i a n E F L Supervisor: Chan Sophal

Cambod d e m i c Class: M3.4

e nt s ’ A c a
Stud n d
t a t i o n s a
E x pe c
lf i l lm e nt
Fu

Researched by:
Chhea Vandalin
Seng Sovanlyka
Sok Hok
Kry Lyheng
 TABLE OF
CONTENTS
Introduction 01 Literature
02 Review
Research Methodology 03
04 Results
Discussion 05 Conclusion and
06 recommendations
 Chapter 1:
Introduction
Research Purpose Research Question
• The purpose of this research study is to find out 1. What are the expectations of university students at
university students’ academic expectations along with their university?
the general experiences at their university whether their 2. What are the unmet needs that students want to add
needs are fulfilled or not at one department of one public in school?
university. 3. To what extent have students’ expectations been
fulfilled?
Statement of Problem
• There are some research studies on students’ expectations
that are not aligning with university practices, high school Significance of the Study
students’ expectations on the effective platform for college, The finding of this research aims to provide
the expectation between students and teacher at the higher benefits to:
education level, and the students’ expectations of an e- • Universities
learning course. However, there are no research papers • Lecturers
related to student’s academic expectations and students’ • Students
fulfillment.
Chapter 2: Literature
Review
•
History
Over half a century ago, Merton (1948) wrote a study about a self-fulfilling prophecy
which was about the expectation that can lead to changes in students’ behaviors and
performances.
• Twenty years later, this concept had been used to do further research on teachers’
expectations, parents’ expectations, students’ expectations, and the relationship
between students’ expectations of their academic performance and their academic
fulfillment.

Current Studies
• According to Crisp et al. (2009), students expected that drafts of their work would be read, the
turnaround time for marking assignments was expected to be less than a week.
• Students’ expectations in relation to the course and to the higher education institution (Borghi,
S., Mainardes, E., and Silva, E., 2016).
• Students experience the instructor’s support and expertise as especially important for the
acquisition of knowledge, skills, and competences and for course satisfaction. (Paechter, Maier,
Macher, & education, 2010).
Research Design Chapter 3: Research
• Quantitative method was
implemented with cross-sectional
design as it fits best with our research
Methodology
topic.

Population and Sample Data Analysis

• Year 4 students of DOE (IFL) from • Percentage, Mean,
all shifts (M,A,E) were collected as Standard deviation
respondents.
Ethical
Research Instrument Considerations
• Questionnaire (Likert scale) • Informed Consent
• Anonymity
Data Collection • Confidentiality
• Due to Covid-19 outbreak, the • Voluntary Participant
questionnaire was given to 350
students of DOE through online
platform.
Chapter 4: Results
Academic Expectations

Experiences
Language Needs Additional needs

Fulfilment
 Chapter 5: Discussion

Corroboration and Comparison Extension of the Literature

• A research study by Hassel and Ridout
(2018), shows that Over 75% enrolled in • According to Sander, P., Stevenson, K., King,
the university for they wish to find a good M., & Coates, D. (2000), students expected
future career. their teachers to hold a more formal lecture and
private study
• Base on Borghi, Mainardes, Silva, &
Management (2016), Students wanted to • Students chose reading skills as the most
access all academic and non-academic important among the four academic skills in
course information through online tools and learning English (Moiinvaziri, 2014).
a bond relationship between students and
professors in the teaching and learning
process.
 Chapter 6:
Conclusion
• Implement a qualitative approach to
find out in-depth information related
to this topic.
• Further investigate on more possible
areas.
• Most students expect to improve their
proficiency, their soft skills, and the
learning courses to be in-depth and useful
in their life. Among four academic skills,
students wanted to develop their
“speaking” skills the most as they wanted
to speak to international peers. Moreover,
Wi-Fi was needed for doing research in the
classroom. At the same time, the result has
also shown that students were mostly fully
fulfilled in communication skills, while
tech skill is not fulfilled at all by the
Recommendations university.
 References
Borghi, S., Mainardes, E., & Silva, É. (2016). Expectations of higher education students: a comparison between the perception of students and

teachers. Tertiary Education and Management, 22(2), 171-188.

Crisp, Geoffrey; Palmer, Edward; Turnbull, Deborah; Nettelbeck, Ted; Ward, Lynn; LeCouteur, Amanda; Sarris, Aspa; Strelan, Peter; and Schneider,

Luke, First-year student expectations: Results from a university-wide student survey, Journal of University Teaching & Learning Practice,

6(1), 2009.

Hassel, S., & Ridout, N. (2018). An Investigation of First-Year Students’ and Lecturers’ Expectations of University Education. Frontiers in

Psychology, 8, 2218. https://doi.org/10.3389/fpsyg.2017.02218

Merton, R. K. (1948). The self-fulfilling prophecy. The Antioch Review, 8(2), 193-210.

Moiinvaziri, M. (2014). Students’ Voice: A Needs Analysis of University General English Course in Iran. GEMA Online Journal of Language Studies,

14(01), 57–75. https://doi.org/10.17576/GEMA-2014-1401-05

Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and

course satisfaction. Computers & Education, 54(1), 222–229. https://doi.org/10.1016/j.compedu.2009.08.005

Sander, P., Stevenson, K., King, M., & Coates, D. (2000). University students' expectations of teaching. Studies in Higher education, 25(3), 309-323.
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