Environmental Adaptation Experiences

The last adaptation area examined in this study to explore learners’ transition into university was their environmental adaptation experiences. A list of twelve environmental adaptation experiences was presented to the respondents. Table 4.5 outlines the data on the environmental adaptation experiences as reported in the questionnaire.

Table 4.5 Environmental Adaptation Experiences

Distribution of responses %

Items SDA DA A SA CDA CA Mean

4.1 I felt welcome during my initial days on campus 18.3 26.1 47.8 7.8 44.4 55.6 2.54 4.2 I was shocked on my first day on campus on finding

it different from college

17.3 31.6 36.0 15.1 48.9 51.1 2.52 4.3 I felt nervous during the initial days on campus

4.4 I feel no difference between university and school culture 14.4 43.8 27.5 46.4 45.0 3.3 13.1 6.5 41.9 90.2 58.1 9.8 2.57 1.73 4.5 I feel no difference between university and college

culture

40.8 44.7 8.6 5.9 85.5 14.5 1.80 4.6 I am finding it easy to adapt to university culture 15.1 22.4 51.3 11.2 37.5 62.5 2.59 4.7 I am learning to adapt to university culture 4.6 19.1 65.1 11.2 23.7 76.3 2.83 4.8 I do not want to learn new ways to adapt to university

Culture

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Note. SDA = Strongly Disagree; DA = Disagree; A = Agree; SA = Strongly Agree; CDA = Combined Disagree; CA = Combined Agree; M = Mean

It can be seen from the data for item 4.1 that over half of the respondents (55.6%) showed agreement (M=2.54, mean above 2.5) to feeling welcome during the initial days on campus. However, 44.4 percent respondents showed their disagreement to the item. The data for item 4.2 shows that a little more than half (51.1%) of the respondents agreed (M=2.52, mean above 2.5) that they were shocked on their first day on campus on finding it different from college. However, a little less than half of the respondents (48.9%) showed their disagreement to the item. For item 4.3, the data shows that 58.1 percent respondents agreed (M=2.57, mean above 2.5) that they felt nervous during the initial days on campus. Whereas 41.9 percent respondents reported disagreement to having any such feeling. Feeling unwelcome (44.4%), shocked (51.1%) and nervous (58.1%) during the initial days at a new place may be a natural and usual experience for many individuals entering a new culture as also found in this study. Berry (1997) also reports that it is usual for someone to have these kind of experiences when they are exposed to a new culture. Finding the new culture different to the prior culture could also be one reason for such feelings as the current findings revealed that the majority of the respondents found the university culture different from school and college cultures (items 4.5 and 4.5). These findings resonate with the findings of Brooks and DuBois (1995) who studied American university entrants. Brooks and DuBios reported that feeling nervous, receiving cultural shock and feeling unwelcome could be considered normal tendencies in any individual entering a new culture, but these experiences could become problematic if not overcome during first few weeks of entry into new culture. Likewise, if the current study respondents do not succeed in adapting to the new culture in the university, their adaptation could be hindered which may have a negative impact on their academic performance in the university and future life and career.

With regard to item 4.4, the majority of respondents (90.2%) showed disagreement (M=1.73, mean below 2.5) to feeling no difference between university and school culture. This reveals that the majority of respondents felt that the university culture was different to that at school. Similarly, the result for item 4.5 shows that the majority of respondents (85.5%) reported disagreement (M=1.80, mean below 2.5) to feeling no difference between university and college culture. Again this shows that the majority of respondents felt that the university culture was

4.9 I want to carry on with my old ways of learning during my university years

13.9 33.1 43.7 9.3 47.0 53.0 2.48 4.10 I like being at university

4.11 University life has increased my confidence 4.6 3.3 11.3 6.7 63.6 51.3 20.5 38.7 15.9 10.0 84.1 90.0 3.00 3.25 4.12 University life makes me feel independent 6.7 11.9 52.3 29.1 18.6 81.4 3.03

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different from college culture. Goldschmidt et al. (2003) also report that university entrants find university different from school.

The data for item 4.6 reveals that 62.5 percent respondents agreed (M=2.59, mean above 2.5) that they were finding it easy to adapt to the university culture. On the other hand, 37.5 percent respondents showed their disagreement to finding it easy to adapt to the university culture. Learning the norms and values of new culture is a difficult process and each individual has their own particular response to that. Some find it easy, others find it hard to meet the demands of new culture. A large number of respondents in this study reported to finding this process easy which is a positive indication that these respondents were adapting to the new learning environment. Similarly, the result for item 4.7 shows that the majority of respondents (76.3%) reported agreement (M=2.83, mean above 2.5) that they were learning to adapt to the university culture. Nearly a quarter (23.7%) of the respondents indicated that they were not learning to adapt to the university culture. Positively this means that the majority of respondents were learning to adapt to the university culture. Comparing the percentage of respondents finding it easy to adapt to the new culture (62.5%) and those reporting that they were adapting to the new culture (76.3%), it can be said that even some of the respondents who were finding it hard to adapt to the university culture, they were also learning to adapt to it.

