Undergraduate Thesis

The study sought to identify the difficulties of foreign students and their coping strategies while studying at Olivarez College. The study was made in school year 2012-2013 with spade work which began in September 2012. The actual interviews were conducted during the month of January 2013 after the proponents were granted for their study on November 8, 2012. Specifically, the study answered the following problems: 1. In what aspect do the foreign students find it difficult to study at Olivarez College? 2. What coping strategies do the foreign students utilize? 3. What multicultural orientation program should be developed for these foreign students? The study used the qualitative approach, specifically case analysis. In Qualitative Case analysis is an approach to research that facilitates exploration of a phenomenon within its context using a variety of data sources. This ensures that the issue is not explored through one lens, but rather a variety of lenses which allows for multiple facets of the phenomenon to be revealed and understood. In this study, the researchers looked into the participants or co- researchers' difficulties and coping strategies when studying at Olivarez College. For purposes of validation and data triangulation, the researchers interviewed eight (8) foreign college students enrolled in various courses in the institution. The researchers discussed the purpose of the study, the procedure and assured them of confidentiality. The following were the findings of the study: There were eight (8) difficulties that the foreign students encountered while studying at Olivarez College. The students found that they were having difficulties in terms of: a. Class Schedule. The foreign students mentioned that they were having lengthy class hours per subject. b. Fashion. Foreign students found it difficult to cope especially when they see women wearing provocative clothing like short pair of shorts and miniskirts. Also related to fashion was seeing homosexuals cross-dressing around campus. c. School-related factors. Foreign students tend to get confused when the professors use vernacular language when teaching. d. Language barrier. Foreign students who do not practice speaking in English or lack knowledge of the universal language found it hard to cope with the people in their host country. e. Climate. Most of the respondents found it difficult to work or study in a warm environment. f. Food. Most foreign students preferred eating piquant delicacies and vegetables. The respondents were not used to eating cuisines mixed with sugar. g. Relationship with other students. Most of the respondents felt that they were discriminated and/or judged by the way they look and talk. Local students tend to avoid conversing with them. h. Transportation. Foreign students like Koreans were having difficulties with the traffic because of the public utility vehicles like jeepneys, buses and tricycles stopping at any point on the streets just to pick and drop commuters. As per statement under problem two, there were eight (8) coping strategies foreign students execute in dealing with their said difficulties. The findings were arranged according to the most commonly used to the least coping strategy: a. Asking questions foreign students asked questions to their peers, classmates and mentors to clarify any vague information that they learned; b. Having another international student foreign students found it easier to have another foreign student with them because they could relate with each other: c. Social connectedness- foreign students tried to make friends for them to know more about the local students and be acquainted with them; d. Communicating with families and friends abroad foreign students always keep in touch with their families and friends abroad to utter their sentiments and their frustrations; e. Recreational activities - foreign students engaged themselves in activities they find relaxing and an escape from the stressors that they experienced. and; f. Taking Breaks - foreign students take breaks in between classes to reduce boredom due to long hours of stay in class. From the findings of the study, the following conclusions were drawn: 1. There were eight (8) difficulties that the foreign students encountered while studying at Olivarez College. 1.1 Foreign students find the class schedule lengthy. 1.2 It shows that most foreign students were conservative in terms of fashion. 1.3 Some teachers and local students do not speak straight English instead use vernacular language. 1.4 Foreign students found it hard to socialize with the local students because they were not equipped with the knowledge and skills when speaking English. The study shows that foreign students tried their best to communicate with local students but since most locals are not that articulate in speaking the second language, they tend to avoid speaking with the foreign students. 1.5 Foreign students found it hard to adjust to the climate. The study shows that the climate greatly affects the student's physiological aspect when performing their daily routine. 1.6 Foreign students were not used with the food being served to them. This shows that the food in the canteen does not satisfy their gastronomical needs. 1.7 Foreign students felt that they were discriminated because of the way they look and talk. The study found that the local students still could not embrace the reality that they are living in a multicultural world. 1.8 Foreign students found it hard to cope with the traffic problems. It showed that since they lived in a developed country, they were exposed to systematized form of traffic system. 2. As per statement under problem 2, there were also eight (8) coping strategies foreign student performed to cope with the difficulties: 2.1 The study shows that asking questions is most common coping strategy of foreign students. It is important for them to catch up with the lessons. 2.2 The next common coping strategy is having an international ally or buddy. It helps because they are able to relate their feelings and sentiments to a person who is experiencing the same dilemma. 2.3 Social connectedness. Being friends with local students help foreign students belong and establish camaraderie. 2.4 Communicating with families and friends abroad. This coping strategy helps foreign students ease their stress and problems since these people are the ones closest to them. 2.5 Engaging to various recreational activities. It acts as a diversion and a way to release stress and tension. 2.6 Lastly, foreign students have their usual breaks during three-hour classes. This shows that they could not bear the long hour class schedule. Based on the foregoing conclusions, the following are recommended: 1. Foreign students should be oriented by their respective department heads about the class schedules and the duration of each class. There should also be intervals pertaining to the time and days of major subjects plotted, to avoid series of lengthy class hours. 2. Foreign students should have their own orientation program which will focus on the school rules and regulations and the culture that they will be exposed to. Local students should be reminded with the proper school etiquette and decorum when entering the school premises. In the orientation, the school administrators should emphasize on the proper attire and behavior inside the school. Wearing provocative dresses should be strictly prohibited. Proper sanctions should be implemented. Security should be strict when students enter the campus. Since studying in a formal institution, one must act decent, by the way they dress, talk and behave. 3. Foreign students should report their concerns to their respective department heads with regard to their mentors/professors using vernacular language during discussions. In turn, the Department head will remind the faculty members on "equity pedagogy" during faculty meetings. 4. Foreign students and local students should involve themselves in an English enhancement program stipulated by the school's language center to develop confidence and better articulation in speaking the universal language. 5.

Foreign students should be educated prior to coming to the Philippines with regard to the climate, culture, and customs to be more familiarized with the way of living of the locals, so these students would know what and what not to expect. 6. The canteen should integrate international cuisine into the daily menu so to satisfy the foreign students' gastronomical needs. 7. Foreign students should be more involved in various activities set by the school for better familiarization of the people and also the culture like an acquaintance party with the local students to promote camaraderie and sense of belongingness. 8. There should be an in-campus dormitory, not just for foreign but for local students as well for accessibility and less expenses on the part of the students coming from distant areas.