The role of demographic factors of international students on teaching preferences: An empirical research from the United States

Abstract

Purpose

This empirical research was conducted in a medium-sized private university located in the north-eastern region of the USA. The purpose of this paper was to understand whether demographic attributes (age, gender, country of origin and years of stay in the USA) of international students will predict any preferences for specific teaching methods. This study was conducted with international students from October 2012 through May 2013 (fall and spring semesters).

Design/methodology/approach

This research paper provides hypotheses to explore whether there is any relationship between demographic factors and preferences for various teaching methods. This study analyzes the results using both Pearson’s correlations and one-way ANOVA to reject or accept the hypotheses.

Findings

The results demonstrated that there were no significant correlations between the demographic variables of international students and teaching methods. However, the one-way ANOVA analyses suggested that there are differences among age groups and their preferences for group projects, years of studying in the USA and their preferences for classroom discussions, and gender and their preferences for textbook assignments.

Practical implications

This study suggests that scholars provide orientation or training on the host country’s pedagogies so that international students can assimilate better into their academic communities.

Originality/value

This pioneering paper examines the role between demographic variables of international students and teaching pedagogies. This specific concept has not been examined in this literature before. This understanding could contribute to a richer understanding of this population of students.

Citation

Rao, P. (2016), "The role of demographic factors of international students on teaching preferences: An empirical research from the United States", Journal for Multicultural Education, Vol. 10 No. 1, pp. 53-71. https://doi.org/10.1108/JME-06-2015-0021