Farland D. Valera, MACT
This study purported to determine the behavioral and academic challenges faced by faculty members in teaching classes with international students. With a participating population of 44 General Education teachers, this study, which utilized the descriptive-survey design, was conducted during the second semester of School Year 2009-2010 until the summer term of 2010. Results reveal that international students recite only when called upon by the teacher, talk to their countrymen in their own language while lectures are ongoing, and do not participate in discussions. These behaviors, together with absenteeism, are often observed by faculty members. Corollary to this, the serious behavioral problems of international students that surfaced are absenteeism, reciting only when called, non-participation in class discussions, seeming disinterest in the subject matter, using their mother tongue when talking to their countrymen while lectures are ongoing, lack of enthusiasm during group activities, and inattention to lectures. In terms of academic problems, the findings confirm that international students grapple primarily with comprehension difficulties during classroom exchanges due to their inadequate skills in spoken and written communication, poor reading skills, and poor listening skills. The faculty members, on the contrary, believe that they are equipped and ready to face the challenges mentioned. Their claim of possessing the teaching capability and inter-cultural aptitude that are requisites to providing quality education brings forward new trajectories for research and fresh talking points for cultural pluralism in the educative process.
Key words: International students, Instruction, Faculty, General education, Academic problems
Source: UB Research Journal, Vol. XXXV, No. 2, July – December 2011