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Adaptation and first-year university students in the Sultanate of Oman

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 CHAPTER THREE

ADAPTATION AND FIRST-YEAR UNIVERSITY

STUDENTS IN THE SULTANATE OF OMAN

RAHMA AL-MAHROOQI
HUMANITIES RESEARCH CENTRE, SULTAN QABOOS
UNIVERSITY, OMAN
RALMAHROOQI@GMAIL.COM
CHRISTOPHER DENMAN
SULTAN QABOOS UNIVERSITY, OMAN
AND BUTHAINA ABDULLAH AHMED ATEEQ
MINISTRY OF EDUCATION, OMAN

Abstract
This study examines the factors that influence adjustment of first-year
English Foundation students in the Sultanate of Oman’s only public
university − Sultan Qaboos University (SQU). A three-part questionnaire
was employed incorporating both open-ended questions and items utilizing
a five-point Likert-scale response key. Areas examined as potentially
influencing freshman adaptation include expectations before and after
entering university, the demands of students’ specializations or majors,
self-esteem, the academic, social and emotional demands of their new
roles as university students, stress, and the desire to leave university before
obtaining a degree. The sample consisted of 60 freshmen (30 males and 30
females) enrolled in SQU’s English Foundation Program. Findings
indicate that 46% of participants face difficulties in adapting to their new
English-medium environment and to study requirements at university. The
main issues identified for causing these difficulties included low levels of
self-esteem and a lack of clear course information which results in
participants’ limited understanding of the course and its requirements. No
 Adaptation and First-Year University Students in the Sultanate of Oman 61

gender differences were found across these areas. The paper concludes by
offering a number of solutions to ease student adaptation to studying at
university.

Keywords: adjustment, adaptation, university, freshmen, English medium

education, Oman

1. Introduction
For many, the transition from high school to university is an important
milestone on the journey between adolescence and adulthood. However,
like any period of significant change, moving from school to university
can also be a time full of uncertainty and stress. Much of this stress may be
associated with the problems of adaptation to the demands of university-
level study and a more independent life away from family and friends.
According to Elias, Mahyuddin and Uli (2009), 57% of dropouts, or
those who leave their studies before graduation, are not satisfied with their
lives since entering university. Factors associated with this lack of
satisfaction include financial issues, course difficulties, physical problems,
lack of job opportunities, and family problems. Of these factors, many can
be directly or indirectly related to the issue of adaptation.
Farris (2010) states that adaptation difficulties refer to “the problems
which students might face with getting involved, making friends, being
away from home, as well as many others” (p. 2). Approximately one in
three students, according to Farris, faces some form of adaptation
difficulty. Difficulties in adapting, or maladaptation, can be directly related
to increased dropout rates and lower levels of academic achievement (Elias,
Mahyuddin, & Uli, 2009).
A number of studies indicate that the transition from a school
environment to university life is full of stress for first year university
students. These students are exposed to both interpersonal and personal
obstacles. These obstacles are related to how students can cope with the
new situation in terms of forming relationships, developing an
understanding of the level of academic achievement required and,
especially in the Arab Gulf, moving from an Arabic- to an English-
medium learning environment (Elias, Mahyuddin, & Uli, 2009).
Elias, Mahyuddin and Uli (2009) analyzed the impact of adaptation to
university life in regard to academic achievement. The authors contend
that students who face adjustment difficulties tend to achieve lower grades
while those of their colleagues who experience a smoother transition
perform better academically. They also conclude that gender plays an
62 Chapter Three

important role in adaptation to university, with female students often

experiencing more problems in adapting to the demands of university life.
However, despite the importance of this issue, as of yet there has been
a lack of studies that examine the issue of adaptation in first-year
university students in the Sultanate of Oman. The current research aims to
explore the level of adjustment among new students at Sultan Qaboos
University, while also examining the factors that affect adjustment during
the freshman years and identifying some of the negative consequences
associated with maladjustment. Finally, a number of solutions to help
improve student adaptation are offered.

2. Literature Review
2.1 Definitions of Adaptation and Adjustment

For the sake of the current paper, the terms adjustment and adaptation
are used synonymously. Although some scholars maintain that adaptation
is more linked to biological processes – for example, helping a living thing
to survive and reproduce (Michael, 1996, p. 245) – while adjustment is
related to psychological process, the current research adopted Chelliah and
Yusoff’s (2010) stance that these terms represent different perspectives of
the same concept. Adaptation and adjustment here, therefore, will be used
to refer to a person’s involvement with their environment (Arkoff, 1968).
When this environment is a university, Arkoff adds that adaptation is
mostly measured by students’ academic performance and emotional
growth. Gharaibeh, Ishak, Jdaitawi and Taamneh (2011, p. 251) state that
adjustment is “a psychological process of adapting to, coping with,
managing problems, challenges, tasks and requirements of daily life”.

