Bhutan Journal of Research and Development

Enhancing the conceptual comprehension of astronomy for grade seventh students using multimedia

Kinga Tshering, Dorji Wangchuk, Dil Bdr. Mongar, Kelzang Dema — Sun, 09 Jun 2024 00:00:00 +0000

This study was motivated by the absence of studies examining the effectiveness and students' perceptions toward multimedia in learning concepts in astronomy related to the Bhutanese context. The study used an explanatory sequential mixed-method research approach with a pre-test and post-test experiment on a single group. The study examined the effectiveness of multimedia in learning astronomy concepts. Additionally, it also explored the perceptions of students toward the use of multimedia in learning astronomy concepts. The participants consist of 44-grade seventh students. The quantitative data was collected using an astronomy conceptual test. The qualitative data were collected from semi-structured interviews conducted with 12 students. Quantitative data was analyzed employing histograms and paired samples t-tests. To generate themes for the qualitative data, Braun and Clarke's thematic analysis was used in the study. The semi-structured interview data were analyzed to get the students' perceptions of multimedia. The quantitative result indicated that after the multimedia intervention, the performance on the astronomy conceptual test significantly improved. Moreover, students' perceptions were positive towards multimedia. However, students face certain challenges such as time constraints and being unable to discern appropriate information for astronomy concepts. It was recommended that multimedia could be used to learn concepts in astronomy.

Impact of Project-based Learning Approach for Social Studies on the Academic Scores of 6th-grade Students in one of the Middle Secondary Schools under Trashigang Dzongkhag

Kesang Wangchuk, Kinga Tshering — Sun, 09 Jun 2024 00:00:00 +0000

The study explored the effectiveness of project-based learning and students’ perception of it. The study employed an explanatory sequential mixed-method research approach with a pre-test and post-test experiment on a single group. The participant consists of 37 students in 6^th grade at Trashigang middle secondary School. The study consisted of an achievement test as the quantitative data that was analysed using histograms and paired-sample t-test. The qualitative data were collected using semi-structured interview from 10 students. To generate themes for the qualitative data, Braun and Clarke's thematic analysis was used in the study. The quantitative result of the study revealed that there were significant improvements in students’ scores on achievement tests after intervention using project-based learning approach. The qualitative results indicated that students’ perceptions and views on project-based learning were positive since the majority of the students were engaged on the group level. Project-based learning also fosters collaborative skills such as communication skills and teamwork.

Exploring Bhutanese Teacherss Perceptions about Extensive Reading

Kinley Pem — Sun, 09 Jun 2024 00:00:00 +0000

The study empirically examined the Bhutanese teachers' perception of extensive reading. Thirty-four Bhutanese teachers responded to an online questionnaire and rated their level of agreement on extensive reading (ER) characteristics and the benefits of ER. Participants' questionnaire responses were analyzed quantitatively using descriptive statistics. The results showed that 1) majority of the teacher participants accepted most of the ER characteristics but showed disagreements with a few others that contradicted the widely accepted views of ER. 2) Most of the participants agreed with the ER benefits in the overall development of language proficiencies in terms of reading, writing, speaking, vocabulary, grammar, and motivation, and the majority disagreed with ER benefits of listening proficiency. However, the mixed results of the study indicated teacher participants' misconception of extensive reading. Therefore, these findings suggest a need for Extensive reading programs and workshops for Bhutanese Teachers to elucidate the misinterpretation of ER.

The Effectiveness of Blended Learning Approach on Students' Academic Performance: A Quasi-Experiment Study

Singye Dorji, Ugyen Dorji — Sun, 09 Jun 2024 00:00:00 +0000

The study explored the effectiveness of blended learning on students' academic performance in grade IX history subjects. A total of 51 students of grade IX participated in the study. The study employed a quasi-experiment approach. The study conducted an independent sample t-test, Wilcoxon Signed Rank Test, and one-way ANOVA test. The results of the study revealed that the blended learning approach (experiment group, M = 15.2, SD = 1.3) was more effective than the traditional learning approach (control group, M = 12.8, SD = 2.6) with a significant mean difference between these two groups (p = .000, p < .05). Thus, it can be concluded that blended learning approach was effective in increasing students' academic performance in history subject.

