A comparison of adjustment problems to American higher education perceived by Nigerian and other international students at selected universities in the Philadelphia area with implications for vocational education students in Nigeria.

摘要

It is important that the U.S. colleges and universities understand the needs and problems of the foreign students whom they recruit without first considering the possibility of providing essential campus services, support services, orientation services, and academic counselling, which would help to prevent and alleviate problems experienced by many foreign students.;The purpose of this study is to investigate the adjustment problems of international students at selected universities in the Philadelphia Area. In addition, to compare the adjustment problems perceived by Nigerian students with those of other international students in order to determine whether Nigerian students experience the same or different adjustment problems than other international students enrolled at selected universities in the Philadelphia Area.;Three research questions were tested to determine the relationship between the Nigerian and non-Nigerian international students' adjustment problems. The Michigan International Student Problem Inventory (MISPI) with some modifications was used as the instrument in this study. The t-test was used to ascertain the differences or similarities between the two sample means. Percentages were also used to simplify the results.;This study would provide guidelines which would facilitate counselling services for vocational education programs to Nigerian and non-Nigerian international students in the U.S. and in their home countries. It would also help cross-cultural educators to plan coping strategies that would help international students in the U.S. to complete their educational programs with little or no adjustment problem.;The problem areas investigated included (a) Age. 25 years of age and less versus over 25 years of age; (b) Sex. Female versus male respondents; (c) Academic level. Undergraduate versus graduate students; (d) Marital status. Married versus single; if married, with children, whether children were in the U.S. or in home country; (e) Religion. Moslem versus Christianity; (f) Sponsorship. Private, government or other sources; (g) Whether undergraduate degree was obtained outside the U.S. versus in the U.S. Significant differences existed in the problem areas associated with the Michigan International Student Problem Inventory.;Recommendations were made based on the findings in this study. Recommendations for further studies as well as suggestions made by respondents for improvement were reported. (Abstract shortened with permission of author.)