2.2 Aspects of University Adaptation/Adjustment

Elias, Mahyuddin and Uli (2009) contend that there are three main
types of adaptation/adjustment related to university students. These are
academic, social and emotional adjustment.

2.2.1 Academic adaptation/adjustment

Early research focused on academic performance as a predictor of

student adjustment (Grayson, 2003). Students who adapted academically
to university at an early stage are more likely to persist in their studies in
comparison with those who find this adjustment more difficult. Academic
 Adaptation and First-Year University Students in the Sultanate of Oman 63

adjustment not only deals with a student’s scholarly potential, but is also
related to having high levels of learner motivation, holding a clear
purpose, and acquiring strategies to achieve educational demands. Several
studies conducted in the United States focus on the issue of freshmen
adjustment. Elias, Mahyuddin and Uli (2009) state that, in the American
context, early adaptation to the academic demands of university helps
students to gain more positive academic outcomes. However, these
findings have been called in to question by Grayson (2003), who found
that early adaptation to the academic requirements of tertiary-level studies
may only have a slight impact on first year students and no implications
whatsoever for outcomes across the course of the degree.

2.2.2 Social adaptation/adjustment

A number of researchers suggest that social integration into new study

environments is an important factor in achieving successful adaptation.
Grayson (2003) asserts that students need to be integrated into university
life so they will have motivation to continue their studies. He theorizes
that students who have integrated socially into university display higher
levels of academic achievement than those who remain isolated or fail to
socially integrate. Tinto (1987) states that, in order to achieve integration
into university, “students must separate themselves from their past
communities, including family, the local high school, and local areas of
residence” (p.16). As a result of such separation, students will try to adopt
new values and habits that they consider important for this transitional
phase.
However, a number of studies have criticized Tinto’s (1987, 1988)
theory, especially as it relates to creating space between the student and
past communities including family and peers. For example, Elias,
Mahyuddin and Uli (2009) suggest that social support from family and
peers is a crucial factor for freshmen adjustment to their new environment.
Similarly, Chhuon and Hudley (2008, p. 17) describe four main types of
social support received from family and friends that can ease the transition
from high school to tertiary-level study. These include guidance and
feedback, non-directive support which incorporates the bonds of trust and
intimacy, positive social interactions such as spending time together, and
more tangible assistance which can include offering financial assistance
and shelter. Almost all studies that have examined the role of social
support from families and peers indicate that university freshmen who
have high levels of social support are more likely to adjust to their new
environment earlier. In fact, Gerdes and Mallinckrodt (1994) maintain that
64 Chapter Three

social adjustment can be as significant as academic adjustment in

determining student retention during the early university years.

2.2.3 Emotional adaptation/adjustment

During the transitional phase to university, freshmen are often prone to

question their educational goals, self-esteem and self concept, and this, in
turn, may result in personal conflict. Emotional problems consistently lead
to increased rates of physiological disorders and dropouts. For those
students who move away from their families in order to pursue their
higher-level studies, being separated from parents may dramatically affect
their levels of emotional adjustment (Gerdes & Mallinckrodt, 1994).
Douglass and Islam (2006) term this ability to emotionally adjust
“emotional wellbeing”. The researchers believe that there is a direct
connection between emotional wellbeing and academic performance.
According to Douglass and Islam, students who display difficulties in
adapting emotionally to their new environment, and hence have lower
levels of emotional wellbeing, are more likely to experience serious
psychological problems such as anxiety and other developmental
problems.

2.3 Factors Affecting Freshmen Adaptation/Adjustment

Successful freshman adaptation to university life, as gauged by
academic, social and emotional adjustment, is influenced by a number of
factors. As freshmen arrive at university with different personal, social,
cultural and linguistic backgrounds, and characteristics, the factors that
affect the adjustment process necessarily vary from one student to another.
However, gender, self-esteem, and student expectation of university life
have been identified as important factors influencing successful
adaptation.

