9%) (e) that interaction with staff and faculty probably was an area of concern (32.1%), although others said that it was not an area of concern (32.1%) (f) that probably fair treatment in assistantships posed a concern (43.0%) (g) that probably grades are a reflection of academic per­ formance (39.2%); others said "Definitely grades are a reflection of academic performance" (36.7%) (hi) that lack of tuition and fees definitely posed a concern (34.6%) (h2) that probably lack of tuition and fees posed a concern (34.6%) (11) that lack of orientation before or after enrollment caused no major problems (40.0%) (12) that probably lack of orientation before or after enrollment was an area of concern (35.0%). Although these data collectively suggest that all respondents were experiencing some adjustment difficulties, the same data shews differences between the perception of these two groups as percentages of different groups show. (East African and Far Eastern Students) Level of academic compeLiLion (No m a jo r p ro b le m ) East African students = 47.2%; Far Eastern students = 17.7% Ranking by academic instructors (Among the best) East African students = 57.1%; Far Eastern students = 32.9% Command of English language (No major problems) East African students = 79.6%; Far Eastern students = 29.5% Interaction with students (Poses no concern) East African students = 83.3%; Far Eastern students = 51.9% Interaction with staff and faculty (Poses no concern) East African students = 63.0%; Far Eastern students = 32.1% 49 No fair treatmentin assistantship (Definitely) East African students = 28.8%; Far Eastern students = 24.1% Grades as a reflection of academic performance (Definitely) East African students = 39.2%; Far Eastern students = 36.7% Lack of tuition and fees (Definitely poses a concern) East African students = 48.1%; Far Eastern students = 34.6% Lack of orientation before and after enrollment (Does not pose a major concern) East African students = 56.0%; Far Eastern students = 40.0% 50 Table 4.1 Frequencies and percentages for the perception of Adjustment difficulties for East Africa and Far Eastern students East Africa Adjustment difficulties Far East Level n % Level of academic competition Definitely Probably No 12 16 25 22.6 30.2 47.2 31 34 14 39.2 43.0 17.7 Ranking by academic instructors Among the best Average Below average 28 20 1 57.1 40.8 2.0 26 51 2 32.9 64.6 2.5 Command of English language Probably No 11 43 20.4 79.6 54 23 69.2 29.5 Interaction with students Definitely Probably No 4 5 45 7.4 9.3 83.3 9 29 41 11.4 36.7 51.9 Interaction with with staff and faculty Definitely Probably Not sure No 4 4 12 34 7.4 7.4 22.2 63.0 11 25 17 25 14.1 32.1 21.8 32.1 Fair treatment in assistantships Definitely Probably Not sure No 15 g 16 13 28.8 15.4 30.8 25.0 19 ■aa 24.1 An n -»w •w 20 6 25.3 7.6 Grades as a reflection of academic performance Definitely Probably Not sure No 20 16 9 6 39.2 31.4 17.6 11.8 29 31 12 7 36.7 39.2 15.2 8.9 Lack of tuition and fees Definitely Probably Not sure No 25 11 3 13 48.1 21.2 5.8 25.0 27 27 9 15 34.6 34.6 11.5 19.2 Lack of orientation before and after enrollment Definitely Probably Not sure No 4 9 9 28 8.0 18.0 18.0 56.0 6 28 14 32 7.5 35.0 17.5 40.0 n % 51 Results Research Question 1 What are the major difficulties foreign students attending selected Michigan Universities encounter or go through? Although there was a general agreement among all respondents (East African and Far Eastern students) at all perceived adjustment difficulties, their perceptions at each level differed remarkably looking at the percentages represented. The East African students seem to adjust themselves to the most perceived difficulties more favorably than the Far Eastern students. Those of the East African students who have high perception of themselves seem to be more than those who had low perception of themselves concerning the identified difficulties (see table 4.1). On the other hand/ the frequencies and percentages of the Far Eastern students show that those who had low concept of themselves are more than those with high concepts of themselves on each of the difficulties (see table 4.1). However/ the level of adjustment difficulties may have differed from one group to the other, the fact still remains that level of academic competition ranking by academic instructors, command of English language, interaction with other students on campuses, interaction with staff and faculty, fair treatment in assistantships, grades as a reflection of academic performance, lack of tuition and fees, lack of orientation before and after enrollment were all identified as areas of adjustment difficulties. 52 Research,Question 2 How do these difficulties relate to students' demo­ graphic characteristics? In order to answer this research question, table 4.2 through table 4.7 will be used to report the participants' responses. Table 4.2 reports the Chi-square results for the relationships between perceptions of adjustment difficulties and respondents' age group. Nine categories were contrasted with demographic characteristics to determine possible relationships:— Level of academic competition, Ranking by academic instructors, Command of English language, Interaction with students, Interaction with staff and faculty, Fair treatment in assistantships, Grades as a reflection of academic performance, Lack of tuition and fees, Lack of orientation before and after enrollment. Table 4.2 In table 4.2 the Chi-square results for the relationship between perceptions of adjustment difficulties and respondents' age group are reported. There was no significant relationship between age group and perceived ranking by academic instructors, interaction with students, grades as a reflection of academic performance, lack of tuition and fees or lack of orientation before and after enrollment. The table for the entire population as a group, however, shows that there were significant relationships between (a) age group and perceived level of academic competition, (b) perceived command of English language and age group, (c) age group and perceived interaction with staff and faculty, (d) age group and perceived fair treatment in 53 assistantships,‘as indicated in tables 4.2.1 through 4.2.4. Looking back to the different age groups «30 years of age and 30 years or more), the table shews that younger students perceive that they experience more problems with the level of academic competition experiences in their classes. The table also shows that it is the younger students who were perceiving more problems with the canmand of English language. However, as far as interaction with staff and faculty was concerned, the older students indicate that they were having more problems than the younger students. The younger students again were experiencing more problems as far as perceived fair treatment in assistantship was concerned. 54 Table 4.2 The Chi-Square results for the relationship between perceptions of adjustment difficulties and respondents' age group Adjustment difficulties Chi-Square Value d.f P-Value Level of academic competition 9.10 2 0.011* Ranking by academic instructors 0.78 2 0.678 Command of English language 8.21 1 0.004* Interaction with students 5.57 2 0.062 Interaction with staff and faculty 11.95 3 0.008* Fair treatement in assistantships 10.36 3 0.016* Grades as a reflection of academic performance 1.87 3 0.600 Lack of tuition and fees 6.93 3 0.074 Lack of orientation before and after enrollment 1.87 3 0.600 * Significance at 0.05 level Table 4.2.1 shows the relationship between age group of the respondents and the perceived level of academic competition. The relationship was tested for significance by means of a Chi-square test. The results shews that there is significant relationship between age and perceived level of academic competition: P = 0.011). (X = 9.096; PC0.05; 55 TABLE 4.2.1 CHI-SQUARE OF PERCEIVED LEVEL OF ACADEMIC COMPETITION BY AGE GROJP COUNT ROW % COLUMN % I 30 YEARS CR I MORE I I I YES DEFINITELY 30 71.4% 38.0% I I I 12 22.6% 23.5% YES PRCBABLY 34 66.7% 43.0% I I I NO 15 40.5% 9.0% 79 60.8% COLUMN TOTAL CHI-SQUARE LESS THAN 30 YEARS ROW TOTAL I I I I I I 42 I I I 17 35.3% 33.3% I I I 51 I I I I I I 22 59.5% 43.1% I I I 37 I I I I I 51 39.2% I I I 130 I I I DEGREES OF FREEDOM SIGNIFICANCE 2 0.011* 9.096 Table 4.2,2- shows the relationship between ana nrnnn an^ rsa command of English language. Hie relationship was analyzed for significance by means of a Chi-square test. There was a significant relationship between age group and perceived command of English level: (X = 8.205; P< 0.05; P = 0.004). 56 TABLE 4.2.2 CHI-SQUARE OP PERCEIVED COMMAND OF EN3LISH LANGUAGE BY AGE GROUP COUNT RON % COLUMN % I I I LESS THAN 30 YEARS YES PRCBABLY I I I 47 72.3% 60.3% 18 27.7% 34.6 65 I NO I I I 31 47.7% 34.7% 34 52.3% 65.4% 65 I COLUMN TOTAL I I I 78 60% 52 40% 130 I CHI-SQUARE 30 YEARS OR MORE DEGREES OF FREEDOM 8.205 1 RCW TOTAL I SIGNIFICANCE 0.004* Table 4.2.3 shows hew the respondents by age group perceived interactions with staff and faculty. u£Cu<« cf Chx~sguare test. Hie relationship was tested by Tie results inuiwauc uiau uicic a significant relationship between age group and perceived interaction with staff and faculty: X = 11.950; P< 0.05; P = 0.008. 57 TABLE 4.2.3 CHI-SQUARE OF PERCEIVED INTERACTION WITH STAFF AND FACULTY BY AGE GROUP COUNT RON % COLUMN % LESS THAN 30 YEARS 30 YEARS CR MORE YES DEFINITELY 11 68.8% 13.9% 5 31.3% 9.8% 16 I YES PRCBABLY 24 82.8% 30.4% 5 17.2% 9.8% 29 I NOT SURE 18 64.3% 22.8% 10 35.7% 19.6% 28 I NO 26 45.6% 12.9% 31 54.4% 60.8% 57 I 79 60.8% 51 39.2% 130 I COLUMN TOTAL CHI-90UARE DBGREFS OF FREEDOM 11.950 3 ROW TOTAL I SIGNIFICANCE 0.008* Table 4.2.4 shows the relationship between age group and perceived fair treatment in assistantships. Ihe results were tested for significance by means of a Chi-square. Die analysis of the respondents' scores show that there is significant relationship between age and the way they perceive fair treat-ment in assistantships (X 10.356; P< 0.05; P = 0.016). The younger respondents seem to be experiencing more problems than their counter older respondents. = 58 TABLE 4.2.4 CHI-SQUARE OF PERCEIVED EAIR TREATMENT IN ASSISTANTSHIPS BY AGE GROUP COUNT ROW % COLUMN % I I I YES DEFINITELY I I I 17 51.5% 21.8% I I I 16 48.5% 31.4% YES PROBABLY I I I 31 73.8% 39.7% I I I NOT SURE I I I 24 66.7% 30.8% NO I I I COLUMN TOTAL I I I CHI-SQUARE 10.356 I I I I 30 YEARS OR I MORE I RCW TOTAL I I I I 33 I 11 26.2% 21.6% I I I 42 I I I I 12 33.3% 23.5% I I I 36 I 6 33.3% 7.7% I I I 12 66.7% 23.5% I I I 18 I 78 60.5% I I I 51 39.5% I I I 129 I LESS OHAN 30 YEARS DEGREES DP PREEDDM 3 SIGNIFICANCE 0.016* Table. ,4.r.3 In table 4.3 the Chi-square results for the relationship between perceptions of adjustment difficulties and gender of respondents was based on the responses for each of the nine categories of adjustment difficulties pointed out in table 4.2. Hie Chi-square test/statistical significance was used to determine whether there was any significant relationship between the perceptions of adjustment difficulties and gender. 