The Transition from High School to College in Kuwait - Research Paper Example

The Transition from High School to College in Kuwait Abstract High school students all over the world experience numerous obstacles that are academic in nature when they enter college. During their transition from high school to undergraduate studies, students experience increased personal responsibilities, increased load of work, and the challenge of managing time. This becomes a problem for them due to the lack of proper preparation before graduating from high school. Students in the Middle East, specifically in Kuwait, face similar complications as other students in other parts of the world; however, their challenges multiply due to significant differences in the educational settings between public high schools and universities. For example, the language of instruction in public schools is Arabic, whereas in most local universities the language used is English. Also, students in Kuwait are dependent learners and are rarely required to create original projects or express their opinion. They mainly depend on memorization as a learning strategy. Consequently, some of the difficulties they encounter are studying in a second language (English), and becoming independent thinkers and learners. Another major obstacle that students face in their first year of college is the lack of experience in dealing with the opposite gender. Segregation of Schools in Kuwait often creates learning boundaries in the classroom, especially amongst female students from only girls secondary school. This study sheds light on problems students in Kuwait face in their transition from high school to college. Also, it discusses the opinion of freshmen students at the American University of Kuwait about high school and their first year of college. Finally, this research offers recommendations and possible solutions to secondary school teachers and university professors to help students in their transition process. 1.0 Introduction College entry for most students in many countries all over the world provides the opening to further their education and define their future profession. The new university socio-cultural environment may be intimidating or overwhelming to some students. The new students enrolling to colleges and universities in Kuwait have hidden distress and expectation about the kind of college experience and education programmes most of which taught in the English language. In the university previous high school friends are not present anymore, making the student even more anxious. The challenges increase due to gender segregation and the use of the foreign English language. 2.0 Literature review Previous literature reports on student’s transition into campus have mainly focused on the determinants of success of first-year students (Christensen & Evamy, 2011) Learning and expectation of first-year students (Tabitha et al. 2012) and Engaging ethnically and empowerment of first-year students (Apelian, 2010). Little literature is available on the challenges of students transitioning from high school to university in Kuwait. This research paper aims to evaluate the challenges faced by students joining the college for undergraduate programmes. Most students are happy to join undergraduate studies. (Nia, 2014) state that this hwever, brings extreme distress because most of them are separating with accustomed settings and places for the first time. Briggs (2013) argue that the transition process from high school to university is a likely to interfere with physical comfort, social security and the pleasure from extracurricular activities in the first year. Briggs (2013) adds that the transition process can be stressful. The segregation of students in the Middle East, for example, brings trauma to students most of who learn for the first time with the opposite gender. The students are also responsible for making major decisions regarding their schedule; this can be challenging given most of their time in lower classes was managed by teachers. Roe et al. (2010) confirm that students find it hard to adjust to making decisions on what to undertake at a particular time as well as sleep and wake up time. Students who performed exemplary in their campus studies showed excellent adaptation to new life on school while those with adjusting difficulties scored lower grades (Spelic, 2014). All the vulnerable students joining the college in Kuwait need assistance such as orientation to make sure they adapt smoothly to university life. (Spelic, 2014) in his research found out that due to female-male segregation, the female are affected the most, he noted that the male students had better adjustment tactics than female counterparts. 3.0 Methodology The method used to collect data was qualitative. Specifically the survey comprised of the semi-structured interviews undertaken by students. The chosen method was because of the ability to reflect deeper on experience and understanding (Tabitha et al 2012). It enables the researcher to find data that describe individual beliefs and experiences (Tabitha et al 2012). This method is effective in the collection of descriptive data used to test the intended hypothesis. Data was analysed through reflection, organization and coding to have a greater understanding of data and make appropriate interpretation the process also used an inductive approach that concentrates vast unprocessed information into a concise summary data used to ascertain clear links between study questions and its findings (Smith 2013). The data was organized through transcribing and making the general view of the responses. Themes were then identified through coding process and combined with relevant procedures for all the interviews. 4.0 Research Questions The research employed a qualitative approach addressing the following questions. 1. Did high school prepare you for college academically? If so, how? 2. Did high school prepare you for college socially? If so, how? 3. What skill(s) do you think you need to become an effective college student? 4. Which skill(s) do you think you lack the most? 5. What is the most difficult academic situation you have faced so far? 6. What is the most difficult social situation you have experienced so far? 5.0 Results and Discussion The results and discussion are arranged below for easier understanding. Based on each research question findings are discussed. 5.1 Did high school prepare you for college academically? If so, how? The students’ response to this question indicated that 4 in 5 said no. They believe that high school did not prepare them for college academically. The students joining Kuwait undergraduate programmes response showed the increased workload, responsibility and time management as a massive challenge that high school did not adequately address. Most of the student’s response indicated that the new environment, lecture halls and new curriculum activities were very different from the high school and adjusting needs time. Moreover, students from secondary schools taught in Arabic found difficulty learning in the English language. The results indicate that high school did not prepare students for learning both academically and linguistically. 