2.3.1 Gender

Gender has often been posited as an influential factor in adapting to

university. For example, the study by Elias, Mahyuddin and Uli (2009)
suggests that female students are more likely to experience difficulties in
adapting to university. The authors state that female students tend to face
more mental health problems than male students while also being less
involved in campus activities including clubs and societies.
 Adaptation and First-Year University Students in the Sultanate of Oman 65

In addition, Lee, Park and Kim (2009) state that female Chinese
students studying abroad often feel constrained by traditional gender roles
and that they are not “fully accepted” in their new environments. On the
other hand, Elias, Mahyuddin and Uli (2009) claim that male students are
less likely to experience these forms of social and emotional pressure, and,
therefore, encounter far fewer problems in adjusting to university.
Although Lee, Park and Kim highlight the pressures of gender roles on
female students studying abroad, the authors do, nonetheless, maintain that
female students are better at adapting to university life than males.

2.3.2 Self-esteem

Self-esteem, at a basic level, refers to how people think about

themselves (Josephs, Bosson, & Jacobs, 2003). Two different types of
self-esteem have been offered in the literature which are specific self-
esteem and global self-esteem. Specific self-esteem is concerned with how
an individual views herself/himself in a specific situation such as at work
or in an academic environment. Global self-esteem, on the other hand, is
an overall judgment of oneself. High levels of global self-esteem,
according to Friedlander, Reid, Shupak and Cribbie (2007), are associated
with the ease of transition from high school to university. However,
Blanks and Lowery (2005) believe that female students tend to have lower
levels of global self-esteem, and often display consistently more negative
judgments about themselves.

2.3.3 Student expectations

Student expectations about life in university may be an important

predictor of adaptation to tertiary-level studies. For example, Gerdes and
Mallinckrodt (1994) found that students who hold unrealistic expectations
of university life experience more difficulties in adjusting and tend to drop
out. Moreover, Murdoch (2006) reports that a number of students at an
Australian university did not show any real awareness of the nature of the
transition between high school and university, with this affecting their
expectations of their university-level assessments, assignments, lectures,
and attendance, and also of the nature of the new relationships they
formed. This lack of awareness, according to Murdoch, resulted in an
experience similar to shock for many students upon entering university. It
is for these reasons that those students who have unrealistic expectations
about university life will experience the most difficulties in adapting.
66 Chapter Three

2.4 Results of Poor Adaptation/Adjustment.

The results of a lack of adaptation or adjustment to the university
environment, also known as maladjustment, have been explored by a
number of researchers. Perhaps the most significant results of maladjustment
are student stress and increased dropout rates among first year students.

2.4.1 Stress

The transition from school to university presents significant changes in

students’ lives. At university, higher levels of academic achievement, in
addition to greater social integration, and more mature levels of emotional
development, are required than at school. Moreover, at least in the context
of the Arab Gulf, students are also expected to move from the Arabic-
medium study environments of their government high schools to colleges
and universities where English acts as the dominant language of
instruction. It is perhaps no surprise, then, that students often find it
difficult to cope with many of the demands of their new environments
(Friedlander et al., 2007). Elias, Mahyuddin and Uli (2009) state that
students who live on campus usually experience higher levels of stress.
This, the authors claim, is due to lower levels of social support which
manifests itself in decreased levels of academic achievement.

2.4.2 Dropouts

Not all students find strategies to help them adjust constructively and
they are not able to effectively deal with their new study environment.
Although it is not necessary that everyone who enrolls in university must
remain there until graduation, it has, nonetheless, been suggested that
retention rates “may be a significant indicator of institutional quality and
impact” (Jamelske, 2008, p. 381). Perhaps mindful of this claim, many
academic institutions have attempted to find the factors associated with
difficulty to adapt, with these typically focusing on issues of learner
motivation. Recent studies have also added other factors to motivation,
including a lack of familial experience with tertiary education and a lack
of language proficiency for those learners moving from studying in their
mother tongue to an English language environment (Grayson, 2011).
 Adaptation and First-Year University Students in the Sultanate of Oman 67

2.5 Summary of Literature Review

In conclusion, the transition to university can be stressful as the
adaptation process can be difficult to achieve. Many freshmen who are
eager to enter university life before enrolment may not continue with a
strong will. One might believe that academic maladjustment, especially in
English-medium environments, is the most important factor that leads
students to dropping out. However, in this transitional phase, social and
emotional adaptation are also crucial to predict student retention. A
significant hurdle for freshmen is how they can manage their emotions,
academic achievement, and social life. Freshmen need to know how to
cope effectively with their academic demands, how to motivate themselves
to continue their studies and take appropriate strategies to pass them
successfully. In order to further explore the factors that influence
adjustment to university life in an Omani context, the current research
examines both the level of adjustment and the factors that affect
adjustment of SQU first-year English Foundation students.

