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Student and Teacher Perceptions of College Readiness in Myanmar: A Mixed Methods Approach.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Student and Teacher Perceptions of College Readiness in Myanmar: A Mixed Methods Approach./
作者:	Speckien, Mark A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	247 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
標題:	Secondary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28715262
ISBN:	9798544246480

Student and Teacher Perceptions of College Readiness in Myanmar: A Mixed Methods Approach.
Speckien, Mark A.

Student and Teacher Perceptions of College Readiness in Myanmar: A Mixed Methods Approach. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 247 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ed.D.)--University of Northern Colorado, 2021.

This item must not be sold to any third party vendors.

The number of students transferring from Myanmar to universities in Western society has increased rapidly in the past decade. Understanding the perceived readiness of these stakeholders may have substantial implications for student success as they make the transition. The purpose of this explanatory mixed methods study was twofold. First, to explore and explain Myanmar-based 11th and 12th-grade student, alumni, and teacher perceptions of student readiness to transition to a postsecondary educational setting in a Western country. Second, to provide recommendations for improving the college and international readiness skills of students making similar transitions. For research question one, the quantitative portion of the data were collected using a 100-item 5-point Likert-scale survey completed by 49 student participants. The results of the Likert-scale survey were then used to construct interview questions. The qualitative portion of the data for research question one was gathered from two student focus group interviews with 14 student participants and four individual alumni participant interviews to better understand the student participant perceptions of the college and international readiness. Quantitative results of the college readiness portion of the survey yielded an overall mean of 3.42, and the international readiness portion of the survey yielded an overall mean of 3.73, indicating a positive perception of readiness across both divisions. In addition, the qualitative findings showed the emergence of four themes through the analysis of student focus group interviews: (a) being away from home, (b) adapting to a new culture, (c) lack of preparedness for college-level academics, and (d) confidence in making friends. Four themes also emerged through the analysis of alumni participant interviews: (a) overcoming homesickness, (b) adapting to a new culture, (c) preparedness for college-level academics, and (d) barriers in making friends. Research question two was answered using the findings from eight individual teacher participant interviews and researcher field notes and observations. Five themes emerged through the analysis of teacher participant interviews: (a) concerns over language barriers, (b) dependence on others, (c) mixed feelings of adapting to a new culture, (d) mixed feelings of preparedness for college-level academics, and (e) mixed feelings over student participants' ability to make friends. Research question three was answered using the findings from student focus group interviews, alumni participant interviews, teacher participant interviews, and researcher field notes and observations. Five recommendations are made that either address multiple recipients or originate from multiple data sources. These five recommendations are to (a) improve English language skills, (b) improve academic behaviors, (c) make the secondary school structure similar to college, (d) build student character, and (e) establish a mentor program for international students. In conclusion, results and findings indicated that students' college and international readiness are perceived positively by students, alumni, and teachers associated with a preparatory school in Myanmar. However, some aspects of the transition caused concern for the participants, specifically language barriers, increased academic rigor, and international college knowledge. The student participants identified expecting only minor geographic and academic transitional barriers that they felt confident of overcoming and indicated a high perception of social and international preparedness. The alumni participants identified more prominent barriers such as the increased academic workload and gaps in English language skills as barriers to a successful student transition. The teacher participants felt that the majority of the students would make a successful transition. They indicated that only a few individual students might require academic, language, and social supports to ensure a successful transition. The findings and recommendations made in the study could be addressed and utilized by the stakeholders to increase college and international readiness for current and future students in similar situations, international college preparatory schools, and colleges and universities that will be hosting similar students in the future.

ISBN: 9798544246480Subjects--Topical Terms:

2122779
Secondary education.
Subjects--Index Terms:

International success

Student and Teacher Perceptions of College Readiness in Myanmar: A Mixed Methods Approach.
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