59 Frcm the analysis observed/ it appears that gender did not matter. Both males and females seemed to have had similar perceptions of adjustment difficulties for each of the nine categories being considered. Table 4.3 The Chi-Square results for the relationship between perceptions of adjustment difficulties and Gender of respondent Chi-Square value Adjustment difficulties d.f P-Value Level of academic competition 0.046 2 0.976 Banking by academic instructors 1.370 2 0.504 Ccnmand of English language 3.384 2 0.184 Interaction with students 4.979 2 0.083 Interaction with staff and faculty 5.727 3 0.126 Fair treatement in assistantships 1.854 3 0.603 Grades as a reflection a Wi, UVWM»tU,V A Tni /*/ ^ AA Lack of tuition and fees 4.961 3 0.175 Lack of orientation before and after enrollment 2.079 3 0.556 The Chi-square test of statistical significance was used to test the significance of the relationship between perceptions of adjustment difficulties and type of institution from which the participants were drawn. The participants appeared to give similar responses across all items which were used. Distinctions among the respondents frcm private 60 institutions and public institutions were not significant. It appears that both East African and Far Eastern students perceive similar adjustment difficulties regardless of the type of institution, whether private or public. All the nine categories of adjustment difficulties pointed out in the study and tabulated in this table 4.4 represent the participants' responses. Table 4.4 The Chi-Square results for the relationship between perceptions of adjustment difficulties and type of institution Adjustment difficulties Chi-Square Value d.f P-Value Level of academic competition 0.454 2 0.797 Ranking by academic instructors 2.298 2 0.317 Conmand of English language 0.628 2 0.730 Interaction with students 3.826 2 0.148 Interaction with staff and faculty 2.335 3 0.506 Fair treatement in assistantships 3.041 3 0.385 Grades as a reflection of academic performance 2.500 3 0.475 Lack of tuition and fees 1.747 3 0.627 Lack of orientation before and after enrollment 0.909 3 0.823 T a h l <=> A .5 The Chi-square test of statistical significance was used to test the relationship between perceptions of adjustment difficulties and area of study. All the nine levels of adjustment difficulties being 61 observed in this study were examined to see if there were any levels that indicated significant relationship with the area of study by the respondents. Table 4.5 shews that there is no statistical significant relationship between area of study and the nine levels of adjustment difficulties observed except perceived ranking by academic instructors and interaction with studens. Table 4.5 The Chi-Square results for the relationship between perceptions of adjustment difficulties and area of study Adjustment difficulties Chi-Square Value d.f P-Value Level of academic competition 3.675 2 0.159 Ranking by academic instructors 6.131 2 0.047 * Command of English language 1.623 2 0.444 Interaction with students 6.612 2 0.037 * Interaction with staff and faculty 3.631 3 0.304 Fair treatement in assistantships 0.899 3 0.826 Grades as a reflection of academic performance 1.674 3 0.643 Lack of tuition and fees 5.810 3 0.121 Lack of orientation before and after enrollment 2.377 3 0.498 * Significance at 0.05 level The Chi-square test of statistical significance was used to test the significance of the relationship. Table 4.5.1 shows the perceptions of the respondents for the relationship between area of study and ranking of academic instructors. The relationship tested by means of a Chi-square test indicates that there is a significant relationship between area of study and perceived ranking by academic instructors: (X = 6.131; P< 0.05; P = 0.047). TABLE 4.5.1 CHI-SQUARE OP AREA OF STUDY BY PERCEIVED RANKING OF ACADEMIC INSTRUCTORS COUNT ROW % COLUMN % I I I SCIENCE AMON3 BEST I I I SOCIAL SCIENCE I I I RCW TOTAL I I I 19 34.5% 31.7% 36 65.5% 52.2% I I I 55 I I I AVERAGE I I I 40 56.3% 66.7% 31 43.7% 44.9% I I I 71 I I I BELOW AVERAGE I I I 1 33.3% 1.7% 2 66.7% 2.9% I 1 I COLUMN TOTAL I I I 60 46.5% 69 53.5% I I I CHI-SQUARE DEGREES OF EREEDOM 6.131 2 3 129 I 1 I I I I SIGNIFICANCE 0.047* Table 4.5.2 presents the Chi-square results of the relationship between the area of study of the respondents and perceived interaction with students. The results indicate that there is significant relationship between area of study and perceived interaction with students: (X = 5.612; P< 0.05; P = 0.037). 63 TABLE 4.5.2 CHI-SQUARE OF AREA OF STUDY BY PERCEIVED INTERACTION WITH STUDENTS COUNT ROW % COLUMN % SCIENCE I I I SOCIAL SCIENCE YES DEFINITELY 11 78.6% 17.7% I I I YES EROBABLY 15 44.1% 24.2% NO COLUMN TOTAL CHI-SQUARE 5.612 I I ROW TOTAL I I I I 3 21.4% 4.2% I I I 14 I I I I I I 19 55.9% 26.4% I I I 34 I I I 36 41.9% 58.1% I I I 50 58.1% 69.4% I I I 86 I I I 62 46.3% I I I 72 53.7% I I I 134 I I I DEGREES OF FREEDOM 2 SIGNIFICANCE 0.037* Table.4*fr Table 4.6 indicates that there is no statistical significance for the relationship between perceptions of adjustment difficulties and the respondents' duration of stay in the U.S.A. 64 liable 4.6 The Chi-Square results for the relationship between perceptions of adjustment difficulties and duration in U.S.A. Adjustment difficulties Chi-Square Value d.f P-Value Level of academic competition 0.544 4 0.969 Ranking by academic instructors 1.918 4 0.751 Command of English language 4.678 4 0.322 Interaction with students 4.624 4 0.328 Interaction with staff and faculty 6.495 6 0.371 Fair treatement in assistantships 4.069 6 0.667 Grades as a reflection of academic performance 3.763 6 0.709 12.103 6 0.060 4.933 6 0.552 Lack of tuition and fees Lack of orientation before and after enrollment Bie Chi-square test of statistical significance was used to test the significance of the relationships between perception of the respondents for adjustment difficulties and their places of origin. Table 4.7 presents the Chi-square results for this relationship. As shewn in the table, statistically significant relationships were observed. Tables 4.7.1 - 4.7.6 show the statistical significant relationship between the variables used and the respondents' places of origin. However, there are three adjustment difficulties in this table which do not show any statistically significant relationship with the place of origin: grades as a reflection of academic performance, lack of tuition and fees, lack of orientation before and after enrollment; 65 there is no significant relationship between these and the place of origin. Table 4.7 Hie Chi-Square results for the relationship between perceptions of adjustment difficulties and place of origin Adjustment difficulties Chi-Square Value d.f P-Value 13.376 2 0.001 * 7.313 2 0.026 * Command of English language 32.208 2 0.000 * Interaction with students 14.877 2 0.006 * Interaction with staff and faculty 16.904 3 0.007 * Fair treatement in assistantships 14.647 3 0.002 * Grades as a reflection of academic performance 0.960 3 0.811 Lack of tuition and fees 4.955 3 0.175 Lack of orientation before and after enrollment 4.845 3 0.183 Level of academic competition Panking by academic instructors * Significance at 0.05 level Table 4.7.1 shows the relationship between the respondents' place of origin and perceived level of academic competition. Hie relationship was tested for significance by means of a Chi-square test. Hie result for this test shews that there is a significant relationship between perceptions of level of academic competition and respondents' place of origin (X = 13.376; P< 0.05; P = 0.001). Hie percentages indicate that respondents from the Far East perceive more problems in 66 adjusting than those from East Africa in the area of academic competition. TABLE 4.7.1 CHI-SQUARE OF PLACE OF ORIGIN BY PERCEIVED LEVEL OF ACADEMIC COMPETITION COUNT ROW % COLUMN % EAST AFRICA I I I FAR EAST YES DEFINITELY 12 27.9% 22.6% I I I YES PROBABLY 16 32.0% 30.2% NO COLUMN TOTAL CHI-SOUARE I I ROW TOTAL I I I I 31 72.1% 39.2% I I I 43 I I I I I I 34 68.0% 43.0% I I I 50 I I I 25 64.1% 47.2% I I I 14 35.9% 17.7% I I I 39 I I I 53 40.2% I I I 79 59.8% I I I 132 I I I DEGREES OF FREEDOM •SIGNIFICANCE 2 0.001* 13.376 Table 4.7.2 presents the Chi-square results for the relationship between the place of origin and perceived ranking by academic instructors. As table 4.7.2 shews, statistically there is a significant relationship between place of origin and perceived ranking by acadenic instructors (X = 7.3132? P< 0.05? P = 0.026). As the table indicates, it appears the respondents from the Far East perceive more problems than those from East Africa as far as ranking of academic instructors are concerned. 67 TABLE 4.7.2 CHI-SQUARE OF PLACE OF ORIGIN BY PERCEIVED RANKING OF ACADEMIC INSTRUCTORS COUNT RCW % COLUMN % EAST AEBICA I I I FAR EAST I I I RCW TOTAL I I I AMONG BEST 28 51.9% 57.1% I I I 26 48.1% 32.9% I I I 54 I I I AVERAGE 20 28.2% 40.8% I I I 51 71.8% 64.6% I I I 71 I I I BELCW AVERAGE 1 33.3% 2.0% I I I 2 66.7% 2.5% I 1 I 49 38.3% I I I 79 61.7% I I I CCLUMN TOTAL CHI-SQUARE 7.3132 nFKBEES OF FREEDOM 2 3 128 I 1 I I I I SIGNIFICANCE 0.026* Hie Chi-square test of statistical significance was used to test the significance of the relationship between place of origin and perceived conmand of English language. square results for this relationship. Table 4.7.3 presents the ChiAs is indicated in the table, there is a statistically significant relationship between place of origin and perceived command of English language (X P = 0.000). = 32.208; P< 0.05; The percentages indicate that respondents from the Far East perceive more hardship in adjusting themselves as far as the conmand of English is concerned than those from East Africa. 68 TABLE 4.7.3 CHI-SQUARE OF PLACE OF ORIGIN BY PERCEIVED COMMAND OF ENGLISH LANGUAGE FAR EAST I I I YES IRCBABLY 11 16.9% 20.4% 54 83.1% 69.2% NO 43 65.2% 79.6% 54 40.9% COUNT ROW % COLUMN % COLUMN TOTAL CHI-SQUARE 32.208 EAST AFRICA ! DEGREES OF FREEDOM 1 ROW TOTAL I I I I I I 65 I I I 23 34.8% 29.5% I I I 66 I I I 77 59.1% I I I 131 I I I SIGNIFICANCE 0.000* Table 4.7.4 shows the relationship between place of origin for the respondents and percei* ~d interaction with students. The relationship was tested for significance by means of a Chi-square test. Hie results show that there is a statistically significant relationship between place of origin and perceived interaction with students (X P< 0.05; P = 0.006). = 14.877; As observed in the tabler respondents frcm the Far East perceive more difficulties in interacting with other students than respondents from East Africa. 69 TABLE 4.7.4 CHI-SQUARE OF PLACE OF ORIGIN BY PERCEIVED INTERACTION WITH STUDENTS COUNT ROW % COLUMN % FAR EAST I I I YES DEFINITELY 4 30.8% 7.4% 9 69.2% 11.4% I I I 13 I I I YES HKBABLY 5 14.7% 9.3% 29 85.3% 36.7% I I I 34 I I I NO 45 52.3% 83.3% 41 47.7% 51.9% I I I 86 I I I 54 40.6% 79 59.4% I I I 133 I I I EAST AFRICA COLUMN TOTAL CHI-SQUARE DRRREEfi OF FREEDOM 14.877 2 Table 4.7.5 shows fchs shaHsHosi — "■"" . ---- ROW TOTAL I I I SIGNIFICANCE 0.006* relationshiph between “qnificant ’3 place of origin and perceived interaction with staff and faculty. The relationship was tested for significance by means of a Chi-square test. The results show that there was a statistically significant relationship between place of origin and perceived interaction with staff and faculty (X = 16.904; P< 0.05; P = 0.007). Respondents frcm the Far East seem to have perceived more adjustment difficulties in interacting with staff and faculty than their counter respondents frcm East Africa. 