3. Methodology
3.1 Research Questions

To address the research issues stated above, the following research

questions were explored:

1. What factors influence participants’ levels of adjustment to

university life at SQU?
2. Is the variable of gender related to participants’ levels of
adjustment?

3.2 Instrument
To explore the factors that influence adjustment of first-year English
foundation students in SQU, this study employed a three-part
questionnaire. The first section elicited demographic information about
participants including gender and specialization. The second section
explored seven themes that examined the level of freshmen adjustment
through 29 items. The items employed a Likert-scale response key with
possible responses ranging from strongly agree to strongly disagree, with a
middle response of neutral. Responses were assigned a value from 1 to 5.
Items that have been reverse keyed to maintain direction across the scales
68 Chapter Three

and questionnaire are indicated below. The seven themes featured in this
part of the questionnaire are: student expectations before and after
attending university, college specialization, self-esteem, academic
adjustment, social adjustment, emotional adjustment, and desire to
dropout.
The third questionnaire section contained six open-ended questions.
The first sought to explore the areas of potential concern for SQU first-
year students. The second asked participants to describe their experiences
during their first semester at university. The third asked students to
identify the obstacles that may have hindered their adjustment process.
The fourth required respondents to identify the extent to which the
Foundation Program has contributed to their academic achievement, social
integration, and emotional well-being. The fifth open-ended question
investigated the characteristics students believe they should have to
successfully adjust to life at SQU, while also inquiring whether
participants believed themselves to possess these characteristics. The sixth
question asked what actions the university could take, if any, to help
freshmen adjust to life at university and in an English-medium study
environment.
The questionnaire was validated by three professors of applied
linguistics at the research site before being piloted with five students. Both
the validation and piloting confirmed the importance of offering participants
an Arabic-language version of the questionnaire. The translation from the
original English-language version was performed by the third author, who
is a native speaker of Arabic. The translation was checked for content and
clarity by two native speakers of Arabic, one of whom worked at SQU. No
discrepancies were reported.

3.3 Participants
As this study aimed to investigate issues related to the process of
adaptation, a sample was drawn from SQU’s first-year students in
academic year 2012/2013. Of the student intake that year, around seventy
percent entered the Foundation Program in order to undertake mandatory
instruction in the English language before entering their colleges. Of these,
60 freshmen (30 male and 30 female students) from different colleges
were recruited (see sampling procedure below). These include the College
of Arts and Social Sciences (n = 20), the College of Agricultural and
Marine Sciences (n = 6), the College of Education (n = 8), the College of
Engineering (n = 6), the College of Sciences (n = 11), and the College of
 Adaptation and First-Year University Students in the Sultanate of Oman 69

Commerce and Economies (n = 9). The average age of participants was

18.

3.4 Data Collection Procedure

Due to time and other practical constraints, a snow-ball sampling
technique was used to recruit participants. The researchers asked freshmen
who stated a willingness to participate in the research to identify
classmates they considered willing to also participate. These newly
identified potential participants were approached and informed about the
nature of the research. If they decided to participate, these respondents
were asked to identify others of their colleagues who they believed may
also be interested in joining. All respondents were given a participation
information sheet in Arabic and were reminded that participation was
entirely voluntary and non-participation would not have any negative
consequences whatsoever. Participants were also reminded that they could
withdraw from the study at any time and that their identities would be kept
confidential.

4. Data Analysis
Descriptive analysis was performed to calculate overall means for each
of the seven themes regarding participant adjustment in the second section
of the questionnaire, while means, standard deviations, and frequency
counts were also calculated for all items on this part of the questionnaire.
T-tests were employed to explore gender differences across each of the
seven themes. Finally, data gained from the open-ended questions in the
third questionnaire section was analyzed through a process of thematic
analysis.

4.1 Questionnaire Results

The first research questions inquired about the factors that impact upon
participants’ levels of adjustment to university. These factors were
explored across the seven themes of student expectations before and after
attending university, college specialization, self-esteem, academic
adjustment, social adjustment, emotional adjustment, and desire to dropout.
Table 1 reports the means and standard deviations for each theme. Scores
closer to 1.00 on each theme represent areas where participants have
struggled to adjust. Scores that are closer to 5.00, on the other hand,
suggest areas where students have not experienced considerable
70 Chapter Three

adjustment difficulties. A value of 3.00 was established as a rough cut-off

point between low and high levels of adjustment.
Table 1 indicates that, of the seven themes measured by the second
section of the questionnaire, participants reported experiencing some form
of adjustment difficulty in three. These three areas are student expectations
(M = 2.63), self-esteem (M = 2.65) and academic adjustment (M = 2.93).
Participants reported higher levels of adjustment in the remaining four
areas with, for instance, relatively high levels adjustment to their
specializations (M = 3.59) and new social situations (M = 3.48).
Participants also reported fairly low levels of stress while adjusting to their
new lives in university (M = 3.14) and most reported a fairly low desire to
drop out (M = 3.16). Items associated with each of these themes are
explored in more detail below.