5.2 Did high school prepare you for college socially? If so, how? Students in Kuwait found many challenges in their social life. 3 in 5 of the students were having challenges making new friends this; problem was most prevalent in female as compared to male counterpart. Many students believe the effect of segregation an impact on how the students socialize with others. Those from mixed high school (both boys and girls) had a higher chance of making a new friend of the opposite gender than those from straight boys’ or girl school. The behavior around opposite sex was also a common challenge. Most of the girls were believe they are shy and cannot express themselves more in the presence of boys. The fact that shyness can be a social problem was also found to affect academic group discussions and assignments. Most students did not have the courage to present a class assignment in front of others. 5.3 What skill(s) do you think you need to become an effective college student? Most students had diverse opinions regarding the way to become an effective student at college. Ranging from listening, writing, intelligence or good social behavior. Students with limited knowledge of English language pointed out that memorization skill was the skill they needed most to succeed in college. They argued memorization limited their ability to become independent thinkers and learners. 5.4 Which skill(s) do you think you lack the most? The student’s response to this question indicated that writing, presentation skill and dealing with opposite gender was among the skills students lacked the most. Writing assignments especially in the English language proved a challenge to many students. 5.5 What is the most difficult academic and social situation you have faced so The question indicated academic work presentation in front of the crowd and the learning with opposite gender as stressful situations to face. Most students who mainly speak Arabic in Kuwait face a challenge adjusting to The English language. In the universities where the presentation of work is in the English language, the problem is more pronounced. The other factor is the segregation in high school, which affect many students adjusting to learning relations with opposite gender. Most have difficulties in dealing with students of opposite sex and bridging lecture room boundaries created at high school. 6.0 Conclusion The results of this indicated that both gender first-year undergraduate students in Kuwait experience challenges in the areas under study that is: relationship building, academic difficulties, language barrier, support services and adjusting to the new environment. Female students in Kuwait were found to have more difficulties in forging a relationship with the opposite gender. Both male and female were found to have an equally poor presentation and social skills. Further, the findings indicated the relationship between high school and college culture. The largest number of students who had previous experience of learning with the opposite gender in mixed high schools was found to adjust better than those from only male or female high schools. Luevorasirikul et al. (2012) observes that first-year undergraduates have limited preparation for life in university was confirmed by the massive challenges and low adjustment levels of the students in Kuwait. 7.0 Recommendation According to the findings, it is evident there is a need for high schools to prepare students in all spheres of life adequately as they join the colleges for their undergraduate programs. The colleges should also develop a comprehensive plan that orient students to live on campus and dealing with situations. The orientation programme will make sure that all the students assisted in settling to live on campus. Furthermore, a plan to identify students who are at risk of poor adjustment be given utmost attention and assistance. Brisset et al. (2010) in their research concluded that high schools and colleges should also be the front runners in developing programmes to equip socially the students with skills that will enable them to have better social adjustments and fewer challenges in social life. Colleges in Kuwait should also set up career advice, spiritual nourishment and wellness student services to guide students through the anxious journey. Challenges established in this research reflect the life of first-year student in campus; it is advisable that students be given support and assistance services and how to access advice in case of confusion. The universities also need to be more concerned about the social life on campus to develop students that are socially sensitive in the society. This is of great significance as it impacts the general standards of education in Kuwait. References Spelic, A. (2014). Changes in Psychological Adjustment of Female Students during the First Year of Study: Analysis of Defense Mechanisms. JPCPY, 2(1). Abelian, D. (2010). Empowering first-year students by immersion in a “grand challenges” course on sustainable development. JOM, 62(4), 8-9 Briggs, J. & Tang, C. (2013). Teaching for quality learning at university: what the student does, 3rd ed. Society for Research into Higher Education& Open University Press, Maidenhead. .Brisket, C., Safdar, S., Lewis, J. R. & Sabatier, C. (2010). Psychological and sociocultural adaptation of university students in France: The case of Vietnamese international students. International Journal of Intercultural Relations, 34, 413–426. Christensen, L., & Evamy, S. (2011). MAPs to Success: Improving the First Year Experience of alternative entry mature age students. The International Journal of the First Year in Higher Education, 2(2). Leach, L. (2013). Engaging ethnically diverse first year students. A Practice Report. The International Journal of the First Year in Higher Education, 4(2). Luevorasirikul, K., Boardman, H., & Anderson, C. (2012). An investigation of body image concern and the effects of sociocultural factors among UK first year university students. Public Health, 126(4), 365-367 Nia, S. (2014). Leaving Home State for College: Differences by Race/Ethnicity and Parental Education. Research in Higher Education, 56(4), 325-359 Roe, M. M. (2010). The journey and the destination: A qualitative study of success definitions, experiences and strategies among college freshmen. Unpublished doctoral dissertation, New York University. Smith, R. (2013). Joseph A Maxwell, a Realist Approach for Qualitative Research. Qualitative Research, 13(4), 452-453 Spelic, A. (2014). Changes in Psychological Adjustment of Female Students during the First Year of Study: Analysis of Defense Mechanisms. JPCPY, 2(1) Tabitha, W., Elishiba, K., & Samwuel, M, (2012) Transitional Challenges Facing University First Year Students in Kenyan Public Universities: A Case of Kenyatta University Read More