Exploring Influential Factors Impacting Academic Achievements of International Students Enrolled in Mathematics Courses at an Idaho University

Abstract

The mathematical learning experience for international students becomes complex because they must navigate between language differences and education systems together with the cultural traditions of their home countries. The presence of these barriers strongly impacts both their academic performance and overall university experience in U.S. institutions. This study examines four essential aspects that affect international students' achievement in mathematics at Idaho University: language barriers merged with cultural adaptation, educational background history and institutional support programs. The research results reveal the necessity of improved English language education in addition to multicultural acceptance programs and specialized academic assistance programs which serve as fundamental approaches for student academic success. The study gives universities detailed recommendations about how to establish inclusive learning arrangements that serve STEM discipline students.