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Abstract

This research aimed to address the effects of constructivist learning
environments on the academic achievement and sense of belonging of international students in U.S. colleges and universities. Path analysis was conducted to test specific hypotheses and sub hypotheses related to the effects of learning styles preferences, constructivist learning environments, English language skills, students’ academic level (undergraduate vs. graduate), major geographic region of origin (as a surrogate for ethnicity), age, and gender on actual and perceived learning achievement and also on sense of belonging. Findings indicated that constructivist learning environments have positive effects on international students’ perceived learning achievement and sense of belonging. Future research recommended to extend the study’s findings to consider the perspective of teaching faculty and higher education administrators.