Table 1: Participant levels of adjustment/adaptation

Theme Mean Std.

Deviation
Student expectations 2.63 0.83
Self-esteem 2.65 1.23
Academic adjustment 2.93 0.90
Stress 3.14 0.78
Desire to dropout 3.16 1.14
Social adjustment 3.48 0.57
Specialization maladjustment 3.59 0.86

Table 2 indicates that participants held somewhat unrealistic

expectations about life at university (M = 2.63). For example, of the four
questionnaire items related to this theme, three recorded means below
3.00. Around 68% of respondents stated some form of agreement with the
statements, “I was shocked to know of the demands of university life” (M
= 2.07) and “After joining SQU, reality contradicted my expectations” (M
= 2.15). Moreover, more than half of participants agreed with item 2,
“Before attending SQU, I thought that university life was easier than
school” (M = 2.63). In fact, the only item related to this theme that the
majority of participants (around 65%) disagreed with was, “Before
attending SQU, I thought university life was similar to school life” (M =
3.67). These results share a number of similarities with Murdoch’s (2006)
finding that most students do not show awareness about the nature of the
transition to university life.
 Adaptation and First-Year University Students in the Sultanate of Oman 71

Table 2: Students’ expectations before and after enrolment

Statement SA A N D SD Std.
Mean Deviation
Before 5.0% 15.0% 15.0% 38.3% 26.7% 3.67 1.17
attending
SQU, I
thought
university
life was
similar to
school life.

Before 28.3% 23.3% 21.7% 10.0% 16.7% 2.63 1.43

attending
SQU, I
thought that
university
life was
easier than
school.

After joining 30.0% 38.3% 23.3% 3.3% 5.0% 2.15 1.06

SQU, reality
contradicted
my
expectations.

I was 33.3% 35.0% 25.0% 5.0% 1.7% 2.07 0.97

shocked to
know of the
demands of
university
life.
Total 2.63 0.83

Table 3 indicates that, overall, learners reported low levels of self-

esteem that hindered their transition to university (M = 2.65). More than
90% of participants disagreed with the statement, “I have high self-
esteem” (M = 2.25) although this lack apparently did not interfere with
participants’ contributions to the classroom. That is, in response to the
item “I do not feel shy to participate or do presentations in class” (M =
3.05), around 61.7% of participants agreed while 25% remained neutral.
72 Chapter Three

Table 3: Self-esteem

Statement SA A N D SD Std.
Mean Deviation
I do not feel shy to 26.7% 35.0% 25.0% 10.0% 3.3% 3.05 1.29
participate or do
presentations in
class.*

I have high self- 3.3% 1.7% 3.3% 36.7% 55.0% 2.25 1.48
esteem*
Total 2.65 1.23
*Items marked with asterisk are negatively keyed.

Table 4 indicates that participants experienced some difficulties with

academic adjustment (M = 2.93). Of the six items related to this theme,
half recorded means below 3.00 which suggests areas in which
participants struggled to adjust, while the remaining three recorded means
above this point. However, of those three items which recorded means
above 3.00, most were only marginally higher than this point with neutral
responses often predominating. For example, 35% of respondents were
neutral in response to the item “I have no trouble in understanding what I
am required to do in some courses” (M = 3.30), with another 35% stating
some form of agreement and the remaining 30% disagreeing. A similar
result was also recorded for the item “I feel satisfied with my academic
achievement” (M = 3.20), with 31.7% reporting neutral responses, 26.6%
agreeing and more than 41% of respondents disagreeing. In contrast to
these items, however, more than 86% of participants disagreed with the
statement, “My academic goals are well-defined at SQU” (M = 2.55) while
another 68% stated that they did not attend their lectures regularly (M =
2.68). Finally, around 71% of participants disagreed with the statement “I
am motivated to study” (M = 2.77).
Table 5 demonstrates that stress was only a slight concern for
participants’ adjustment to life at SQU (M = 3.14), with only one item
recording a mean below 3.00. This was for the item “It is difficult to cope
with university stress” (M = 2.63), with around 46% of respondents
agreeing and other 33.3% remaining neutral. However, 53.4% of
respondents disagreed that they felt angry or nervous easily (M = 3.33),
while around 46% disagreed that “I am unable to control my emotions”.
Moreover, more than 38% of participants disagreed with the statement “I
need to go to the counseling centre” (M = 3.22), although, interestingly,
35% were neutral in response to this item and around another 27% agreed.
 Adaptation and First-Year University Students in the Sultanate of Oman 73