70 TABLE 4.7.5 CHI-SQUARE OF PLACE OF ORIGIN BY PERCEIVED INTERACTION WITH STAFF AND FACULTY COUNT ROW % OOLUMN % EAST AERICA I FAR EAST I I RCW TOTAL I I YES DEFINITELY 4 26.7% 7.4% I I I 11 73.3% 14.1% I I I 15 I YES ERCBABLY 4 13.8% 7.4% I I I 25 86.2% 32.1% I I I 29 I NOT SURE 12 41.4% 22.2% I I I 17 58.6% 21.8% I I I 29 I NO 34 57.6% 63.8% I I I 25 42.4% 32.1% I I I 59 I 54 40.9% I I 78 59.1% I I I 132 I COLUMN TOTAL CHI-SOUARE 16.904 DEGREES OF FREEDOM 3 SIGNIFICANCE 0.007* Table 4.7.6 shows the relationship between plaoe of origin and perceived fair treatment in assistantships. The relationship was tested for significance by means of a Chi-square test. The results show that there is a statistically significant relationship between place of origin and respondents' perception as far as fair treatment in assistantships is concerned (X = 14.657; P< 0.05; P = 0.002). Percentages show that respondents from the Far East seem to have 71 perceived more difficulties in adjusting in understanding fair treatment in assistantships than those fran East Africa. TABLE 4.7.6 CHI-SQUARE OF PLACE OF ORIGIN BY PERCEIVED FAIR TREATMENT IN ASSISTANTSHIPS COUNT ROW % COLUMN % I I I FAR EAST I I I RCW TOTAL I I I YES DEFINITELY I I I 15 44.1% 28.8% 19 55.9% 24.1% I I I 34 I I I YES PROBABLY I I I 8 19.0% 16.4% 34 81.0% 43.0% I I I 42 I I I NOT SURE I I I 16 44.4% 30.8% 20 55.6% 25.3% I I I 36 I I I NO I I I 13 68.4% 25.0% 6 31.6% 7.6% I I I 19 I I I COLUMN TOTAL I I I 52 39.7% 79 60.3% I I I 131 I I I CHI-SQUARE 14.657 EAST AERICA DEGREES OF FREEDOM 3 SIGNIFICANCE 0.002* Besearch.Question ..3. How do the students' concepts of academic ability relate to certain students' demographic characteristics? In order to answer this question, the Chi-square test of statistical significance was used to test the significance of the relationship between certain students' demographic characteristics and their perceived academic ability. 72 Tables 4.8 - 4.13 present the relationship between perception of academic ability and age group, gender of respondents, type of institution, area of study, duration in U.S.A. and place of origin. All seven academic variables are tested for significance by means of a Chi-square test. Table 4.8 shows the summary of the Chi-square results for the relationship between perceptions of academic ability and respondents' age group. As shown in table 4.8, statistically significant relationships were observed between age group and ability to complete college and also between age group and completion of advanced degree. The remaining seven variables in the table did not show any statistically significant relationship. Table 4.8 The Chi-Square results for the relationship between perceptions of academic ability and respondents' age group Academic Ability Chi-Square Value d.f P-Value School ability compared with close friends 3.747 4 0.441 School ability compared with class mates 5.706 4 0.222 Ability to complete college 9.889 3 0.020 * Class rank in college 8.206 4 0.084 14.862 4 0.005 * Self opinion of work 6.136 4 0.189 Grades capable of getting 5.348 2 0.069 Completion of advanced degree * Significance at 0.05 level The Chi-square test of statistical significance was used to test the significance of the relation between age group and perceived ability to complete college. Table 4.8.1 presents the Chi-square results for this relationship. As the table shows, statistically significant relationship was observed at (X 0.020). = 9.889; P< 0.05; P = The table indicates that the younger respondents perceived more difficulties in completing a college education than the older respondents. TABLE 4.8.1 CHI-SQUARE OF AGE GROUP BY PERCEIVED ABILITY TO COMPLETE COLLEGE COUNT ROW % COLUMN % LESS THAN 30 YEARS 30 YEARS OR MORE RCW TOTAL I YES DEFINITELY 50 52.1% 69.4% 46 47.9% 92.0% 96 I YES PRCBART.Y 15 7fl.Q8k 20.8% 4 91 .ia 8.0% 19 I NOT SURE 6 57.1% 15.2% 6 I 1 100.0% 1.4% 1 I 122 I NO COLUMN TOTAL CHI-SQUARE 72 59.0% 50 41.0% DEGREES OF FREEDOM 9.889 3 1 SIGNIFICANCE 0.020* Table 4.8.2 shows that there is a statistically significant relationship between age groups and perceived likelihood of completion of advanced degree, ftie statistical significance relationship was tested by means of a Chi-square test (X 0.005). = 14.862; P< 0.005; P = The younger respondents experience more problems than older respondents. TABLE 4.8.2 CHI-SQUARE OF PERCEPTION OF LIKELIHOOD OF COMPLETION OF ADVANCED DEGREE BY AGE GROUP COUNT ROW % COLUMN % LESS THAN 30 YEARS 30 YEARS OR MORE 24 42.1% 33.8% ROW TOTAL I 33 57.9% 68.8% 57 I 21 75.0% 29.6% 7 25.0% 14.6% 28 I NOT SURE 19 76.0% 26.8% 6 24.0% 12.5% 25 I UNLIKELY 6 85.7% 8.5% 1 14.3% 2.1% 7 I MOST UNLIKELY 1 50.0% 1.4% 1 50.0% 2.1% 2 I 71 59.7% 48 40.3% 119 I VERY LIKELY SOMEWHAT LIKELY COLUMN TOTAL CHI-SQUARE 14.862 DEGREES OF EREEDOM 4 SIGNIFICANCE 0.005* 75 Chi-square test of statistical significance was used to test the significance of the relationship between perceptions of academic ability and gender of respondents. Table 4.9 presents the Chi-square results for this relationship. The table shows that there are statistically significant relationships between gender and school ability compared with friends, class rank in college and completion of advanced degree. However, there was no statistical significant relationship between gender and school ability compared with classmates, ability to complete college, self opinion of work and grades capable of getting. Table 4.9 The Chi-Square results for the relationship between perceptions of academic ability and gender of respondent Academic Ability Chi-Square Value d.f P-Value School ability compared with close friends 11.072 4 0.026 * School ability compared with class mates 8.618 4 0.071 Ability to complete college 4.409 3 0.221 Class rank in college 10.472 4 0.033 * Completion of advanced degree 16.057 4 0.003 * Self opinion of work 8.313 4 0.081 Grades capable of getting 2.446 2 0.294 * Significance at 0.05 level Table 4.9.1 shows that there was a statistically significant relationship between gender and school ability compared with close friends. The relationship in this table was tested for significance by means of a Chi-square test (X = 11.072; P< 0.05; P = 0.026). The percentages in the table shew that female respondents perceive they face more problems in school ability compared with their close friends. TABLE 4.9.1 CHI-SQUARE OP GENDER BY PERCEIVED SCHOOL ABILITY COMPARED WITH CLOSE ERIENDS COUNT ROW % COLUMN % I I I MALE I I I EEMALE I I I ROW TOTAL I I I THE BEST I I I 13 86.7% 15.9% I I I 2 13.3% 4.3% I I I 15 I I I ABOVE AVERAGE I I I 42 69.9% 64.2% I I I 19 31.1% 41.3% I I I 61 I I I AVERAGE I I I 26 56.5% 31.7% I I I 20 33.5% 43.5% I I I 46 I I I BELCW AVERAGE I I I 1 20.0% 1.2 I I I 4 80.0% 8.7% I 1 I POOREST I I I I I I 1 100.0% 2.2% I I I I I I I 46 35.9% I I I 128 COLUMN TOTAL CHI-SQUARE 11.072 I I I 82 64.1% DEGREES OF EREEDOM 4 I 1 I 5 I I I SIGNIFICANCE 0.026* I I I Table 4.9.2 presents the relationship between gender and perceptions of class ranking in college, by means of a Chi-square test. ttie relationship was tested As the table shows, there is statistically significant relationship between gender and perceived class rank in college (X = 10.472; P< 0.05; P = 0.033) . TABLE 4.9.2 CHI-SQUARE OF PERCEIVED CLASS RANK IN COLLEGE BY GENDER COUNT ROW % COLUMN % I I I MALE I I I female I I I BJE BEST I 23 79.3% 28.8% I I I 6 20.3% 13.0% I I I 29 I I I ABC77E AVERAGE I 39 66.1% 48.8% I I I 20 33.9% 43.8% I I I 59 I I I AVERAGE I 16 53.3% 20.0% I I I 14 46.7% 30.4% I I I 30 I I I BELOW AVERAGE I 2 33.3% 2.5 I I I 4 66.7% 8.7% I 1 I 6 I 1 I POOREST I I I I 2 100.0% 4.3% I 1 I 2 I 1 I I I I 46 36.5% I I I COLUMN TOTAL CHI-SQUARE 10.472 I 80 63.5% DEGREES OF FREEDOM 4 ROW TOTAL 126 SIGNIFICANCE 0.033* I I I I I I Table 4.9.3 gives the Chi-square test results for the statistically significant relationship between gender and the perceived likelihood of completion of advanced degree. As observed in the table, there is a statistically significant relationship between gender and completion of advanced degree (X = 16.057; P< 0.05; P = 0.003). TABLE 4 . 9 . 3 CHI-SQUARE OF PERCEIVED LIKELIHOOD OF COMPLETION OF ADVANCED DEGREE BY GENDER COUNT ROW % COLUMN % I I I MALE I FEMALE VERY LIKELY I I I 45 72.6% 57.0% I I I I I I 22 75.9% 27.8% NOT SURE I I I UNLIKELY RCW TOTAL I 17 27.4% 37.0% 62 I I I I 7 24.1% 15.2% 29 I 9 36.0% 11.4% I I I 16 64.0% 34.8% 25 I I I I 2 28.6% 2.5% I I I 5 71.4% 10.9% 7 I MOST UNLIKELY I I I 1 50.0% 1.3% I I I 1 50.0% 2.2% 2 I COLUMN TOTAL I I I 79 65.2% I I 46 36.8% 125 I SOMEWHAT LIKELY CHI-SQUARE 16.057 DEGREES OF FREEDOM 4 SIGNIFICANCE 0.003* 79 The Chi-square test of statistical significance was used to test the significance of relationships between the respondents' perceptions of academic ablity and type of institution. Table 4.10 presents the Chi-square results for this relationship. As shown in table 4.10, statistically significant relationships were not observed between perceptions of respondents and type of institution. The variables that were statistically tested for their significant relationships with respondents' type of institution were school ability compared with close friends, school ability compared with classnates, ability to complete college, class rank in college, completion of advanced degree, self opinion of work and grades capable of getting. Table 4.10 The Chi-Square results for the relationship between perceptions of academic ability and type of institution Academic Ability Chi-Square Value d.f P-Value School ability compared with close friends 3.609 4 0.462 School ability compared with class mates 3.921 4 0.417 Ability to complete college 1.906 3 0.592 Class rank in college 2.032 4 0.730 Completion of advanced degree 5.227 4 0.265 Self opinion of work 3.250 4 0.517 Grades capable of getting 4.418 2 0.110 80 Table 4.11 The Chi-Square results for the relationship between perceptions of academic ability and area of study Chi-Square Value Academic Ability d.f P-Value School ability compared with close friends 4.975 4 0.290 School ability compared with class mates 1.182 4 0.881 Ability to complete college 4.316 3 0.229 Class rank in college 2.017 4 0.732 Completion of advanced degree 7.922 4 0.094 Self opinion of work 2.626 4 0.622 Grades capable of getting 5.346 2 0.069 Table 4.11 shows the Chi-square results for the relationship between perceptions of academic ability and area of study. The Chi- square test was used to test the significance of the relationship between area of study and respondents' perceptions of academic ability. Hie results observed indicate that there are no statistical significant relationships between respondents' perceptions of school ability compared with close friends and area of study, school ability compared with classmates and area of study, ability to complete college and area of study, class rank in college, completion of advanced degree and area of study, self opinion of work and area of study, and lastly grades capable of getting. Respondents seen to be showing similarities. 