CHAPTER 3. RESEARCH FRAMEWORK
3.1 Methodology
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3.1 Methodology
To provide a reliable analysis of college admission systems in Taiwan and France, it is crucial to explore the university prerequisites and requirements that candidates in this two countries must fulfill, and to understand how and why they differ. Individual’s experience, preferences, and understanding of the college admission system require further analysis to determine the challenges and difficulties encountered by candidates. Secondly, this research needs to understand the factors determining the acceptance of candidates into universities. Thus the research framework for this research is as follows:
Figure 3.1 Research Framework
qualification and testing requirements to enter university
process to apply for college
entrance challenges and
difficulties encountered by
candidates
Differences between college admission in Taiwan and in France
Eventual improvements in college admission
system
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As observed in the diagram, it is the researcher’s belief that the combination of the three elements will help provide an understanding of college admission systems; the research framework allows us to determine the differences between college admission in Taiwan and France as well as the potential improvements in college admission. The figure below presents the conceptual framework of this research.
Figure 3.2 Conceptual Framework
College Admission Systems in Taiwan and
France
College Admission
Process
College Admission Requirements
Students Perception on
college admission Differences and
Smilarities in college admission
Systems
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To determine former high school students and candidate’s perspective on college admission systems, an on-line survey through social media (Facebook) was conducted to gather primary source data from former high school students. As we are comparing the present college admission system in Taiwan and France, our surveys have been provided to former high school students who enrolled in university in the last four years. The survey research method has been chosen to determine the requirements and qualifications needed for the admission of graduates into college, and the questionnaire format uses open and close ended questions. Participants were asked to answer questions about their perception of college admission requirements and qualifications based on their own experience. The survey includes questions on students’ backgrounds, students’ performances, grading standards, challenges posed by the admission requirements and qualifications, college admission systems experienced by students, and the type of assessments undergone by the students.
The elaboration of this survey was implemented in order to get a better understanding of the two different college admission systems through a Taiwanese and a French lens. Two surveys with different sets of questions were be provided to the respondents, one particular for Taiwanese and another one for French respondents according to the literature review findings. This survey has been administered to roughly 140 university students in Taiwan mostly studying in Public (National Chengchi University) and Private (Tamkang University) Universities using traditional Chinese. The French survey was administered to roughly 140 students in France mainly from non-selective universities (“L’Université de la Rochelle” – The University of La Rochelle) and selective universities (The University Institute of Technology) have been provided in French. An English version of the surveys will also be added to this research.
In-depth Interviews
depth interviews have also been implemented in order to get further analysis. In-depth interviews were provided to four university students in Taiwan and France to
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determine their paths towards college, what emerges from their experience, and what requirements and prerequisites matter the most in their perspective. Students are current and former university students from National Chengchi University and Tamkang University in Taiwan; and from “L’Université de La Rochelle” in France in order to have a more professional point of view on college admission requirements and qualifications and how college admission system could eventually improve. Nine open-ended questions were provided to the respondents according to the survey’s questions, this includes three questions on student’s background, three questions on senior secondary school, and four questions on college admission procedure and higher education.
Sampling
To gauge Taiwanese and French university students’ response and experience in college admission system, the researcher has chosen a purposefully sampling technique of students based off of three main criteria: type of university, overall grade point average in senior high school, and future prospects. Type of university is divided into two groups according to each country: private and public universities in Taiwan and selective and non-selective institutions in France. This research also hopes to explore the differences and similarities in candidates’ perception of higher education and the factors influencing their choice of university. The second criteria will be based on their overall grade point average in senior high school with the hopes to get a wider representation of student’s repartition into university. Finally, the third criteria is based on students’ future prospects with the hopes to assess differences between the two countries and the different institutions as well as to get a better understanding of students’ hope while attending higher education. This research will poll Taiwanese students in both public and private universities and French students in both selective and non-selective institutions. These ranges in institutions’ type and overall grade point average in senior high school will hopefully provide a complete analysis of college admission system in Taiwan and France.