Finally, about 48% of respondents disagreed with the item “I find it

difficult to be independent” (M = 3.20).
The two items reported in Table 6 were related to the theme of desire
to drop out from university. The overall mean for these items was 3.16,
thus indicating only a slight desire among participants to drop out. For
example, only 20% stated some form of agreement with the item “I
sometimes think about dropping out of SQU” (M = 3.75), while,
conversely, 55% agreed that “I am always thinking about taking time off
from university” (M = 2.57). Although this may initially appear as a
contradictory result, it should be reiterated that dropping out would
involve stopping studying at university altogether while, taking time off
could be conceived of as being a temporary event – something similar to
what British students might term a “gap year”.

Table 4: Academic Adjustment

Statement SA A N D SD Mean Std.

Deviation
I have no trouble in 10.0% 25.0% 35.0% 25.0% 5.0% 3.30 1.01
understanding what
am required to do in
some courses.*

I feel satisfied with 13.3% 13.3% 31.7% 26.7% 15.0% 3.20 1.23
my academic
achievement.*

I am enjoining 5.0% 15.0% 28.3% 8.3% 43.3% 3.05 1.16

academic work in
my college.*

I am motivated to 1.7% 3.3% 23.3% 50.0% 21.7% 2.77 1.20

study.*

I attend my lectures 1.7% 6.7% 23.3% 41.7% 26.7% 2.68 1.24

regularly.*

My academic 1.7% 1.7% 10.0% 43.3% 43.3% 2.55 1.44

goals are well-
defined at SQU.*
Total 2.93 0.90
*Items marked with asterisk are negatively keyed.
74 Chapter Three

Table 5: Stress

Statement SA A N D SD Mean Std.

Deviation
I always get 13.3% 15.0% 18.3% 31.7% 21.7% 3.33 1.34
angry and
nervous
easily.

I am unable 3.3% 21.7% 28.3% 33.3% 13.3% 3.32 1.07

to control my
emotions.

I need to go 8.3% 18.3% 35.0% 20.0% 18.3% 3.22 1.20

to the
counseling
centre.

I find it 6.7% 25.0% 20.0% 38.3% 10.0% 3.20 1.13

difficult to be
independent.

It is difficult 13.3% 33.3% 33.3% 16.7% 3.3% 2.63 1.03

to cope with
university
stress.
Total 3.14 0.78

Table 6: Desire to Drop Out

Statement SA A N D SD Std.
Mean Deviation
I sometimes 6.7% 13.3% 15.0% 28.3% 36.7% 3.75 1.27
think about
dropping out
of SQU.

I am always 30.0% 25.0% 16.7% 15.0% 13.3% 2.57 1.41

thinking
about taking
time off from
university.
Total 3.16 1.14
 Adaptation and First-Year University Students in the Sultanate of Oman 75

Table 7 indicates that participants reported quite high levels of social

adjustment (M = 3.48). In fact, of the seven items related to this
questionnaire theme, only 1 – “I need more support from my family and
peers” (M = 2.03) – recorded a mean below 3.00. In response to this item,
around 73% of participants agreed. However, of the remaining items, more
than 70% of respondents disagreed with each of the following items: “I
have found it difficult to make friends at SQU” (M = 3.93), “I do not have
appropriate social skills to deal with others effectively” (M = 3.93), and “I
feel that I am socially isolated” (M = 3.88). Furthermore, more than 60%
disagreed with the items “The relationship between me and my roommate
is very formal” (M = 3.65) and “I do not have good friends to talk to about
problems” (M = 3.60).
Table 8 indicates that respondents perceived very few difficulties with
adjusting to the demands of their specializations (M = 3.59), with all three
items recording means above 3.00. Of these, around 75% of respondents
disagreed with the statement “My specialization is very hard” (M = 4.15),
while another 43% disagreed that their specialization “hinders my
adjustment at SQU” (M = 3.42). For the final item, however, responses
were somewhat more evenly distributed with 40% of participants
disagreeing with the item “I cannot continue with my recent specialization,
so I have to transfer to another specialization” (M = 3.20), although 28.3%
held neutral opinions in this area and more than 30% agreed. However, it
should be noted that all participants in the study were foundation students
and therefore had not yet directly experienced their specializations as they
had not yet moved to their colleges at the time of the study. For this
reason, their perceptions about the difficulty of their specialization is just a
matter of expectation or, perhaps, participants based these judgments on
the English, math and computing courses they were likely taking which
tend to be comparatively undemanding at the foundation level.
Independent samples t-tests were conducted to explore the second
research question regarding possible gender differences across the seven
themes explored in the second part of the questionnaire. Given the
exploratory nature of the research, adjustments for increased probability of
type I error due to multiple tests, such as Bonferroni or Sidak corrections,
were not performed and the probability level was set at p < 0.05. No
statistically significant differences were found.
76 Chapter Three

Table 7: Social Adjustment

Statement SA A N D SD Mean Std.

