What makes students get obstructed while getting their higher education

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Annotated Bibliography
What makes students get obstructed while getting their higher education?
Fook, C. Yuen and Gurnam Kaur Sidhu. “Investigating Learning Challenges Faced by Students in
Higher Education.” Social and Behavioral Sciences 186.13 (2015): 604-612.
In their research, Fook and Gurnam investigate the learning challenges that obstruct
students in their quest for higher education. The researchers employed a qualitative approach
that was administered to the participants through questionnaire, interview, and document
analysis so as to triangulate data (Fook and Gurnam 606). The results from the analysis of data
from the study participants identified eight main learning challenges that obstruct students in
their quest for higher education. These challenges include; “cognitive challenge, becoming an
active learner, language barrier, time management, burden of assignments and cultural
difference in higher education” (Fook and Gurnam 607-610). The authors gave a
recommendation that to eliminate these challenges there was a need for higher learning
institutions to focus on construction of knowledge through a dynamic interaction between the
students and the teaching staff to help the students cope with these challenges (Fook and
Gurnam 611).
Fook and Gurnam article directly responds to my research question as they present the
various challenges that obstruct students in institutions of higher learning. The challenges
presented in the article are relevant to most students and also the recommendation given
seems to be effective when implemented properly. However, I feel the challenge of burden of
assignments is psychological and a result of poor time management by the students.
Wu, Hsiao-ping and Garza, Esther and Guzman, Norma. “International Student’s Challenge and
Adjustment to College.” Education Research International. 2015. 1-9.
10.1155/2015/202753.
In their article, Hsia-ping et al aim to evaluate the challenges that obstruct international
students in institutions of higher learning. The study employed qualitative interviews to collect
data and examined the experiences of international students in academic and social-cultural
settings (Hsiao-ping et al 4). The results of the study identified several challenges that
obstructed international students in their quest for higher education. The challenges included;
communication barrier with teaching staff and other students, isolation from classmates,
pressure of parents’ expectations, prejudice and discrimination in their academic lives, and
language barrier (Hsiao-ping et al 5-7). Hsia-ping et al recommended that to help international
students cope with these challenges, U.S colleges and universities should an English program to
support international students’ English proficiency, embrace and appreciate the diversity of
international students and offer tutoring and counseling services (Hsiao-ping et al 7-8).
The article is relevant to my research as it addresses the challenges international
students in higher education. With the growing number of international students in the United
States, it is important to evaluate the challenges they face in the academic and social setting so
as to formulate and implement strategies to help them cope. This article prompted me to think
of additional questions: would it be better if U.S universities developed programs to promote
interaction between international and local students? Or should universities develop policies
that require the teaching staff to place more emphasis and focus on international students?
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