Chinese Research Methodology

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Chapter three details the research methodology that will be employed in this dissertation. It includes the following sections: restatement of the problem; the assumptions; general methodological approach; rationale for adopting qualitative approach; selection of participants; data sources; data analysis; trustworthiness; limitation of the study; delimitation; and a summary.
Statement of the Problem

According to Pike, Hansen and Childress (2014) and Stephens, Fryberg, Markus, Johnson, and Covarrubias (2012), the most important place for Chinese students to start learning about their future studies abroad is through preemptive training in cultural, social, linguistic and academic adaptation, in their international high school programs, before
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There are great differences between the educational practices and traditions of China and the United States. Lucas and Villegas (2013) pointed out that even though both academic systems have both positive and negative attributes in the manners in which they educate their children in high school, the same dissimilarities exist even more profoundly between American and Chinese international university students as well and have a very detrimental affect the educational success of Chinese international students at the university level as well. Several Chinese international students, Chinese international high school leaders and international university preparation program leaders will participate in structured interviews to ascertain their views and experiences by replying to open-ended questions in an open and forthright manner.
Qualitative research will be employed to achieve the purpose of this academic case study, which is to determine the efficacy of Chinese high school international preparation programs for Chinese international students who hope to study in American universities. According to Choeda and Dupka (2016), the qualitative approach strengthens academic research in that the qualitative approach aides researchers in comprehending students’, teachers’, and educational administrators’ distinctive
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The empirical assets of case studies provide a vibrant grasp of the phenomenon under investigation for researchers. Creswell (2013) stated that case studies utilize information gathered from such formats as interviews, surveys, documents, and opinions as a means of comprehending and divulging a phenomenon’s specific characteristics. Masuda, Ebersole, and Barrett (2012) said that the qualitative approach stresses the use of measures that relate to the collective experience of participants and the environment surrounding the topic under research. These authors stated that in qualitative research, it is important to use generalizations and subjective opinions, without the need of statistical interpretations of quantitative designs. The inner legitimacy of qualitative research outcomes demonstrates the truth of the investigator’s and the participants’
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