Enhancing International Student Experiences: Presentations in the Philippines and the United States


  • It originated in the Philippines.
  • Three years living in America (migrated to the U.S. with my parents after finishing high school).
  • Education Level: Completed a 4-year high school program in the Philippines.
  • At the time of graduation, they were 18 years old.

The subject of this study is Josh Del Rosario, who legally immigrated to the United States from the Philippines three years ago after completing high school there. Due to disparities in academic standards between the United States and the Philippines, Josh is presently completing a variety of placement exams to demonstrate that the education he obtained qualifies him to enter the country’s college system.


  • significant usage of honorifics while addressing teachers and other school personnel.
  • Respectful honorifics include “po” and “opo” appended to the end of phrases.
  • The absence of honorifics when addressing a teacher was regarded as extremely impolite and disrespectful.
  • Inconsiderate language was not tolerated.
  • There was no use of informal language in the context of teacher-student contact.
  • Students were always required to treat the teacher with respect.
  • Correcting or speaking back to the instructor was prohibited.

In the context of teacher-student relationships in the Philippines, pupils were expected to end part of their sentences with “honorifics” when responding to or conversing with a teacher. The term “po” acknowledges the age and experience of the person being addressed, whereas “opo” indicates respectful compliance with whatever the teacher has requested (ex: Yes, sir). The prevalence of these terms in teacher-student contact demonstrates the significance of formality in communication within the Philippine educational system. When addressing teachers, pupils were not permitted to use informal language, and they were continuously reminded that they must do as the teacher instructed. Due to the prevalent educational atmosphere, speaking back to the instructor or attempting to correct them was extremely uncommon and discouraged.

Duties are expected of the student and teacher.

  • A teacher basically functions as an information facilitator.
  • Teachers are designed to impart knowledge to students.
  • Rarely do student and instructor interactions transcend the aforementioned positions.
  • Teachers are solely focused on teaching kids.
  • Students are expected to respect teachers by using courteous language.
  • Rarely do teachers guide students beyond the requirements of the academic program.
  • Teachers and students do not socialize outside of school.

Based on the interview, it was determined that the roles of teacher and student within the Philippine educational system were rather straightforward, with teachers focusing largely on teaching and students on learning. There were few opportunities to create meaningful friendships or partnerships outside of the constraints of schoolwork. As a result of the Filipino culture’s emphasis on respect, there is a significant “gap” between professors and students, resulting in a reluctance on either side to bridge it due to longstanding cultural conventions.

Academic Integrity

  • concentrate heavily on important exams.
  • Not applicable to tiny tests or quizzes that are not being supervised.
  • The sanctions for caught students are usually low.
  • Teachers are not rigorous enough in their efforts to prevent cheating.
  • Cheating is prevalent among students due to the absence of adequate prevention measures.
  • Teachers are aware of the issue but take few substantial measures to address it (Schulte & Choudaha, 2014).
  • Teacher bonuses are contingent on student outcomes.

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While academic honesty is well understood by teachers in the Philippines, its use in the classroom is limited to major examinations. Minor examinations and quizzes are rarely “policed,” if you will, to determine whether or not someone is cheating. Teachers are aware of the issue, but since their bonuses depend on the success of their pupils, there is an “incentive,” if you will, to allow the practice to continue so as to permit higher marks.

Modern Methods of Problem Solving

  • Teachers only offer information and expect pupils to independently solve problems.
  • The teaching style emphasizes rote learning techniques.
  • Students are expected to independently study the offered textbook and understand how to answer difficulties.
  • Due to the approximately 40 kids per classroom, teachers cannot devote as much time as they would want to individual cases.
  • Inability to comprehend teaching before advancing to the next level is caused by a lack of individual attention.
  • Teachers do not focus on ensuring that students comprehend all the facets of a topic.
  • The class schedule lacked adequate flexibility.

Examining this topic reveals that rote learning techniques are more prevalent in the Philippines than in the United States. This may be related to the fact that teachers in many classrooms must simultaneously manage 40 kids.


  • The current university regulations about plagiarism are so stringent that a student who plagiarizes another’s work could be punished or expelled (Miao & Wildemeersch, 2008).
  • This policy differs greatly from what a Filipino would be accustomed to.
  • The necessity of notifying the individual about current university policies.
  • Teach them what constitutes plagiarism and what does not.
  • Permit them to get an appreciation of the gravity of the problem.
  • assisting them with proper citation usage.
  • Concentrate on preventing future instances of potential plagiarism.

The United States takes plagiarism much more seriously than the Philippines, which is one of the major contrasts between the two countries’ educational systems. As a result, the individual who was questioned could be summarily expelled from the university if they engage in the same behavior as they did in the Philippines. On the basis of this, they would need to be instructed on the university’s plagiarism policy and how to adhere to it.

Academic Cheating

  • The university sanctions for academic dishonesty are extremely harsh, ranging from suspension to expulsion.
  • The respondent from the Philippines is oblivious of the gravity of the situation.
  • Inform them of the repercussions of breaching the university’s policy on the matter.

Instill in them the understanding that even little breaches might result in severe penalties if found.
They should inform them of what constitutes academic dishonesty and what does not. 
indicates that the culture of the university is vastly different from that of the Philippines, and as a result, his classmates are unlikely to assist him in cheating. 
Concentrate on creating ground rules for proper compliance with university policies governing academic ethics (Liu & Winder, 2014).
Due to the fact that the penalty for academic dishonesty varies greatly both in the Philippines and the United States, it would be vital to inform the interviewee that even minor instances of academic dishonesty can result in severe consequences. This can be accomplished through the use of examples and an overview of current institutional policy.

Duties are expected of the student and teacher.

  • The university encourages students to seek help from academics.
  • The interviewee is unaware that this is a prevalent practice because of his experience in the Philippines.
  • Inform students of the benefits of approaching a professor for assistance.
  • Inform them that they should employ this standard procedure.
  • Focus on helping students comprehend the importance of establishing a positive student-teacher connection.
  • Assist students in comprehending how to approach lecturers.
  • Describe how the process has benefited you personally.

Lastly, it is essential to inform the interviewee that establishing a proper relationship between students and professors is crucial for receiving aid and better understanding the course.

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