Journals of Paro College of Education, Royal University of Bhutan
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རྫོང་ཁའི་རྩ་གཞུང་མ་འདྲཝ་ཁག་གསུམ་གྱི་ཐྫོག་ལས་ སྫོབ་རིམ་ ༡༢ པ་མཐར་འཁྱོལ་ཚར་མི་སྫོབ་ཕྲུག་ཚུའི་བར་ན་ རྫོང་ཁའི་ཡིག་སྡེབ་ འཛྫོལ་བའི་ཁྱད་པར་ལུ་དཔྱད་པ།
Get PDFའབྲུག་པའི་སློབ་ཕྲུག་ཚུ་ལུ་ རྫོང་ཁའི་ཡིག་སྡེབ་ཀྱི་དཀའ་ངལ་ཡོད་པའི་ལོ་རྒྱུས་ རླུང་བཟུམ་སྦེ་དར་ཁྱབ་སོང་སྟེ་ཡོད་མི་དེ་ལུ་ ཡིག་སྡེབ་འཛོལ་བའི་བཀོད་རིས་དབྱེ་དཔྱད་འབད་ནིའི་དོན་ལས་ དོན་ཚན་ རྫོང་ཁའི་རྩ་གཞུང་མ་འདྲཝ་ཁག་གསུམ་གྱི་ཐོག་ལས་ སློབ་རིམ་ ༡༢ པ་མཐར་འཁྱོལ་ཚར་བའི་སློབ་ཕྲུག་ཚུའི་བར་ན་ རྫོང་ཁའི་ཡིག་སྡེབ་འཛོལ་བའི་ཁྱད་པར་ལུ་དཔྱད་པ་ ཟེར་བའི་དོན་ཚན་གྱི་ཐོག་ལུ་ ཞིབ་འཚོལ་ཐབས་ལམ་ཁུངས་བཙན་དང་ མཁོ་ཆས་འདི་ ཡིག་ཆ་དབྱེ་དཔྱད་ལག་ལེན་འཐབ་ཅི། དཔེ་ཚད་སྦེ་ རྫོང་ཁག་ ༡༢ ཀྱི་སློབ་གྲྭ་ཁག་ ༡༧ ལས་མཐར་འཁྱོལ་མི་སློབ་ཕྲུག་ ཕོ་ ༣༠ དང་ མོ་ ༣༠ ཡོངས་བསྡོམས་ སློབ་ཕྲུག་ ༦༠ གདམ་འཐུ་རྐྱབ་ཅི། ཞིབ་འཚོལ་གྱི་དམིགས་གཏད་ སློབ་གྲྭའི་རྩ་གཞུང་མ་འདྲཝ་ཁག་གསུམ་ལས་ སློབ་རིམ་ ༡༢ པ་ མཐར་འཁྱོལ་མི་སློབ་ཚུའི་བར་ན་ ཡིག་སྡེབ་འཛོལ་ཐངས་ཀྱི་བཀོད་རིས་Pattren of Spelling error དང་ ཡིག་སྡེབ་ཀྱི་ལྕོགས་གྲུབ་ཚུ་ ཞིབ་འཚོལ་འདིའི་་གྲུབ་འབྲས་དང་འཁྲིལ་བ་ཅིན་ སློབ་ཕྲུག་ཁག་གསུམ་ཆ་ར་ལུ་ ཡིག་སྡེབ་འཛོལ་བའི་བཀོད་རིས་མ་འདྲཝ་བཞི་རེ་ཡོདཔ་སྦེ་ གསལ་འཐོན་བྱུང་ཡི། ཡིག་སྡེབ་ཀྱི་ལྕོགས་གྲུབ་ཨིན་པ་ཅིན་ སྤྱིར་བཏང་རྫོང་ཁའི་སློབ་དེབ་རྐྱང་གཅིག་ལྷབ་མི་ཚུ་ལས་ རིག་གཞུང་དང་ཁྱད་རིག་རྩ་གཞུང་ལྷབ་མི་གཉིས་དྲགཔ་སྦེ་ཐོན་ཡི། ཕོ་མོ་བར་གྱི་ལྕོགས་གྲུབ་ལུ་ ཁྱད་པར་ག་དེ་སྦེ་འདུག་ག་ལྟ་བའི་སྐབས་ ཨ་ཙི་ཕོ་ལས་མོ་དྲགཔ་སྦེ་གསལ་འཐོན་བྱུང་སྟེ་ཡོདཔ་ཨིན།
གཙོ་ཚིག། རྩ་གཞུང་། གྲུབ་འབྲས། རྫོང་ཁའི་ཡིག་སྡེབ། འཛོལ་བའི་བཀོད་རིས
Investigating the Relationship Between Emotional Intelligence and Academic Performance Amongst Secondary Students in Tsirang Dzongkhag
Get PDFUnderstanding and managing one’s own emotions has manifold advantages for the success of an individual in life. Considering the importance of Emotional Intelligence (EI), this research, aims to investigate the relationship between EI and the Academic Performance (AP) of Secondary School studets in Tsirang dzongkhag. Data was collected from 140 participant using self-assessment questionnaire. The mid-term test score for 2023 was used to analyze the AP in relation to EI of each student. Results showed positive correlation between EI and AP indicating that students with higher EI score higher in academic test score. It is therefore important to consider students EI while teaching subject matter for better performance academically. The finding would be useful for the school curriculum division to design the teaching material accordingly which may facilitate and design interventions for teaching subject matter in relation to EI
Factors affecting the Academic Performance of Children of RBP Personnel in Thimphu Dzongkhag.