Deviation
I have found 1.7% 8.3% 16.7% 41.7% 31.7% 3.93 0.99
it difficult to
make friends
at SQU.

I do not have 3.3% 5.0% 21.7% 35.0% 35.0% 3.93 1.04

appropriate
social skills
to deal with
others
effectively.

I feel that I 5.0% 10.0% 13.3% 35.0% 36.7% 3.88 1.17

am socially
isolated.

The 10.0% 13.3% 15.0% 25.0% 36.7% 3.65 1.36

relationship
between me
and my
roommate is
very formal.

I do not have 8.3% 6.7% 25.0% 36.7% 23.3% 3.60 1.17

good friends
to talk to
about
problems.

I am not 10.0% 8.3% 35.0% 26.7% 20.0% 3.35 1.20

involved in
social
activities at
SQU.*

I need more 38.3% 35.0% 13.3% 11.7% 1.7% 2.03 1.07

support from
my family
and peers.
Total 3.48 0.57
*Items marked with asterisk are negatively keyed.
 Adaptation and First-Year University Students in the Sultanate of Oman 77

Table 8: Specialization maladjustment

Statement SA A N D SD Std.
Mean Deviation
My 5.0% 1.7% 18.3% 23.3% 51.7% 4.15 1.10
specialization
is very hard.

My 6.7% 8.3% 41.7% 23.3% 20.0% 3.42 1.11

specialization
hinders my
adjustment at
SQU.

I cannot 11.7% 20.0% 28.3% 16.7% 23.3% 3.20 1.33

continue with
my recent
specialization,
so I have to
transfer to
another
specialization.
Total 3.59 0.86

4.2 Open-ended Questions

When participants were asked to name the factors that cause them to be
worried at SQU, not surprisingly many answers revealed that they were
concerned about their academic status. Some were afraid of failing in the
Foundation Program, with the transition from Arabic-medium to English-
medium studies highlighted as a cause of major concern. Moreover, some
respondents stated that studying with the other gender in the same class
after their experiences of same-sex schools caused them concern.
Regarding the second question, some participants described their
experience during the first semester at SQU as useful and interesting
while, in line with the literature that suggests females face more social
difficulties in adjusting to university life, more female students than males
said it was especially difficult as they were living away from their
families. Also, a number of respondents stated that they were dealing with
stress caused from a variety of issues during that period and they suffered
a lot from the negative consequences of stress. This is a finding that runs
slightly contrary to the questionnaire results regarding the potential
negative impact of stress on student adjustment.
78 Chapter Three

When it came to the obstacles that hindered their adjustment process at

SQU, participants mentioned that mostly they faced some obstacles that
were related to social factors. Some did not know how to deal with other
freshmen at SQU since they found it difficult to cope with this new social
environment. These participants felt shy about introducing themselves to
others for the first time. They faced stress as they were separated from
their socially supportive environment, which again mainly related to being
away from their families. Another obstacle they faced was linked to an
academic dimension which was the demands of studying in an English-
language environment. In addition, males pointed out that they had
difficulties with transport and that hindered their adjustment – all male
students live off-campus while the majority of SQU female students live
on-campus. Furthermore, most females described the Foundation Program
as a waste of time and said there was no need to go through it. They
claimed that they did not get any benefit from studying the English
language through this program; rather it caused them to be depressed and
delayed them from entering their specializations. On the other hand, male
students had a more positive perspective towards it. They said it helped
them to adjust easily and improve their general academic skills as well as
their English language. Therefore, it played an important role in
facilitating social, academic, and emotional adjustment.
When participants were asked to mention the characteristics that
students should have to be able to adjust easily to their new lives as
university students in an English-medium environment, some respondents
stated that the most important traits were having the ability to manage time
and to overcome the stress of high-stakes tests of English proficiency
during their first semesters. Moreover, they pointed out the importance of
having communication skills to deal with others in both Arabic and
English. Finally, participants offered a number of suggestions about how
SQU can help freshmen adjust. Most students suggested that SQU should
offer lectures as adjustment guides and plays that explain university life.
They suggested making the registration process easier and designing
activities specifically related to freshmen. Also, respondents claimed the
university should ask students about their needs and try to understand the
difficulties they face, especially in regards to transitioning to studying in
the English language. Participants maintained that SQU should reduce the
number of lectures students have to attend and let them choose which
medium of instruction they would prefer to study in – Arabic or English.
Some participants also suggested putting students who are from the same
region in the same class.
 Adaptation and First-Year University Students in the Sultanate of Oman 79

