Student transformation in higher education: A grounded theory study of English-major students in Battambang
DOI:
https://doi.org/10.69496/cjess.v3i1.115Keywords:
Cognitive development, Personal growth, Professional readiness, Social skills, Student transformationAbstract
A qualitative research design was used in this study based on the concept of grounded theory to examine student transformation in higher education. Semi-structured interviews were conducted with 26 English-major students studying at a specific university in Battambang Province and purposively sampled because of their diverse experiences academically, socially, and practically. Audio-recorded interviews were transcribed and then coded open, axial, and selectively through the constant comparative approach to construct a theory based on the students’ experiences. The results showed that transformation occurs as a result of a complex relationship between independence, critical thinking, and social connection, as the interviewees reported increased levels of confidence, resilience, and maturity through engaging in academic tasks, collaborating on certain assignments, and encountering different points of view. The mediators of transformation included personal development, cognitive development, professional preparation, and interpersonal relationships with other people. On the other hand, specific ways for achieving this process include resolving disputes within the groups, doing independent research, using modern technologies to learn more efficiently, and developing communication and collaboration skills. This study is important for higher education researchers since it suggests a theoretical model of transformation, taking into account both personal and cognitive development alongside social connections, which are achieved through the student experience in an educational setting.
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