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The survey used in this study addresses two purposes. The first purpose is to examine the perceptions of Taiwanese and French students regarding college admission process. The second objective is to determine the possible differences between Taiwanese and French college admission systems.
For this study, the researcher will use a survey technique mixing both open-ended questions and multiple choice questions. The survey is divided into two main parts:
background of the person (age, gender, university), and 12 open and multiple choice questions divided up between the research questions. The Taiwanese survey and the French survey are balanced with roughly the same categories of items to make the results as comparable as possible. The questions are also translated into Mandarin Chinese and French to avoid any issues to arise from a language barrier.
In this survey, there are three categories of questions: background of the candidates where the respondent is asked questions about is age, gender, grade level and University;
senior secondary education, where the respondent is asked questions about his performances, experience of the transition from senior high school to tertiary education;
and college admission process which provide questions on factors influencing students’
admittance into colleges and students’ prospects. The distribution of questions according to the three categories is presented in Appendix 1.
3.3 Data Collection and Analysis
Surveys including close-ended questions served as the primary data collection tool for this study. Close-ended questions in the survey consisted of multiple choice, semantic differential, and check boxes questions type. Current university students from Taiwan and France were recruited through social media (Facebook) and were invited to complete the survey online (Google form).
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The survey totaled 366 respondents from Taiwan and France, out of this number 280 were valid considering that some participants left items blank on the questionnaire or didn’t fit the requirements which include:
- An undergraduate student
- From a public or private university in Taiwan - Or a public university in France
- Or a university institute of technology in France
In addition to the survey, four students were interviewed in order to have a deeper understanding of their perspectives of the college admission process. Fourteen open-ended questions that were a continuation of the survey topics were provided to the respondents (Appendix 2). Interviews were conducted among current and former university students in both Taiwan and France and were summarized from notes taken during scheduled appointments. The shortest interview was timed at over 50 minutes while the longest at nearly 80 minutes. Findings and data analysis are presented in the next chapter.
In the qualitative data analysis process, the researcher attempts to identify factors that are common or different between the respondents based on responses to both close-ended and open-close-ended questions (survey and interviews). In this study, the survey respondents were able to leave comments after completing the online survey, this then allowed the researcher to analyze close-ended responses in addition to both comments and interviews responses. Microsoft Excel was used to analyze the data from this survey.
Analysis of the survey’s answers and interviews includes descriptive statistics.
The purpose of this chapter was to explain the research methodology of this study by providing a description of the sample selection, an explanation of the procedure used in designing the instrument and collecting the data, and an explanation on how the data would be analyzed.
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CHAPTER 4. RESEARCH FINDINGS AND ANALYSIS
In this chapter, results and analysis of the data are explored. The chapter covers three parts: the first section provides an overview of descriptive statistic which is used to analyze the essential features of the data as well as responses to the items in the survey;
this part is divided in three sections: senior secondary education, college admission process and future prospect. The second section presents the interviews’ data to support the survey’s data and to make assumptions regarding differences that might appear between the two systems. Finally, the third and final section presents a summary of the findings and discussion of the results according to the research questions of this thesis.
4.1 Descriptive Statistics
This research consisted of conducting a survey of university students from Taiwan and France with different backgrounds to gain a deeper understanding of college admission system and students’ feelings and perceptions about this process. In an attempt to collect relevant data to support this thesis, the survey was conducted through social media (Facebook) from June 6th, 2016 to June 20th, 2016. The survey totaled 366 respondents from Taiwan and France, out of this number 280 were valid because some participants left items blank on the questionnaire or didn’t fit the requirements of the surveys(which is to be a university student for the case of France; and not a student from business school or other institutions that are not considered as universities). As we compare the present college admission systems in Taiwan and France, our surveys were provided to former high school students who enrolled in a university in the last four years. Taiwanese respondents are from both public and private universities more specifically from National Chengchi University; NCCU (國立政治大學) and Tamkang University TKU (淡江大學).