81 Table 4.12 Chi-Square results for the relationship between perceptions of academic ability and duration in U.S.A. Academic Ability Chi-Square Value d.f P-Value School ability compared with close friends 5.283 8 0.727 School ability compared with class mates 8.510 8 0.385 Ability to complete college 7.710 6 0.260 Class rank in college 6.585 8 0.582 12.148 8 0.145 Self opinion of work 5.956 8 0.652 Grades capable of getting 6.491 4 0.165 Completion of advanced degree Table 4.13 shows a summary of relationships between perceptions of academic ability and place of origin. The table shews the relationship between place of origin and perceptions of academic ability: school ability compared with close friends* school ability compared with classmates, ability to complete college, class rank in college, completion of advanced degree, self opinion of work, and grades capable of getting. The table indicates that there is no statistically significant relationship between either school ability compared with close friends or grades capable of getting and place of origin. Tables 4.13.1 - 4.13.5 present the Chi-square test of statistical significance of the relationship between place of origin and the remaining five items in the table. 82 Table 4.13 The Chi-Square results for the relationship between perceptions of academic ability and place of origin Chi-Square Value Academic Ability d.f F-Value 5.126 4 0.275 11.818 4 0.019 * 9.444 3 0.024 * Class rank in college 13.558 4 0.009 * Completion of advanced degree 12.154 4 0.016 * Self opinion of work 13.431 4 0.009 * 2.259 2 0.323 School ability compared with close friends School ability compared with classmates Ability to complete college Grades capable of getting * Significance at 0.05 level The Chi-square test of statistical significance was used to test the significance of the relationship between perceptions of academic ability and place of origin. Table 4.13.1 presents the Chi-square results for testing the statistical significance of relationships between place of origin and perceived school ability compared with classmates. (X Hie results show that there is a significant relationship = 11.819; P< 0.05; P = 0.019). 83 TABLE 4.13.1 CHI-SQUARE OF PLACE OF ORIGIN BY PERCEIVED SCHOOL ABILITY COMPARED WITH CLASS MATES COUNT ROW % COLUMN % EAST AFRICA I I I FAR EAST I I I THE BEST 11 52.4% 22.9% I I I 10 47.6% 13.5% I I I 21 I I I ABCVE AVERAGE 27 49.1% 50.3% I I I 28 50.9% 37.8% I I I 55 I I I AVERAGE 9 24.3% 18.8% I I I 28 75.7% 37.8% I I I 37 I I I I I I 7 100.0% 9.5% I 1 I 7 I 1 I 1 50.0% 2.1% I I I 1 50.0% 1.4% I 1 I 2 I 1 I 48 39.3% I I I 74 60.7% I I I BELOW AVERAGE POOREST COLUMN TOTAL CHI-SQUARE 11.818 nPTCRPPS OP PRFPmM 4 ROW TOTAL 120 I I I I I I SIGNIFICANCE 0.019* Table 4.13.2 presents the Chi-square test of the relationship between place of origin and perceived academic ability to complete college. The Chi-square test results shew that there is a statistically significant relationship between place of origin and perceived ability to complete college (X = 9.444; P< 0.05; P = 0.024). It appears that a lower percentage of the respondents from the Far East 84 perceive themselves capable of completing a college education than those from East Africa. TABLE 4.13.2 CHI-SQUARE OF PLACE OF ORIGIN BY PERCEIVED ABILITY TO COMPLETE COLLEGE COUNT ROW % COLUMN % I I I YES DEFINITELY I I I YES PROBABLY I I I NOT SURE I I I PROBABLY NOT I I I NO I I I COLUMN TOTAL CHI-SQUARE I I I I FAR EAST I I I 46 46.9% 92.0% I I I 52 53.1% 70.3% I I I 98 I I I 4 21.1% 8.0% I I I 15 78.9% 20.3% I I I 19 I I I 6 100.0% 8.1% I 1 I EAST AFRICA 50 40.5% I 1 I 6 I I I 1 100.0% 1.4% I I l I I 74 59.7% I I I 124 I I 3 I I I I I I DEGREES OF FREEDOM 9.444 ROW TOTAL I I I I I SIGNIFICANCE 0.024* Table 4.13.2 shews the relationship between place of origin and perceived class ranking in college. means of Chi-square test. The relationship was tested by The results shews that there is a statistically significant relationship between place of origin and perceived class ranking in college (X = 13.558; P< 0.05; P = 0.009). Die percentages seem to indicate that respondents fran the Far East have a lower perceived concept as far as class rank in college than their counterpart East African respondents. TABLE 4.13.3 CHI-SQUARE OF PLACE OF ORIGIN BY PERCEIVED CLASS RANK IN COLLEGE COUNT ROW % COLUMN % EAST AFRICA I FAR EAST ROW TOTAL I 0HE BEST 14 48.3% 29.2% I I I 15 51.7% 20.3% 29 I ABCVE AVERAGE 28 50.0% 50.3% I I I 28 50.0% 37.8% 56 I AVERAGE 5 17.2% 18.4% I I I 24 82.8% 12.4% 29 I 6 inn.o* 8.1% 6 I 2 I 120 I I BELCW AVERAGE POOREST COLUMN TOTAL CHI-SQUARE 13.558 1 50.0% 2.1% I I I 1 50.0% 1.4% 48 39.3% I I 74 60.7% DEGREES OF FREEDOM 4 SIGNIFICANCE 0.009* 86 Table 4.13.4 shows the relationship between place of origin and perceived likelihood of the completion of an advanced degree, lhe Chi- square test results show that there is a statistically significant relationship between place of origin and the perceived likelihood of completing advanced degree (X = 12.154; P< 0.05; P = 0.016). The table indicates that the respondents from the Far East have lower perceived expectations than those from East Africa. 87 TABLE 4.13.4 CHI-SQUARE OF PLACE OF ORIGIN BY PERCEIVED LIKELIHOOD OF COMPLETION OF ADVANCED DEGREE COUNT ROW % COLUMN % VERY LIKELY SOMEWHAT LIKELY NOT SURE I I I FAR EAST I I I 32 52.5% 68.1% I I I 29 47.5% 39.2% I I I 61 I I I 7 25.9% 14.9% I I I 20 74.1% 37.0% I I I 27 I I I 7 29.2% 14.9% I I I 17 78.8% 23.0% I I I 24 I I I I I I 7 100.0% 9.5% 1 I 1 50.0% 2.1% I I I 1 50.0% 1.4% I 1 I 47 38.8% I I I 74 61.2% I I I EAST AFRICA UNLIKELY MOST UNLIKELY COLUMN TOTAL CHI-SQUARE 12.154 DEGREES OF FREEDOM 4 ROW TOTAL 7 2 121 I I I 1 I I 1 I I I I SIGNIFICANCE 0.016* Table 4.13.5 presents the relationship between place of origin and respondents' self opinion of work. Hie Chi-square test results show that there is a statistically significant relationship between place of origin and self opinion of work (X = 13.431; P< 0.05; P = 0.009). Hie percentages in the table indicate that East African respondents have higher concept of self opinion of work than those fran the Far East. 88 TABLE 4.13.5 CHI-SQUARE OF PLACE OF ORIGIN BY SELF OPINION OF WORK COUNT ROW % COLUMN % EAST AFRICA FAR EAST I ROW TOTAL I EXCELLENT 12 44.4% 24.5% 15 55.6% 28.3% I 27 I GOOD 35 48.6% 71.4% 37 51.4% 50.0% I 72 I 1 5.9% 2.0% 16 94.1% 21.6% I 17 I 4 100.0% 5.4% 1 4 1 1 3 1 AVERAGE BELOW AVERAGE MUCH BELOW AVERAGE 1 33.3% 2.4% 2 66.7% 2.7% COLUMN TOTAL 49 39.8% 74 60.2% CHI-SQUARE 13.431 DEGREES OF FREEDOM 4 I 123 SIGNIFICANCE 0.009* I 89 Research Question 4 What are seme of the factors that relate to students’ high or lew self-concept of academic ability? In order to answer this question, two approaches were taken: (a) Analysis of Variance (ANC77A) results for the effect of certain demographic characteristics and self-concept of academic ability; (b) Analysis of Variance (ANWA) results for the effect of adjustment difficulties on the self-concept of academic ability. were represented by Table 4.14 and Table 4.15. Both a and b Table 4.14 presents the analysis of variance results for the effect of certain demographic characteristics and self-concept of academic ability. A one-way analysis of variance (ANQ/A) was used to determine significance at the 0.05 level of certain demographic characteristics (age, gender, type of institution, general area of study, duration of stay in U.S.A., place of origin) and respondents' self-concept of academic ability. Fran Table 4.14 it was observed that there were statistically significant difference at the 0.05 level between the respondents' perceptions of self-concept of academic ability and the following demographic characteristics: age (F = 9.16, P< 0.05, P = 0.003), gender (F = 13.51, P< 0.05, P = 0.000), place of origin (F = 10.03, P< 0.05, P = 0.002). (these three areas of demographic characteristics (age, gender and place of origin) were noted to be of statistically significant difference. The mean of the younger respondents (< 30 years of age) was higher than that of the older respondents (30 years or more): younger (mean = 2.08), older (mean = 1.76). The mean of female was higher than the mean of the males. 90 Female (mean = 2.19), males (mean = 1.80), and the mean of respondents from the Far East was higher than the mean of East African respondents. Far East (mean = 2.07), East Africa (mean = 1.73). No statistically significant effects were observed between respondents' self-concept of academic ability and type of institution. Public institutions (mean = 1.99), private institutions (mean = 1.85). No statistically significant effects were observed of respondents' self-concept of academic ability between those who studied Science (mean = 2.01) and those who studied Social Science (mean = 1.87). Also no statistical significant effects were observed of respondents' selfconcept of academic ability between those who stayed in the U.S.A. for >5 years (mean = 1.92) and either those who stayed in the U.S.A. for 24 years (mean = 1.87) or those who stayed in the U.S.A. for <2 years (mean = 2.07). 91 Table 4.14 Analysis of Variance (ANCWA) results for the effect of certain demographic characteristics and self-concept of academic ability Demographic characteristic Levels Mean SD Age < 30 yrs 2.08 0.65 30 yrs or more 1.76 0.46 Male 1.80 0.53 F-Value 9.16 Gender Hype of institution General area of stud/ Duration in U.S.A. Place of origin Female 2.19 0.64 Public 1.99 0.66 Private 1.85 0.49 Science 2.01 0.57 Social Sc. 1.87 0.63 > 5 Yrs 2-4 Yrs < 2 Yrs 1.92 1.87 2.08 0.56 0.60 0.63 E. Africa 1.73 0.49 Far East 2.07 0.64 P-Value 0.003 * 13.51 0.000 1.57 0.213 1.65 0.201 1.38 0.256 10.03 0.002 * * Significance at 0.05 level A one-way analysis of variance (ANCVA) was used to determine whether or not there exists significant effect of adjustment difficulties on the self-concept of academic ability. Table 4.15 presents the means, standard deviations, the observed F-value and its and its corresponding significance level for the nine adjustment difficulties. * 92 Table 4.15 shows that there were statistically significant differences at the 0.05 level in perceived ranking by academic instructors on the respondents' self-concept of academic ability (F = 43.97; P< 0.05, P = 0.000), command of English language (F = 15.18; P< 0.05; P = 0.000), interaction with students (F = 4.72; P< 0.05; P = 0.011), interaction with staff and faculty (F = 3.6; P< 0.05; P = 0.014). However, there were no statistically significant differences observed in the remaining five adjustment difficulties. In level of academic competition there was no statistically significant differences between the level of academic competition and the respondents' selfconcept of academic ability: = 2.03), no (mean = 1.79). definitely (mean « 1.96), probably (mean There were no significant differences between fair treatment in assistantships and the respondents' selfconcept of academic ability. 