Shijiazhuang is quite different in its historical narrative. The program in Shijiazhuang is relatively new and is at present under the direction of Kaplan China. Before Kaplan China took over these three school’s international departments’ leadership, a different international program service company that had initiated the program precipitately terminated their involvement. The loss of the previous test preparation company left the school 's international department without leadership. Consequently, though the identical questions will be asked of the respondents from Shijiazhuang, it is anticipated that the replies from participants there will yield very different perspectives related to the problem than at the schools in Beijing and Wuhan,
…show more content…
Examinations have shown that cultural and academic differences that international students face in western-style learning environments are significant causes of stress, which leads to the failure of their university course of study (Ang, et al., 2009; Suldo, et al., 2009). This lack of cultural and academic adaptation training gives the strong impression that the international programs in Beijing and Wuhan, China and the former international program directors in Shijiazhuang had no interest in training students for anything beyond the point of their entrance …show more content…
They produced substantial answers that greatly aided in the development of the case study in China. Qualitative research interviews have yet to be conducted in the school in Shijiazhuang. The demographics of the survey participants, in this ongoing research investigation, were the same in Beijing and Wuhan schools. The same demographics will be employed in the school in Shijiazhuang as well, in the future. The gender of the student respondents included 12 males from each school. Four were from the 10th grade, four were from grade 11 and four from grade 12. Thirteen female student participants were surveyed. Four of them were from grade 10, four from grade 11 and five were from the 12th grade. All the students had been officially part of the schools ' international departments for at least one year, and all of them were enrolled in the United States Pathway Program (USPP) with the goal of studying abroad in an American
Examinations have shown that cultural and academic differences that international students face in western-style learning environments are significant causes of stress, which leads to the failure of their university course of study (Ang, et al., 2009; Suldo, et al., 2009). This lack of cultural and academic adaptation training gives the strong impression that the international programs in Beijing and Wuhan, China and the former international program directors in Shijiazhuang had no interest in training students for anything beyond the point of their entrance …show more content…
They produced substantial answers that greatly aided in the development of the case study in China. Qualitative research interviews have yet to be conducted in the school in Shijiazhuang. The demographics of the survey participants, in this ongoing research investigation, were the same in Beijing and Wuhan schools. The same demographics will be employed in the school in Shijiazhuang as well, in the future. The gender of the student respondents included 12 males from each school. Four were from the 10th grade, four were from grade 11 and four from grade 12. Thirteen female student participants were surveyed. Four of them were from grade 10, four from grade 11 and five were from the 12th grade. All the students had been officially part of the schools ' international departments for at least one year, and all of them were enrolled in the United States Pathway Program (USPP) with the goal of studying abroad in an American