It is recommended that a blended learning approach can be carried out in schools to improve students' academic performance. Further, the present study focused only on students of grade IX, a study may be carried out across schools to get a deep understanding of the subject.

Challenges and Instruments for Admission into Tertiary Education System in Bhutan

Phurpa Lhamo — Sun, 09 Jun 2024 00:00:00 +0000

Bhutan's tertiary education system has grown significantly in a short period of time. Despite unprecedented growth and development, tertiary education in Bhutan continues to face challenges such as an inefficient transition from secondary to tertiary education due to a lack of multi-career pathways to absorb the growing population of high school graduates; quality of education and alignment of student knowledge, skills, and competencies with the world of work; and access to tertiary education through multiple admission processes. This study presents comprehensive reviews on the subject matter including the best practices of the tertiary education system in the Netherland and Singapore.

The Effects of Reality Pedagogy on Motivation and Academic Performance to Learn Biology in Class IX

Sun, 09 Jun 2024 00:00:00 +0000

Teaching Biology in an innovative way has always posed challenges due to its complex terminology and abstract concepts. This study explored the effects of reality pedagogy as an alternative instructional strategy on learner motivation and academic performance in learning biology at the ninth-grade level. To achieve this, an experimental research design was employed, including a pre-test/post-test assessment, Biology Learning Motivation Questionnaires, semi-structured interviews, and classroom observations. Descriptive and inferential statistics were used to analyse the data. The findings of the study revealed that the implementation of reality pedagogy had a positive influence on learner motivation in learning biology. Additionally, a significant correlation was identified and observed between motivation levels and academic achievement in the subject. The implications of these findings, as well as recommendations, are also discussed in the study.

Teaching Effectively with Multimedia and its Impact on Students' Academic Performance in Chemistry: A Case Study

Karma Dupchu — Sun, 09 Jun 2024 00:00:00 +0000

This study investigated the impact of integrating multimedia into chemistry education in Bhutanese higher secondary schools and its influence on students' academic performance. The research focused on assessing students' academic performance through test scores and semi-structured interviews. A sample of 62 eleventh-grade students participated in the experimental research, which aimed to explore how multimedia applications affect the content, quality, and retention of students' knowledge in chemistry. Data were collected by using self-administered questionnaire and achievement test. Descriptive statistics and independent samples t-test were used to analyze data. Paired samples t-test was used to analyze data. The analysis result of the pre-test showed no statistically significant differences, which in turn proves the equivalence of the two groups. The t-test result showed a significant difference between the achievements of the two groups at a significant t-value of 0.05 in the post-test. The experimental group gained higher mean scores than that of the control group. From the self-administered questionnaire, the result showed that when multimedia was integrated to teach chemistry, student displayed the high level of learning satisfaction. The findings revealed that integration of multimedia increased the academic performance and learning satisfaction of students in chemistry lessons compared to the traditional method of teaching.

Teachers' Attitude Towards the Use of Differentiated Instruction (DI) and its Impact On Teaching

Deo Kumar Kharka, Kinley — Sun, 09 Jun 2024 00:00:00 +0000

A single-paced method of instruction does not benefit diverse learners, which is why "one size fits all" teaching has been severely criticized. Thus, it is essential to differentiate instruction to meet the diverse needs of learners. Using mixed methods, this study examines teachers’ use of DI and their attitudes towards using DI in the classroom. Additionally, the study examined the impact of teachers’ attitudes on the practice of DI and the challenges associated with it. Surveys, classroom observations, self-administered open-ended questionnaires, and student feedback were used to collect data. Teacher attitudes toward DI seem positive, and they understand it well. In the classroom, content, process, and product are typically differentiated, with product being the least differentiated. Teachers’ attitudes and DI implementation also exhibit a statistically significant positive correlation (rs (22) =.75, p ≤ .001). In addition, teachers’ attitudes influence DI implementation. Moreover, DI implementation is hampered by crowding, high student-teacher ratios, time constraints, and a rule forbidding student from using their mobile phones. This study raises awareness about DI in the school system in order to meet the needs of diverse learners, who may not benefit from a single-paced teaching approach.