Respondents from France are students from public universities and university institutes of technology (The University of La Rochelle ; “L’Université de la Rochelle” ; The National Institute for Oriental Languages and Civilizations, Paris-Sorbonne University “INALCO, Institut National des Langues et Civilisations Orientales” ; The University Institutes of
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Technology ; Marketing Techniques ; University of La Rochelle, “Institut Universitaire de Technologie de La Rochelle” ; Paris-Diderot University and Aix-Marseille University).
This sample size represents nearly 0.01% of the total number of French university students (including IUT students) according to the French Ministry of Education, Higher Education, and Research, and also 0.01% of the total number of Taiwanese university students according to the Ministry of Education Republic of China (Taiwan).
The research method was chosen to determine the requirements and qualifications needed for the admission of graduates into college, and the questionnaire format uses open and close ended questions. Participants were asked to answer questions about their perception of college admission requirements and qualifications based on their experience.
Apart from collecting basic information on age, grade level and university, the survey also includes questions which determine the participants’ educational path, their plans after completing their undergraduate degree, and how they valued the importance of different factors in gaining admission to higher education. Upon completion of the survey, participants were asked to provide additional comments on the college admission system and ways to improve it. Out of 280 participants, more than a half of them submitted answers.
Surveys were provided in Mandarin and French languages.
The demographic characteristics were analyzed to provide a minimal background of participants based on age, gender, school year and type of institutions. Below is a chart of these demographic characteristics:
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Table 4.1 Demographic Characteristics of the Sample
Demographic Characteristics
Frequency Percent
Taiwan France Taiwan France
Gender
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As predicted, the majority of participants claimed to be undergraduate students, with most respondents falling between the 20-22-year age group (average age of the participants in France: 21 years old; average age of the participants in Taiwan: 21 years old). Most respondents in France stated that they had been rewarded the General Baccalaureate (80.7%) with an almost equal distribution in the three different tracks (Literature 43%; Economics and Social Sciences 31.6% and Sciences 25.4%). The figure bellow shows the distribution of respondents according to the French Baccalaureate.
Figure 4.1 French Baccalaureate distribution.
With an equal number of respondents from Taiwanese public universities and private universities, this thesis also offers a quick overview of some differences that where found between the two institutions. While most respondents from Tamkang University which is a private university claimed to have undergone both the GSAT and The AST (56%), respondents from National Chengchi University, one of the public university in
80,7%
14,3%
4,3%
0.70%
French Baccalaureate
General Baccalaureate Technological Baccalaureate Professional Baccalaureate Other
43%
31.60%
25.40%
General Baccalaureate
Literature
Economic and Social sciences Sciences
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Taipei, claimed for the majority of them (56%) to have been rewarding the General Scholastic Ability Test without having to take the AST. Below is a table showing the distribution of college entrance examinations according to respondents from Tamkang University and National Chengchi University.
Figure 4.2 College Entrance Examinations distribution in Tamkang University and National Chengchi University.
As stated by the College Entrance Examination Center (CEEC), reasons why students do take the Advanced Subject Test (AST) are: failure to gain admission to colleges through the personal application or the Stars program; students did not participate in the GSAT or students were dissatisfied by their GSAT score. To get a clear picture of college admission in Taiwan, respondents who took the AST were asked the reasons why they attended the examination and placement process. Both students from Tamkang University and National Chengchi University mostly claimed that they were dissatisfied by their GSAT score (77.1 % in the case of NCCU and 66% in the case of Tamkang University).
40%
4.30%
55.70%
Tamkang Univeristy
GSAT 學科能力測驗 AST 指定科目考試
Both 兩者均有
55.70%
1.40%
42.90%
National Chengchi University
GSAT 學科能力測驗 AST 指定科目考試
Both 兩者均有
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The second reason appears to be the failure to get admittance to college through the admission by application and recommendation (22.9% in the case of NCCU and 28% in the case of Tamkang).