93 Table 4.15 Analysis of Variance (ANCVA) results for the effects < adjustment difficulties of the self concept of academic ability Adjustment difficulties Level Mean SD F-Value Level of academic competition Definately Probably Mb 1.96 2.03 1.79 0.65 0.55 0.60 1.76 Ranking by academic instructors 1.47 Among best 2.21 Average Below average 2.95 0.38 0.50 0.84 43.97 0.000 * Conmand of English language Probably 2.16 0.59 15.18 0.000 * No 1.66 0.41 Interaction with students Definately Probably No 2.17 2.14 1.82 0.59 0.59 0.58 4.72 0.011 * Interaction with staff and faculty Definately Probably Not Sure No 2.03 2.14 2.08 1.76 0.64 0.55 0.59 0.57 3.67 0.014 * Fair treatment in assistantships Definately Probably Not Sure No 1.76 2.04 2.03 1.82 0.41 0.58 0.71 0.62 1.93 0.128 Grades as a reflection of academic performance Definately Probably Not Sure No 1.84 1.92 2.26 1.81 0.58 0.50 0.79 0.60 2.49 0.064 Lack of tuition and fees Definately Probably Not Sure No 1.85 1.98 2.26 1.89 0.50 0.56 0.89 0.64 1.66 0.180 Definately Probably Not Sure No 2.26 1.85 2.17 1.88 0.84 0.50 0.71 0.54 2.50 0.063 Lack of orientation before and after enrollment * Significance at 0.05 level P-Value 0.177 CHAPTER V SQfQKX, FmSENSS, GONCLUSICNS, IMPLICATIONS AND RECXMMEHXVXIGNS Introduction The first part of this chapter presents an overview of this study's purpose, procedures taken and major findings. A discussion of the major conclusions drawn from the findings of the study are in the second section of this c h a p ter . The last part of the chapter deals with the implications, recarmendations and suggestions for future research. SiSujTwiljf' Purpose of the Stud/ The purpose of this study was to investigate the adjustment difficulties and self-concept of academic ability of East African and Far Eastern graduate students attending selected Michigan universities (Andrews University, Western Michigan University and Michigan State University) pertinent to their academic life/experiences. Specifically, the study was designed to address the following research questions: 94 95 1. What are the major difficulties foreign students attending selected Michigan universities encounter? 2. How do these difficulties relate to students' demographic characteristics? 3. How do the students' self-concept of academic ability relate to students' demographic characteristics? 4. What are some of the factors that relate to students' high or low self-concept of academic ability? The study then made a comparision between the East African students and the Far Eastern students to see hew similar or different students from different sections of foreign countries perceive the iirpact of identified adjustment difficulties and self-concept of academic ability have on their academic life/experiences on U.S. university campuses. Such a research effort was timely in light of the fact that few studies of this nature exist. Also many of the educational providers are not aware of seme of the foreign students' adjustment difficulties as related to the impact these difficulties have on some students (Cable, 1974), the nature of problems these students encounter while on the United States college/university campuses, and the ongoing research efforts to understand the academic experiences of foreign students (Barakat, 1988). Design of the Stucfy The data of this study were drawn from the questionnaire sent to 200 East African and Far Eastern students attending selected universities in the state of Michigan: Andrews University, Western Michigan University and Michigan State University. In order to examine 96 the educational characteristics of these students, two survey forms were utilized: (a) academic adjustment difficulties survey form, used to measure students' perceived adjustment difficulties; (b) The Michigan State Self-Cbncept of Academic Ability Scale, used to measure the respondents' self-concept of academic ability. There were twenty- five (25) items in the first form and seven (7) items in the second form. Both of these were put together as one instrument and were administered at the same time. Responses of the questionnaires were computer scored. Data were analyzed and arranged in tables in order to help answer research questions. Descriptive statistics, frequency counts and tables were used to present, analyze and summarize the data. Frequency counts/percentages were used to answer Research Question 1, which dealt with perceived adjustment difficulties pertinent to respondents' academic life. A Chi-square test of statistical significance was used for Research Question 2 to determine the relationship between perceived adjustment difficulties and certain students' demographic characteristics. A Chi-square test also was used for Research Question 3 to determine if there were statistically significant relationship between students' self-concept of academic ability and certain students' demographic characteristics. Hie analysis of variance (ANCVA), however, was used to analyze and answer Research Question 4 to determine whether or not there exist significant relationship between certain demographic characteristics and self-concept of acadonic ability, also whether or not there exist significant relationships between perceived adjustment difficulties and the self-concept of 97 academic ability. Hie Statistical Package for the Social Sciences (SPSS) available in the MSU IBM mainframe computers was used in the computation and analysis of this research. Demographic Characteristics Of the total of 135 respondents whose responses were analyzed, 17 (31.5%) from East Africa and 57 (73.1%) of those from the Far East said they were younger than 30 years of age. Thirty-seven (37) (68.5%) of the respondents fran East Africa and 21 (26.9%) fran the Far East said they were either 30 years of age or more. There were 49 (60.5%) males and 32 (39.5%) females of the respondents from the Far East, while 37 (68.5%) males and 17 (31.5%) females of the respondents were from East Africa. There were 36 (66.7%) respondents fran East Africa in public institutions and 18 (33.3%) fran private institutions. Also there were 50 (61.7%) respondents in public institutions and 31 (38.3%) in private institutions fran the Far East. Of those respondents from East Africa, 25 (48.1%) of them and 37 (45.7%) fran the Far East studied Science, while 27 (51.9%) from East Africa and 44 (54.3%) from the Far East studied Social Science. Out of the respondents who were from East Africa, 15 (27.8%) had been in the U.S.A. for 5 years, 27 (50%) for 2-4 years and 12 (22.2%) for less than 2 years. Of those from the Far East, 18 (22.2%) had been in the U.S.A. for 5 years, 37 (45.7%) for 2-4 years and 26 (31.3%) for less than 2. As far as orientation before coming to the U.S.A. was concerned, 7 (13%) from East Africa and 26 (32%) fran the Far East said that they had received orientation. The others, 47 (87%) from East Africa and 55 (67.9%) fran the Far East said they did not receive 98 orientation before coming to the U.S.A. Of those who said they received orientation while they were in the U.S.A., 43 (82.7%) were from East Africa and 66 (81.5%) from the Far East. Biere were 9 (17.3%) respondents from East Africa and 15 (18.5%) from the Far East who said that they did not receive orientation when they came to the U.S.A. Ihe area setting of the high school of the respondents was also noted. IVrenty-six (26) (48.1%) from East Africa and 59 (73.7%) from the Far East said that their high schools were in an urban setting, while 28 (51.9%) from East Africa and 21 (26.3%) fran the Far East said their high schools were in a rural setting. Summary of Findings Major findings in relation to the research questions are discussed in this section. Findings q£.Jthe_Stufly: Research Question 1 What are the major difficulties foreign students attending selected Michigan universities encounter? The sample for this study was drawn from the East African and Far Eastern students who were studying in the selected universities in the state of Michigan. Frequencies and percentages for the perceptions of the nine identified adjustment difficulties ty these students were measured at the level of definitely, probably, not sure, no, among the best, average and below average. Overall, all the nine identified adjustment difficulties were perceived by all respondents as areas of concern. However, based on the percentages scored by individual groups 99 (East African or Far Eastern), at different levels, respondents fran the Far East seem to be experiencing more problems than the respondents from East Africa. The number of East African students who seemed to adjust more readily were greater than those who indicated to be having more problems in adjusting themselves. On the other hand, however, the Far Eastern students who were experiencing problems in adjusting themselves were more than those who appeared to be having few problems. Summary: Though there was variation between the respondents (East African students and Far Eastern students) in their perceptions, the responses showed that the respondents' general perception was that all the identified nine categories of adjustment difficulties are areas of concern at different levels. Research Question 2 : How do these difficulties relate to students' demographic characteristics? According to the perception of the students as demonstrated by the Chi-scruare results, there were relationshins corrections ^ between .. — -* — _ ._ .._ of all -the nine identified categories of adjustment difficulties and the students' demographic characteristics. Of all nine categories of adjustment difficulties, four were perceived to have statistical significant relationships with age group. There were statistically significant relationships between perceived level of academic competition, command of English language, interaction with staff and faculty, fair treatment in assistantships and age group. There was, however, no statistically significant relationship between perceived ranking by academic instructors, 100 interaction with students, grades as a reflection of academic performance, lack of orientation before and after enrollment and age group. The Chi-square results also indicated that there was no statistically significant relationship between perceptions of all the nine categories of adjustment difficulties and either gender of respondents or type of institution. There were, however, statistically significant relationships between perceptions of both ranking by academic instructors and interaction with students and area of study. There were, however, no observed statistically significant relation­ ships between perceptions of the other remaining seven categories of perceived adjustment difficulties and area of study. The Chi-square results also showed that there were no observed statistically significant relationships between perceptions of all nine categories of adjustment difficulties and duration of stay in the U.S.A. The relationship between perceptions of many of the adjustment difficulties and place of origin was significant. The Chi-square test results revealed that there were statistically significant relationship between perceived level of academic competition, ranking by academic instructors, ccmnand of English language, interaction with students, interaction with staff and faculty, fair treatment in assistantships and respondents' place of origin (significance at 0.05 level). The Chi-square test results, however, did not reveal statistically significant relationship between perceptions of grades as a reflection of academic performance, lack of tuition and fees, lack of orientation before and after enrollment and respondents' place of origin. 