The results for item 4.8 show that 62.8 percent respondents expressed disagreement (M=2.29, mean below 2.5) to not wanting to learn new ways to adapt to the university culture. On the other hand, 37.2 percent respondents showed agreement to the item. Seen from positive angle, the results reveal that the majority of respondents wanted to learn the new ways to adapt to the university. Lastly, for item 4.9, a little more than half (53.0%) of the respondents agreed (M=2.53, mean above 2.5) that that they wanted to carry on with their old ways of learning during their university years. This means that more than half of the respondents (53.0%) did not want to change their old ways of learning during their university years. On the contrary, 47.0 percent respondents disagreed to the item. The current data reveals that a little more than half of the respondents (53.0%) wanted to carry on with their old ways of learning and 37.2 percent were reluctant to learn the new ways to adapt to the new culture (university life). However, a good thing to note is that 62.8 percent respondents reported disagreement to this notion and indicated their readiness to learn the new ways to adapt to the university culture. For successful transition, learners are required to successfully go through the process of environmental adaptation which can be done by learning the ways of the new culture as noted by Biggs (2001) and McInnis (2001). However, a noticeable percentage of respondents in this study appear not

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to realise the importance of learning the ways of the new educational environment to successfully transition into the new culture.

Learning the culture of the new educational environment is one of the main requirements for the successful transition into university. However, the respondents in the current study reported reluctance to take this step which may present them with further problems in adaptation to the new learning environment. Nonetheless, it should be recognised that identifying the differences in the new culture is arguably the first step in the adaptation process. As each individual learner brings different experiences, identities, norms, beliefs and values to the new culture, therefore one’s adaptation to the university culture varies according to their attitude towards the new culture. In the light of earlier studies on this problem, it could be said that the learners in the current study may also be facing various challenges to adapt to the new culture as each of them comes from a separate type of prior culture and has different set of prior beliefs and experiences. Each individual has their own pace of and attitude towards learning new values which is shaped by both their present and past knowledge, beliefs and experiences. Hence, there are different patterns of adaptation for each individual learner, as for some it takes a few weeks and for some it’s a longer process and in their case it takes more than usual time for the process to complete.

For item 4.10, the majority of respondents (84.1%) agreed (M=3.00, mean above 2.5) that they liked being at university. Similarly, for item 4.11, the majority of respondents (90.0%) showed agreement (M=3.25, mean above 2.5) that university had increased their confidence. Lastly, for item 4.12 too, the majority of respondents (81.4%) agreed (M=3.03, mean above 2.5) that university life made them feel independent. These positive attributes may help these respondents in overcoming the environmental adaptation challenges and successfully transition into university by accepting and adopting the role of independent learners.

Given that environmental adaptation is an under-researched category in transition into university and very little prior evidence exists on this aspect, the current study has some useful findings in this regard. The findings show that the responses to the environmental adaptation items comprised both positive experiences and some challenges. The results showed positive experiences for seven out of twelve items (items 4.1, 4.6, 4.7, 4.8, 4.10, 4.11, and 4.12), the responses to which ranged between 55.6 percent to 90.0 percent. However, 10.0 percent to 44.4 percent respondents reported otherwise. On the other hand, responses to five items (4.2, 4.3, 4.4, 4.5, and 4.9) showed that 41.9 percent to 90.2 percent respondents were faced with some

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challenges in adaptation to the university environment. The positive environmental experiences and environmental adaptation challenges are listed below.

Positive environmental adaptation experiences

The majority of respondents reported that:

x they felt welcome during their initial days on campus (Item 4.1)

x they were finding it easy to adapt to university culture (Item 4.6)

x they were learning to adapt to university culture (Item 4.7)

x they wanted to learn new ways to adapt to university culture (Item 4.8)

x they liked being at university (Item 4.10)

x University life had increased their confidence (Item 4.11)

x University life made them feel independent (Item 4.12)

Environmental adaptation challenges

The majority of respondents reported that they:

x were shocked on their first day on campus on finding it different from college (Item 4.2)

x felt nervous during the initial days on campus (Item 4.3)

x felt the difference between university and school culture (Item 4.4)

x felt the difference between university and college culture (Item 4.5)

x wanted to carry on with their old ways of learning during their university years (Item 4.9)

In order to understand the influence of prior learning experiences on transition, the next section presents findings on research questions 2 and 3.