5. Discussion
The most influential factors that negatively impacted upon participant
adjustment in this study were unrealistic expectations about university life,
self-esteem and academic adjustment. It is interesting to note that a
number of participants believed that their university-level studies would be
easier than their studies in high school. This finding fits neatly with
anecdotal evidence in the region that many students view their first year of
university as a time to “relax” after the demands of passing university
entrance exams. However, such attitudes leave these students ill-prepared
for the rigorous demands of their first years in tertiary-level studies with
this, in turn, making their transition all the more difficult.
Participants’ self-esteem was also reported as being somewhat low,
although it is interesting to note that, although respondents claimed to have
low levels of self-esteem, they did not feel reluctant about participating in
class or even performing presentations. This finding may be related to the
strong oral culture that is typically associated with Arab Gulf societies,
and the fact that people from the region are often classified as being more
comfortable with speaking in the English language than with any of the
other core skills.
Finally, difficulties with academic adjustment could be related to the
struggles a number of participants reported with their encounters with
English-medium education. Even though SQU’s English language
Foundation Program is devoted to improving these students’ English
language skills, respondents claimed that they did not get any benefit from
their studies in these courses. Interestingly, a number of participants stated
that they preferred to study mathematics and computing in Arabic rather
than English, despite the fact that it is English that will form the core of
their future university studies and that, in many ways in Omani society, it
is English that helps define future employment opportunities.
Specialization maladjustment and social adjustment were both reported
as having little impact upon participants’ adjustment to university life.
This former finding, however, may be due to a lack of familiarity with
students’ specializations during their first semester or so at SQU. In
particular, while students study in the English language Foundation
Program, they have limited exposure to academic subjects in their
specializations with only some “specialization specific” materials
presented as a means through which to improve their English skills.
Adjustment to students’ specializations after they successfully complete
the Foundation Program could, therefore, be a worthwhile area of future
research.
80 Chapter Three

Finally, despite a number of studies that suggest gender is an

influential factor in student adjustment, this variable was found to have no
significant impact on any of the seven areas investigated here. However,
the small size of this sample means that the power of the t-tests performed
to discern these differences was somewhat low. For this reason, it may be
valuable to replicate this study with a much larger sample size in the
future.

6. Conclusion
This study looked at the factors influencing adjustment among SQU
first-year students to university life. The adjustment level was explored by
investigating seven areas which were student expectations before and after
attending university, specialization, self-esteem, academic adjustment,
social adjustment, emotional adjustment, and desire to dropout. Of these,
unrealistic student expectations, low levels of self-esteem, and difficulties
with adjusting to the academic requirements of SQU, including those
related to studying in an English-medium environment, were all identified
as areas which negatively impacted upon adjustment. On the other hand,
specialization maladjustment and social adjustment were not deemed to
negatively influence participant adjustment, while, unlike a number of
previous studies, gender was not reported as a significant variable.
In order to ease student adjustment to life at university, SQU could
take a number of steps. For example, given that unrealistic expectations
were highlighted as the most significant factor negatively impacting upon
student adjustment, the university should thoroughly revise its existing
induction program in line with findings from studies similar to this one in
addition to feedback from students themselves. An important addition
could be placing an explicit focus on the centrality of the English language
to students’ studies at the university and to future career success. This
could help highlight the importance of the English Foundation Program,
which many participants described as pointless and a waste of time, in
improving learners’ English proficiency before beginning studying in their
specializations.
Moreover, given that self-esteem may be an important issue for a
number of students, a “preventative program” similar to that described by
Sasakli and Yamaski (2007) could also be offered on a voluntary basis.
Sasakli and Yamaski highlight this program as focusing on relaxation
training and coping skills, and designed to make the transitional phase
from school to university as smooth as possible by lessening the negative
 Adaptation and First-Year University Students in the Sultanate of Oman 81

influence of psychological factors. As such, it could also help decrease the

negative influence of stress on student adaptation.

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