Vietnam.
The last section of the questionnaire elicited data about participants‟ experiences of their academic performance and their levels of satisfaction with their academic performance while studying at the University.
Table 4.11: Students’ academic grades
How would you describe your academic achievement based on the report of grades?
Frequency Percent Valid A- to A+ 2 8.3 B- to B+ 7 29.2 C to C+ 13 54.2 Other 2 8.3 Total 24 100.0
Table 4.11 illustrates international students‟ academic grades. A majority of international students at An Giang University (13/24 or 54.2%) had attained C to C+ grade averages in their most recent academic reports. Specifically, only two participants (2/24 or 8.3%) had received grades in the A- – A+ range. A few students (7/24 or 29.2%) had achieved grades in the B- – B+ range. Two of international students (8.3%) checked the “other” option in their responses which indicated that their grade had fallen below a C.
Table 4.12: Students’ self-evaluation of their academic performance.
How would you describe your academic achievement based on your self-evaluation? Frequency Percent
Valid Good 3 12.5
Average 20 83.3
Other 1 4.2
Total 24 100.0
Table 4.12 shows students‟ self-evaluation of their academic performance. The international students‟ estimation of their academic performance was not similar to their real achievement. Most of the participants (20/24 or 83.3%) estimated themselves as having average academic performance. Only a small number (3/24 or 12.5%) estimated themselves as having good academic achievement. Only one student (1/24 or 4.2%) estimated himself/herself as having below average academic performance.
Table 4.13: Students’ satisfaction with their academic performance.
Are you satisfied with your academic achievement at AGU? Frequency Percent
Valid yes 21 87.5
no 3 12.5
Total 24 100.0
The participants‟ levels of satisfaction with their academic performance at An Giang University was shown in table 4.13. Almost all participants (21/24 or 87.5%) were satisfied with their academic performance. These students provided explanations for their academic satisfaction which also included their levels of satisfaction of having improved levels of Vietnamese language proficiency; good friendships with Vietnamese people; help and support from Vietnamese teachers, friends, and administrators; and completing their undergraduate degree on time. Some common explanations are listed in the following table:
Table 4.14: Students’ explanations for their academic satisfaction levels
Why are you satisfied with your academic achievement at AGU?
Frequency Percent
Valid 3 12.5
My Vietnamese language competency has improved, 1 4.2 Vietnamese teachers are friendly and devoted to teaching 2 8.3 I can communicate in Vietnamese well 1 4.2 I can finish homework on my own 1 4.2
I will finish undergraduate program on time 2 8.3 I can graduate on time and go home 1 4.2 I can make a lot of Vietnamese friends at AGU and they help me a lot 1 4.2 I try my best and my grades exactly reflect my ability 1 4.2 My grade reflect accurately my ability 1 4.2 My Vietnamese language competency has improved and I will finish
my undergraduate degree on time
1 4.2
My Vietnamese language competency has improved, I can communicate in Vietnamese well
1 4.2
My Vietnamese language competency is improved, I know that Vietnamese culture is not very much different from Laotian culture
Teachers and staff are very helpful, the Rector Board gave international students great support
2 8.3
Teachers, staff and my Vietnamese classmates helped me a lot during the time I was studying at AGU
1 4.2
The Rector Board and staff gave us a lot of support to help us overcome difficulties during the time
1 4.2
Teachers are helpful to international students 1 4.2 Teachers are friendly and supportive 1 4.2
Total 24 100.0
Most of the participants (18/24) explained that their satisfaction with their grades lay with their belief that their grades accurately reflected their ability. The rest of them (6/24) reported that their Vietnamese language competence was improved by doing the intensive language course.
Figure 4.1 shows students‟ preferences for seeking help. The participants noted that they often preferred to seek help from their Vietnamese friends when they had difficulties in their studies and their academic lives at An Giang University. The findings show that 45.83% of the international students sought help from their Vietnamese friends. The second preferred source of help (29.17%) was listed as Vietnamese teachers. The third preferred source of help was listed as other Cambodian student (12.50% of international students said they would seek help from this source). Only 8.33% of respondents said they would seek help from Laotian students. Only one respondent (4.17%) said they would seek help from „other people‟.
Figure 4.1: Students’ preferences for seeking help
Figure 4.2 illustrates where students found help from during their study in Vietnam. Overall, the participants said that Vietnamese teachers and Vietnamese students were most helpful to them. Indeed, just over half the participants (54.17%) reported that Vietnamese teachers were most helpful to them. Just under half the participants (41.67%) believed that Vietnamese friends were most helpful to them. Only 4.17% of the respondents chose “other” as the most helpful person to him/her. When participants noted “Other” in their responses, they noted that this included “administration staff”.
Figure 4.2: Where students found help during their study in Vietnam
The participants were asked to rank five factors that affect their academic performance from 1-most important to 5-less important. Figure 4.3 shows that a majority of the students (70.83%) believed that fluency in the Vietnamese language was the most important factor affecting their academic performance. Having good teacher–student relationships was ranked second by 54.17% of the participants. Independent study skills were ranked third by
50% of the students. Interest in the subject was placed fourth by 58.33% of the students. Readily adapting to the cultural context of Vietnam was placed fifth by 37.50% of the students.
Figure 4.3: Students’ ranking of the important factors contributing to their academic achievement.