101 Research Question 3 How do the students' self-concepts of academic ability relate to certain students' demographic characteristics? Hie Chi-square test which was used showed that there are statistically significant relationships between perceptions of ability to complete college, completion of advanced degree and respondents' age group. The Chi-square results, however, failed to reveal any statistically significant relationships between perceived school ability compared with friends, school ability compared with class­ mates, class rank in college, self opinion of work, capable of getting grades and age group. Of the seven academic ability levels identified, the Chi-square results showed that there are statistically significant relationships between perceptions of three of them (school ability compared with close friends, class rank in college, completion of advanced degree) and gender of respondents. The Chi-square results for the relationship between the perceptions of the remaining four (school ability compared with classmates, ability to complete college, self opinion of work, capable of getting grades) and gender of respondents shewed no statistical significance. The Chi-square results revealed that there were no statistically significant relationships between perceptions of any of the seven levels of academic ability identified and type of institution, area of study, and duration of stay in the U.S.A. However, Chi-square results shewed that there were statistically significant relationships between perceptions of five of them (school ability compared with classmates, ability to complete college, class rank in college, completion of 102 advanced degree, self opinion of work) and respondents' place of origin. The Chi-square results showed no statistically significant relationship between perceptions of the renaining two (school ability compared with close friends, capable of getting grades) and respondents' place of origin. Research Question 4 What are sane of the factors that relate to students' high or low self-concept of acadanic ability? Statistically significant relationships of certain demographic characteristics and self-concept of acadanic ability were observed between age groups: The mean rating among the respondents less than 30 years of age was significantly higher than respondents who said that they were 30 years of age or more (at 0.05 level) for the self-concept of academic ability. The means and standard deviations of males and females indicated that there existed significant differences between the perception of males and females. than that of the males. The mean of the females is higher Also, the means and standard deviations of the respondents from the Far East seem higher than those of the East African students, indicating that there were significant differences between the perceptions of the respondents from East Africa and those from the Far East. The analysis of variance (ANCVA) results for the effect of the other demographic characteristics and self-concept of academic ability were not significant. Statistically significant relationships between perceived ranking by academic instructors, command of English language, interaction with students and interaction with staff and faculty and the self-concept of 103 acadanic ability were observed. The mean and standard deviation of those whose perceptions were below average were higher than of those whose perceptions were among the best as far as perceived ranking by academic instructors was concerned. As for perceived command of English language, the mean and standard deviation of those who responded "probably" were higher than those who said "no". The mean and standard deviations of those who responded "definitely" or "probably" were higher than those who responded "no" in the case of perceived interaction with students. Also, for perceived interaction with staff and faculty, the mean of those who said "probably" is higher than those who said "definitely", "not sure" or "no". As for the remaining five of the adjustment difficulties, no statistically significant relationship was observed. The following factors appeared to be related to students' high or lew self-concept of academic ability: Age group & level of academic competition (Chi-square = 9.00) Age group & command of English language (Chi-square = 8.216) Age group & interaction with staff & faculty (Chi-square = 11.95) Age group & fair treatment in assistantships (Chi-square = 10.36) Area of study & ranking by academic instructors (Chi-square = 6.131) Area of study & interaction with students (Chi-square = 6.612) Place of origin & level of academic competition (Chi-square = 13.376) Place of origin & ranking by academic instructors (Chi-square = 7.313) 104 Place of origin & command of English language (Chi-square = 32.208) Place of origin & interaction with students (Chi-square = 14.877) Place of origin & interaction with staff & faculty (Chi-square = 16.904) Place of origin & fair treatment in assistantships (Chi-square = 14.647) Age of students, area of study, place of origin seem to have revealed information which perhaps very few studies have pointed out before. Because of the small samples which were used, one may argue that these findings could not be representative. rule out the concerns revealed. However, one can not Students may be foreigners, but the perceived degree at which they experience adjusting themselves varies one to the other. It appears that younger foreign students adjust much slower than older students. It also appears that culture plays a major role in adjustment for foreign students frcm different countries. Demographic Characteristics and Self-Concept of Academic Ability Hie analysis of variance results for the relationship between certain demographic characteristics and self-concept of academic ability were statistically significant: Age Respondents < 30 years of age (mean = 2.08) Respondents 30 years of age or more (mean = 1.76) Gender Male respondents (mean = 1.80) Female respondents (mean = 2.19) Place of origin East Africa (mean = 1.73) Far East (mean = 2.07) 105 Adjustment Difficulties and Self-Concept of Academic Ability Although most of the respondents indicated that there were no significant effects of adjustment difficulties on their self-concept of academic ability, the means and the standard deviations of four of the perceived adjustment difficulties showed statistically significant relationships with the self-concept of academic ability of sane respondents: ranking by academic instructors, command of English language, interaction with students and interaction with staff and faculty. Discussion and Conclusions Die following general conclusions are supported by a review of related literature and the results of this study. Demographic Characteristics and Adjustment Difficulties Hiere were no significant relationships between all nine levels of perceived adjustment difficulties (e.g., level of academic competition, ranking by academic instructors, command of English language, interactions with students, interaction with staff and faculty, fair treatment in assistantships, grades as a reflection of academic performance, lack of tuition and fees, lack of orientation before and after enrollment) and certain demographic characteristics (e.g., age, gender, type of institution, general area of study, duration in U.S.A., prior orientation, orientation in U.S.A., and area of setting in high school) when both respondents from East Africa and the Far East were combined. When sane of these demographic characteristics were observed 106 separately, however, they were significantly related to some of the adjustment difficulties. The relationship observed between the respondents' perceived acadanic ability and sane of the danographic characteristics, place of origin, gender and age group was also significant. This study showed that there were statistically significant differences between age, gender, place of origin and self-concept of academic ability. High and Low Self-Concept of Academic Ability As it was noted in Chapter IV, tables 4.14 and 4.15, there were statistically significant relationships between certain demographic characteristics and perceived adjustment difficulties and the respondents' self-concept of academic ability. It should be noted in the conclusion made here that a lower mean meant a higher self-concept and a higher mean meant a lower self-concept. significant factor. Age was the first The study revealed that older respondents had higher self-concept of academic ability than younger respondents: older (mean = 1.76), younger (mean = 2.08), (P = 0.003). the second factor noted. female respondents: Gender was Male respondents had higher self-concept than male (mean = 1.80), females (mean = 2.19), (P = 0.000). The third factor of significant relationship was the place of origin. The respondents from East Africa (mean = 1.73) appeared to have higher self-concept of academic ability than their counter-parts from the Far East (mean - 2.07), (P = 0.002). Reasons for these differences were not approached in this study. The study was to find out like factors that were associated with high or low self-concept of academic ability. It was observed that some 107 perceived adjustment difficulties had significant relationships with the respondents' self-concept of academic ability (e.g., ranking by academic instructors, command of English language, interaction with students, interaction with staff and faculty (see Table 4.15). As it was revealed, the means and standard deviations of those with low selfconcept of academic ability are more than those of high self-concept of academic ability. The results of this study provide direct evidence in support of the importance of significant others as was found in the review of literature. Significant others are greatly associated with the success or failure of students. "Parents are perceived by more than 90 percent of the students as academically significant others in all grades, seven through ten" (Brookover et al, 1965, p. 208). Brookover et all (1962) in their studies of over 1,000 students conclude that there is "a significant association between the self-concept that an individual held of himself and the perceptions which he felt four others (father, mother, best friend and teacher) had of him" (p. 208). Staines (1958), Davidson and Lang (1960), and Brookover et al (1962, 1967) report student selfconcept enhancement by teachers who create an atmosphere of greater psychological security. Rosenthal and Jacobson (1968) state that the teacher through facial expressions, posture, and speech subtly helps or hinders the child in his learning. Teacher-pupil congruence and teacher's perception of the student seem to be of greater importance than the method of instruction (Purkey, 1966). 