A Comparison of How Disability Affects Learning in Higher Education for Middle Eastern Students Compared to American Students and Recommendations for Improving Teaching Effectiveness

Autor/in	Alsaffar, Abdullah
Titel	A Comparison of How Disability Affects Learning in Higher Education for Middle Eastern Students Compared to American Students and Recommendations for Improving Teaching Effectiveness
Quelle	(2017), (132 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Robert Morris University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-2218-8
Schlagwörter	Hochschulschrift; Dissertation; Foreign Students; Disabilities; College Students; Student Attitudes; Student Adjustment; College Faculty; School Counselors; Surveys; Barriers; Academic Achievement; Grade Point Average; Correlation; Cultural Differences; Self Concept; Questionnaires; Pennsylvania (Pittsburgh); Student Adaptation to College Questionnaire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Handicap; Behinderung; Collegestudent; Schülerverhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Fakultät; School counselor; Beratungslehrer; Pädagogischer Berater; Survey; Umfrage; Befragung; Schulleistung; Korrelation; Kultureller Unterschied; Selbstkonzept; Fragebogen
Abstract	With the number of international students at American universities increasing, it is imperative to understand their needs and to identify potential disabilities or challenges, in spite of cultural variations. In response, the goal of this thesis was to explore if there was a difference in how American students versus Middle Eastern (ME) students perceive their own disabilities or challenges. This also entailed comparing these student groups with regard to their respective levels of college adjustment, as indicated by GPAs and SACQ scores. The participants included 30 Domestic and 30 ME students from three universities in the Pittsburgh area. A secondary sample included faculty and counselors from each of these schools, providing further insights through interviews. Each student group was administered the WHODAS 2.0 scale, measuring perceived disabilities or challenges, and the SACQ for assessing college adjustment. This was supplemented with self-reported GPAs, evaluating how adjustment translates into academic performance. Mean scores for each measure were analyzed for statistically significant differences between groups. WHODAS 2.0 subscales were also analyzed for identifying specific areas of variation. Finally, correlation analysis explored the relationship between WHODAS 2.0 scores, GPAs and SACQ scores. Findings revealed a variation in perceived challenges associated with the Participation in Community subscale, identifying a higher perception of challenges for Middle Eastern students. Subsequently, Middle Eastern students also presented with a lower level of college adjustment. Finally, a negative correlation was found between the perception of disability and adjustment across groups. Results suggest that college adjustment is significantly affected by one's perception of challenges. The increased perception of challenges and decreased adjustment for Middle Eastern students illuminates an educational concern that warrants attention. This concern is amplified by the lack of awareness and knowledge of faculty related to the needs of Middle Eastern students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01