The researcher also took a glance at the educational background of students’ family with the hope to identify specific features that could eventually help us to differentiate Taiwanese and French university students, and to get a better understanding of the reasons behind students’ choice of institutions. To the question: What is the highest level of education obtained by each of your parents (guardians)? Most of the Taiwanese respondents claimed that at least one of their parents graduated from high school (56.4%) or obtained a diploma from a community/junior college (43.6%); while the majority of French respondents claimed that at least one of their parents obtained a diploma from a technological or professional training (62.1%) or have less than an high school level of education (54.3%). It is important to keep in mind that each respondent was able to select two answers to assess both parents’ educational backgrounds. In Taiwan, 38.6% of the interviewees claimed that one of their parents obtained a bachelor’s degree and 28.6% a Graduate degree (master or doctorate), a number relatively small in the case of French with 18.6% for a bachelor’s degree and 12.9% for a doctorate degree. This results clearly show that, at the time, it was more common to have a high school diploma or a certificate from professional training than a bachelor or a graduate degree. The researcher discovered that there is a stark difference in parental educational backgrounds between private and public schooling in Taiwan, while no such difference exists in parental educational backgrounds in France. The table below illustrates the percentage of student’s parents highest level of education according to whether respondents are in a public university of a private university.
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Table 4.2 Highest level of education obtained by Taiwanese respondents’ parents.
Tamkang University National Chengchi University Less than high school 17.9%
25
8.6%
12
High school graduate 40%
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A majority of respondents from Tamkang University claimed that at least one of their parents obtained a high school diploma, and a majority of students from National Chengchi University claimed that at least one of their parents received a university diploma (45.7%); this research shows a potential correlation of student’s choice of college based on their family educational background.
Finally, respondents were asked how many of their siblings if they had any, were attending university or were college graduates. In France, 52.1% of the interviewees claimed that none of their siblings were enrolled in higher education while 50% of Taiwanese students claimed that one of their siblings were enrolled in higher education (47.1% in the case of Private University and 52.9% in the case of Public University).
Differences and similarities shown in this section will help the researcher to elaborate on a clearer picture of college admission systems in the two countries based not
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only on theories but also on students’ experiences. The following section will introduce the data collected on the senior secondary education part of the surveys.
(i) Senior Secondary Education
To further determine the qualifications required to access public and private universities as well as selective and non-selective institutions in Taiwan and France, participants in the survey were also asked questions about their performances in senior high school, the time they spent doing diverse activities while in senior high school, and their opinion on how it has prepared them to succeed in higher education work. Grading systems in Taiwan and France are different, while Taiwan uses a numerical grading system on a scale of 0 to 100 with 60 as the passing grade at both the secondary and tertiary levels;
France also maintains a numerical grading system but on a different scale of 0 to 20 with 10 as the passing grade at both secondary and tertiary levels. To have a better picture of both grading systems, the researcher will present their equivalence in letter grade; which will allow us to perform a clearer comparison. Below is a chart of these grade equivalencies:
Table 4.3 Grade Equivalencies
A 90-100 14-20
B 80-89 12-14
C 70-79 10-12
D 60-69
F (fail) 0-59 0-10
The following table displays students’ performances in senior high school according to the university they are currently attending.
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Table 4.4 Students’ performances in senior high school
Public University (Taiwan)
Private University (Taiwan)
Selective University
(France)
Non-Selective University
(France)
A 10% 2.9% 9.1% 25.4%
B 72.9% 35.7% 72.7% 33%
C 17.1% 50% 18.2% 39%
D 0% 11.4% 0% 0%
F 0% 0% 0% 2.6%
Most respondents from public universities in Taiwan and selective universities in France claimed to have been awarded an overall grade point average of B in senior high school with less than 20% of the respondents having a grade inferior of B. Most of the students from private universities in Taiwan and non-selective universities in France declared to have been awarded an overall grade point average of C in senior high school.
Students were asked questions about the time they spent doing diverse activities while in senior high school and their opinion on how secondary education has prepared them to succeed in higher education work. The aim of these questions was to determine
Students were asked questions about the time they spent doing diverse activities while in senior high school and their opinion on how secondary education has prepared them to succeed in higher education work. The aim of these questions was to determine