108 This stud/ revealed a very vital factor in the life of the foreign students studying in the selected universities from where the population of this study was drawn which could also be generalizable to other U.S. university campuses, in that the way teachers perceive foreign students is paramount in shaping their self-concepts. The confidence and security the student perceives as being received fran the teacher seems to pave the way through other adjustment obstacles more easily. East- A f H r * us. F a r Eagl- This study revealed information which the investigator never anticipated. However, it was the information given by the respondents themselves, and since this was a comparative study the conclusions were observed in Tables 4.7.1, 4.7.2, 4.7.3, 4.7.4, 4.7.5, 4.7.6, 4.13.1, 4.13.2, 4.13.3, 4.13.4 and 4.13.5. As the tables show, the perceptions of both respondents from East Africa and from the Far East were observed in the areas of: place of origin by level of academic competition place of origin by ranking of academic instructors place of origin by command of English language place of origin by interaction with students place of origin by interaction with staff and faculty place of originby fair treatment in assistantships place of originby school ability compared with classmates place of originby ability to complete college place of originby class rank in college 109 place of origin fcycompletion of advanced degree place of origin by self opinion of work According to percentages represented fcy either respondents from East Africa or the Par East, those from the Far East seem toperceive themselves to be experiencing more problems in adjusting themselves to the above levels of identified adjustment difficulties than do their counter respondents fran East Africa. Since this type of study appeared to be the first of its kind, there were no available literature to support this. Also, the researcher was not able to give reasons why other than only assumptions. James Sawrey said that when social environment suddenly undergoes drastic and peristent modification, a person's concept of himself is likely to change. If it is so, all foreign students are forced to change their selfconcept in accord to the new norms of the new country. Richard T. Morris (1960) indicated that although various persons and various national group® react differently, to some extent the shock is ccnmon to all foreign students. He stated sane indications of foreign students' adjustments: 1. One indication that students have adjusted to another culture is that they like to accept it. (On the same ground, it could be said that an American or any other national who dislikes or or does not accept his own country's way is, to seme extent, culturally unadjusted.) Whether or not Americans want foreign students to like the United States— quite apart fran whether this is a justifiable or desirable outcome as seen fcy the heme country or the social scientist— a foreign student who likes America is, fcy this definition, culturally adjusted; one who does not is not. 110 2. 3. 4. Personal adjustment, by the same reasoning, is evidenced when the foreign student is happy and satisfied with his life and experience in America. Educational adjustment may be indicated by the degree to which the foreign student is satisfied with the educational facilities here. Social adjustment may be said to have taken place to the extent that the student associates with his new canpanions and becomes friends with them. M. Brewster Smith (1956) studied foreign student adjustment from the standpoint of students' type. He mentioned that there are four types of foreign students in the United States: 1. 2. 3. 4. The students whose position in the heme country is secure and the purposes of coming to the United States are well defined. Their sojourn is short; therefore, they prefer to maintain the role of detached observer in the United States. These students do not experience severe adjustment problems either in the United States or upon return to their heme country. The students who have no strong desire to beccme involved in the new setting, at least not for the sake of learning about it. Heme country orientation is likely to be heavily emphasized in speech, and they try to sell their hone country. These students are likely to experience more severe adjustment problems because their identities and loyalties are to the heme culture, but they are forced by their conception of their role to be reluctant participants in American life. The students who are able and willing to detach themselves emotionally, at least temporarily, fran their own country. Getting to know this country by actively participating in its life has figured importantly in their purpose in coming here. The students who are not specially attached to their heme country. Adjustment to American life to these people is not as rapid as that of the enthusiastic participants because of their uncertain future status. These differences were observed in this study when respondents frcm two different areas were compared. Ill Recommendations for Further Studies During the course of this study, other questions were raised which were not part of the study. Because other questions were raised, the following recommendations were necessary for future investigation: 1. Uiere is need for a replication on a stratified random sample on a state-wide basis, where more East African and Far Eastern students are involved state-wide in public and private institutions. When replicated, this study should include other academic self-concepts for East African and Far Eastern individuals not attending any academic institutions. 2. Seme experimental studies should be undertaken now and then changing certain self-concepts items such as interaction with students, interaction with staff and faculty among younger students in remedial classes. rUie students who have lew self-concepts because of deficiencies in skill such as Mathanatics, Sciences or social skills could go through exercises of being pre-tested and post-tested in the areas where deficiencies are in order to measure what perceived skill gains and concomitant self-concept gains are apparent. 3. Further studies should utilize the procedures of in-depth interviews added to the procedure of questionnaire adninistration on which most of the information for data collection depends. 4. In regard to Far Eastern students possessing low self-concept when compared to East African students, further study should be undertaken to determine the reasons for or the roots of lew selfconcept among those students. The same study should determine to what extent self-concept is related to either success or failure in school. 112 5. The adjustment difficulties questions seem to have the greatest weight in significantly separating lew perceptions and high perceptions as regard to age group, gender and place of origin of respondents. A larger-scale investigation should be conducted on the self-concept to determine reasons for this. 6. The perceived adjustment difficulties identified in this study overshadowed other adjustment difficulties. It is recommended that a similar investigation be done fcy adding other adjustment difficulties to the identified adjustment difficulties used in the present study to determine their effect on respondents perceptions. 7. Hie self-concept of academic ability in this study seems to have (overlooked) covered up other areas of self-concepts. Die recommendation is to duplicate the study but omit the academic selfconcept variable so that relative weights of other self-concept variables can be observed in the two groups. 8. Further study should involve educators and decision-makers in the institutions of higher learning in the U = S = i n order to investigate their perspective of foreign students. A combined study of that type might help both parties to understand each other better. Personal Reflections on the Study Because this investigator himself is one of the foreign students who has stayed in the U.S.A. for more than ten years and who has gone through seme of the adjustment difficulties himself and also has seen many foreign students come to and go from universities, it is important to take this opportunity to share additional ideas, considerations and 113 opinions concerning the question of the adjustment difficulties and self-concept of academic ability of foreign students. These reflections are organized according to the level of adjustment difficulties investigated in this study: Level of academic competition Students who come fran foreign countries to study on different U.S. university cairpuses have different educational backgrounds which are rich and unique. Rich in that most of these students, before they come to the stage of seeking a university education, pass through tough experiences. They pass through many competitive tests and examina­ tions from elementary levels through secondary levels. The respondents who perceived seme problems in adjusting themselves and whose selfconcept of academic ability were affected because of this level of adjustment difficulty, must have had seme other influences apart fran level of academic competition itself. Many take pride whenever they find themselves achieving in competitive classes and therefore to most of them the* level of academic competition alone could not pose a concern. BanKing-te-.acadanic, instructors It is possible that those respondents who reported that they were having problems with academic competition were also having problems in the ranking by academic instructors. If the perceptions of instructors on students are negative, it is most likely that the academic performance of the students they are dealing with will be poor. role of the teacher in the classroom should not be taken lightly. The The school and teachers are to a large extent vehicles of the success of 114 the student. It is important that classroom teachers check their relationships with the failing students and find out whether there are any causes, then work on them. Sane of the potential conflicts are class participation (students appear to be only passive and not questioning anything) and multiple choice tests are new to many countries. Command of.English language Although most of the respondents in this study have had English language as the medium of instruction from elementary thorugh college, the phobia of expressing themselves freely among a group of people who perceive them to be speaking with a strong accent is likely to affect their perceptions as far as command of the English language is concerned. 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A stucfr of the problems faced by foreign students at Indiana University with implications for action. Unpublished doctoral dissertation. Indiana University. Selby. H. A., and Woods. C. M. (1966). "Foreign students at a highpressure university." Sociology of Education. 39. 138-154. Selltiz. C. J.. Christ. J. R. , Havel. J.. and Cook. S. W. (1963). Attitudes and social relations of foreign students in the United States. Minneapolis: University of Minnesota Press. Sharma, S. (1971). A stufr to identify and analyze adjustment problems experienced by foreign non-European graduate students enrolled .in.selected.universities, .in..the.state_Qf-.NQr.th Carolina. Unpublished doctoral dissertation. University of North Carolina. Spaulding. S. et al. (1976). The world's students: A review and evaluation of research on foreign students. New York: Praeger. 122 Staines, J. W. (1958). "Die Self-Picture as a Factor in the Classroom." British Journal of Educational Psychology. 2£, 97- 111. Taylor, D. 