International Science Students' Post-Secondary Experiences in Canada and in West Africa: The Coherence Between Teaching and Learning.
Bibliographic record
Abstract
West African science students studying in Canadian post-secondary educational institutions encounter a host of challenges. It is important to learn more about these challenges students face in the pedagogical process, and how these challenges might be connected to paradigm shifts in both the teaching and learning processes that students encounter in new educational milieus. For example, problem solving is taught and learned in different ways in different learning environments. This paper attempt to find out post-secondary students’ ability to answer problem-solving questions in science (physics) and examine if a different learning environment influences their performance levels. This will be completed by referring to my past physics assignment scripts from my previous graduate studies. This study focuses on the problems related to the question of how to teach students from diverse cultural backgrounds, so they experience the same academic achievement in the sciences as local students. There is discussion of factors that impede both foreign local Canadian science students’ transition in their post-secondary studies. A student’s ability to overcome anxiety and stress-related disorders are some of the factors discussed. In this study, the researcher employed grounded theory in conducting interviews and used the collected interview data of individuals’ experiences to refer to my auto-ethnography. The key findings from the study of the experiences of West African science students are connected to themes such as: educators and learners commitment, resources and hands-on-experience, cultural differences, voice and accountability, and marginalization and disconnectedness.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.029 | 0.009 |
| Scholarly communication | 0.010 | 0.002 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".