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首页> 外文期刊>Near and Middle Eastern Journal of Research in Education >A qualitative study of student attitudes, perceptions, beliefs, outlook and context in Qatar: Persistence in higher education
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A qualitative study of student attitudes, perceptions, beliefs, outlook and context in Qatar: Persistence in higher education

机译：对卡塔尔学生态度，看法，信念，观点和背景的定性研究：高等教育的持续性

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This study attempts to address the challenges of students in higher education in Qatar. The study draws on student perceptions, beliefs, outlook, and context; we approach the study through grounded means by posing leading interview questions with the aim of exploring and probing. The approach is grounded in that no specific theory drives the questions; rather, the responses from the interview often require interpretation through theory to justify the findings. The sample comprised 35 students who were interviewed through probing and questioning techniques. The questions led to converging responses, which were segregated into themes. A large majority of students felt advising was absent or mismanaged, while some also were of the view that schools did not prepare them to enjoy the benefits of extracurricular activities; many students further viewed English or the Foundation Program (preparatory year’s program) a barrier to their continuation in higher education. The most striking result was the apparent relationship between advising and student preparation in secondary school. Schools in Qatar and particularly independent schools (public schools) assign only a small role to advising and inducing strategies that reflect independence and any future anticipatory approaches to link expectations of higher education with support and guidance systems in secondary school.
机译：这项研究试图解决卡塔尔高等教育中学生面临的挑战。这项研究借鉴了学生的看法，信念，观点和背景。我们通过提出一些主要的面试问题，以探究和探索的方式，通过扎实的方式进行研究。该方法的基础是没有特定的理论来提出问题。相反，访谈的回答通常需要通过理论进行解释以证明研究结果的合理性。样本包括35名通过调查和提问技术进行访谈的学生。这些问题导致人们的回答趋于一致，并分为主题。绝大多数学生认为没有提供建议或管理不善，有些人则认为学校没有做好让他们享受课外活动的准备;许多学生进一步查看了英语或预科课程（预科课程），这是他们继续接受高等教育的障碍。最惊人的结果是中学的咨询与学生准备之间的明显关系。卡塔尔的学校，特别是私立学校（公立学校）仅在建议和诱导反映独立性的策略以及引导未来将高等教育的期望与中学的支持和指导系统联系在一起的任何预期方法中发挥很小的作用。

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