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Preliminary Report: 1982 Undergraduate Survey of Black Undergraduate, Students AttendingJPr.edonujimtly,-.White/ State-Supported Universities. Walton, B. (1967). Foreign student exchange in perspective. Washington, DC: Government Printing Office. Ward, L. E. (1962). "Observations of the underlying dynamics of conflict in foreign students." Journal of the American College Health Association, 10, 430-440. Webster, D. W., Sedlacek, W. E., and Miyares, J. (1979). "A Comparison of Problems Perceived by Minority and White University Students." Journal of College Student Personnel, 20(2), (March):165-170. Williamson, G. (1982). "Impediments to health care for the foreign student." Journal of the American College Health Association, 30(3), 1-22. Willie, C. V., and McCord, A. S. (1972). Colleges. New York: Praeger. Black Students at White APPENDICES BOGBCPH) CFMtama*Tgl,Tf^S AND A C M B C C ADJUSTMENT difficulties survey fowi General Introduction: 1. Circle the number representing your response. 2. If, for any reason, you feel uncomfortable providing information requested in any item, please skip that question and continue with the survey. 3. Name of your College/University 4. You are not required to write your name in any section of this questionnaire. fiHTWMT. 1. GENERAL DEMOGRAPHIC aaWVCTERISTTCR: Age group: What is your age? 2. Gender: a) b) 3. What type of school are you currently attending? a) b) 4. Male Female Public Private What is your general area of study? a) b) Science Social Studies 124 125 5. What is your grade point average at the school you are currently attending? 6. Both parents' yearly income? a) b) c) 7. Father's level of education (attained)? a) b) c) d) 8. More than 5 years 2 to 4 years Less than 2 years What is your place of origin? a) b) 11. Doctorate Masters BA High School or Below Your duration of stay in the U.S. a) b) c) 10. Doctorate Masters BA High School or Below Mother's level of education (attained)? a) b) c) d) 9. High income Middle income Low income East Africa Far East Did you receive orientation preparation before coming to the U.S.? a) b) Yes No If yes , who oriented you? a) b) c) d) % government My sponsor Privately arranged Other 126 12. Did the receiving university have an orientation program? a) b) Yes No If yes, did you go through the orientation? To what extent has this orientation been helpful to your academic life? a) b) c) d) SBCTICW U s 13. Among the best Average Below average How do you think your high school teachers ranked you in your performance in high school? a) b) c) 16. Urban setting Rural setting How would you rate the quality of instruction and student performance in the high school you graduated frcm compared to other high schools in that setting? a) b) c) 15. snrranrav .qf^OOL EDPCMTCNftL EXPERnNCES; In what type of setting was the high school you graduated frcm located? a) b) 14. Extremely helpful Helpful Not helpful Irrelevant Among the best Average Below average What was your grade point average by the time you completed high school on point 4.0 scale? 127 SHCTTfM TTTi ACADEMIC ADJOSflMBET D IFFiam nE S a1 Academic performance 17. Does the level of academic competition in your class pose concern to you? a) b) c) 18. Hew do you think your instructors will rank your academic performance in comparison with other students? a) b) c) h) 19. Yes definitely Yes probably No Among the best Average Belcw average Language Does your command of the English language pose a concern to your to your classrocm interaction or campus interaction? a) Yes probably b) No Si 20. Classroom/campus A.C. related interaction Does your interaction with other students in the classroom or on campus pose any problem? a) b) c) 21. Yes definitely Yes probably No Do your interactions with staff and faculty pose any concerns to you? a) b) c) d) Yes definitely Yes probably Not sure No 128 d) 22. Fairness/Discrimination Do you think you are treated fairly when it comes to assistantships? a) b) c) d) 23. Do grades attached to your academic performances reflect the quality of your work? a) b) c) d) 24. Yes definitely Yes probably Not sure No Do lack of tuition and fees pose any difficulties to your academic life? a) b) c) d) $1 25. Yes definitely Yes probably Not sure No Yes definitely Yes probably Not sure No Orientation Did lack of orientation before or after enrollment pose any difficulties pertinent to your academic life? a) Yes definitely b) Yes probably c) Not sure d) No 129 giM B n tn v B R sm s h f concept OF AOVDHgC ABILITY SCALE michigmj SBCTICN IV: ACADEMIC ABILITY; 26. Hew do you rate yourself in school ability compared with your close friends? a) I am the best b) I am above average c) I am average d) I am below average e) I am the poorest 27. How do you rate yourself in school ability compared with those in your class at school? a) b) c) d) e) 28. am am am am am among the best above average average below average among the poorest Do you think you have the ability to complete college? a) b) c) d) e) 29. I I I I I Yes, definitely Yes, probably Not sure either way Probably not No Where do you think you would rank in your class in college? a) b) c) d) e) Among the best Above average Average Belcw average Among the poorest 130 30. In order to become a doctor/ lawyer/ or university professor/ work beyond your four years of college is necessary. How likely do you think it is that you could complete such advanced work? a) b) c) d) e) 31. Forget for a moment how others grade your work. opinion how good do you think your work is? a) b) c) d) e) 32. ffy My My My Ify work work work work work In your own is excellent is good is average is below average is much below average What kind of grades do you think you are capable of getting? a) b) c) d) e) 33. Very likely Sanewhat likely Not sure either way Unlikely Most unlikely Mostly As Mostly Bs Mostly Cs Mostly Ds Mostly Fs You are kindly invited to make any comments or observations pertinent to the questions raised above in the space provided below. If there are any incidents or experiences you have encountered on canpus/ feel free to describe briefly. intonripw final SAMPLE: Introduction Comments from Michigan State University. I just Hello, this is called to follow up the first interview I had with you at the beginning of the course. Again, all information you give will be treated with confidence. Now that you are about through with the course, I just wanted to inquire how you felt about your experience in the class. In addition, I wanted to know if you will continue taking more courses in the same area of studies. (Basic Question) 1. Since enrolling, have you encountered any academic difficulties? a) Yes b) No If yes, 2. Vixxat ate buue of the difficulties that you face m life? 3. Do you rmember any other difficulties? a) Yes b) your academic No If yes, which ones? 4. Has command of the English language been a source of difficulty? a) Yes b) No 132 5. Has lack of orientation been a source of concern? (Probes) Tell me more Keep going Can you please describe that in a little detail . . . Sample of Probing Questions; (Financial concerns) So far you haven't said anything about the fact you feel this being an area of concern. Do you have anything that you could mention? Have financial difficulties had any impact on your academic ability? In what way? (Interactions) You have not said anything about your interactions with either your teachers or other students. Have these inter­ actions had a bearing on the way you feel about your present performance in the class? (Language problem) So far you haven't said anything about your foreign accent. Do you think this is an area that affects your academic ability? 133 M ICHIGAN STATE UN IVERSITY URBAN AFFAIRS PROGRAMS EAST LANSING • MICHIGAN • 48824-1109 OWEN GRADUATE CENTER M a r c h 19, 1990 Mr. Pa t r i c k Wa vo mba 4503 E. Sh awnee Road Be rriens Springs, MI 49103 D e ar Mr. Wavomba: I have y o u r letter c o n c e r n i n g the use of our Self Co ncept of A c a d e m i c A b i l i t y Scale. You ce rt a i n l y have permiss io n to use it and re pr o d u c e it for y o u r study. Best wishes. y? W i l b u r B. Br oo k o v e r Pr of ess or Emeritus WBB/ff M S L ' u j n A ffir m a tiv e A c tio n /E q u a l O pportunity Institution 134 M IC H IG A N STATE U N IV E R S IT Y O m C E O F VICE PRESIDENT FOR RESEARCH EAST LANSING • MICHIGAN • 4UI4IM* A N D DEAN O F TH E GRADUATE SCHOOL October 17, 1990 Hr. Patrick Wavomba 4503 - IE Shawnee Road Berrien Springs, Ml 49103 Dear Mr. Wavomba: RE: ADJUSTMENT DIFFICULTIES AND ACADEMIC SELF-CONCEPT OF EAST AFRICAN AND FAR EASTERN STUDENTS ATTENDING SELECTED UNIVERSITIES INTHE STATE OF MICHIGAN: A COMPARATIVE STUDY, IRBtf 90-422 The above project is exempt from full UCRIHS review. I have reviewed the proposed research protocol and find chat the rights and welfare of human subjects appear to be protected. You have approval to conduct the research. You are reminded that UCRIHS approval is valid for one calendar year. If you plan to continue this project beyond one year, please make provisions for obtaining appropriate UCRIHS approval one month prior to October 17, 1991. Any changes In procedures Involving human subjects must be reviewed by the UCRIHS prior to Initiation of the change. UCRIHS must also be notified promptly of any problems (unexpected side effects, complaints, etc.) Involving human subjects during the course of the work. Thank you for bringing this project to our attention. future help, please do not hesitate to let us know. Sincerely, David E. Wright Wright, 'Chair, UCRIHS DEW/ deo cc: Kenneth Neff, Ph.D If we canbe ofany ANDREWS UNIVERSITY N ovember 14, 1990 Patrick T. Wavomba 4503-1 E. Shawnee Rd. Berrien Springs, MI 49103 Dear Patrick: The Human Subjects Review Board has reviewed your proposal: "Adjustment Difficulties and Academic Self-Concept of East African and Far Eastern Students Attending Selected Universities in the State of Michigan: A Comparative Study" under the exempt review procedure. It has been given clearance as "no risk" as is thereby approved. You may proceed with your research plans. this project. i James R. Fisher Assistant to the Director Office of Scholarly Research B^'Tirn N>pnuv M uhiiM ii We wish you success on 136 4503-1 E. Shawnee Road B e rrien Springs, MI 49103 O c tober 31, 1990 D e a r Fellow Student: I am your fellow student at MSU co nd uct in g a st ud y under the direction o f Dr. Kenneth Neff, Pr of ess or of Educational Administration. I request y o u r vo lu nta ry p a r t i ci pa ti on in c o m p let in g the enclosed qu es t i o n n a i r e fo r me. T h e purpose of this study is to investigate a d j u stm en t di ff icu lt ie s and academic se lf -co nc ep t of East A f ri can and Far Eastern students a t t e n d i n g selected u n i v e rs it ie s in the State of Michigan. The study will id entify di ff icu lt ie s foreign students en co u n t e r pe rt inent to their ac ad e m i c li fe /ex p e r i e n c e on Mi ch i g a n u n i v e r s i t y campuses and to see also how these a d j u s t m e n t d i f f i cu lt ie s relate to certain d e mo gra ph ic ch ar ac t e r i s t i c s of the students. Please note that your p a r t i c i p a t i o n is voluntary. Be as sured that your name will not be used an yw h e r e or as so cia te d wi th a n y in formation you pr ov ide in the questio nn ai re. Co pies of the a b s t r a c t of the findings will be mailed d i r e c t l y to those s t u d y participants who mi g h t request it. T h a n k you for your p a r t i ci pa ti on in this study. Yours sincerely, P a tr ick Wavomba Doctoral Student E n cl osu re