Get PDFThis study aimed to examine the impact of social, economic, financial, and parenting practices on the academic performance of children of Royal Bhutan Police (RBP) personnel. A quantitative research approach was employed, gathering data through a questionnaire that covered demographic details as well as social, economic, financial, and parenting practice factors. The questionnaire was adapted and modified to align with the research objectives. Responses were collected from 400 parents, with 220 being male and 180 females. The analysis revealed that social, economic, financial, and parenting practices were all significantly and positively correlated with the academic performance of their children. The study also identified a strong positive relationship between economic and financial factors and academic outcomes. Family income emerged as a crucial factor influencing students' performance. Additionally, parental education was found to play a significant role in parent-child interactions; educated parents were more likely to value education and encourage their children to actively pursue it
Exploring the Effectiveness of Various Strategies to Deal with Overcrowded Classrooms (Class IV & V): An Action Research Case Study at Phuentsholing Primary School
Get PDFPhuentsholing Primary School is in one of the biggest commercial hubs of Bhutan with an increasing number of students enrolling every year. The school has 1598 students this year. On this account, most of the classes are overcrowded with a maximum of 39 students in a class. The classrooms are faced with numerous challenges due to overcrowding and the required elements of classrooms are not met resulting in the drawback of learning progress. So, this action research was designed to investigate the effectiveness of various strategies implemented in the two highest overcrowded classrooms (Class IV E & V F) of Phuentsholing Primary School (N = 78). Therefore, using a mixed method approach, baseline and post-intervention data were collected using various tools such as class tests, interviews, surveys, teaching observation, and documentation. Based on the findings of the baseline data, we implemented specific intervention strategies such as Team Teaching, Seat Rotation, and Peer Tutoring within the time duration of three weeks. On completion of the intervention period, post-intervention data were collected and analyzed using thematic coding for qualitative data and descriptive statistics using SPSS software for quantitative data. A comparative analysis of the baseline and post-intervention data were conducted to see if there has been any improvement in the students’ learning and performance. The study conclusively revealed that the intervention underscored the efficacy of diverse strategies in an overcrowded classroom
HOW CAN CK-12 (AN OPEN EDUCATIONAL RESOURCE, OER) ENHANCE THE ATTITUDE AND ACADEMIC PERFORMANCE OF CLASS VII STUDENTS IN SCIENCE?
Get PDFOpen Educational Resources (OER) has come to the limelight with the onset of the COVID-19 pandemic and enables the learning process to be individualized and self-paced. Studying the attitude of the students towards the use of OER like CK-12 and its impact on the academic performance of the students is imperative to enhance its effectiveness. However, there is limited research done to explore the status of attitude about OER and its impact on the learning process. This study attempts to study CK-12 (an Open Educational Resource, OER) towards enhancing the attitude and academic performance of class VII students in science. It is quantitative descriptive research using a survey and quasi-experimental method (switching replication method). The pretest and post-test data on attitude were collected from 57 students of grade VII using an attitude questionnaire before and after the two-month intervention period. During the intervention period, academic performance tests of various concepts were administered.
Findings from the research report that though there was no significant difference in the overall attitude of students between the pretest and posttest, there did exist a significant difference in the academic performance of students taught using CK-12 class and regular class. This indicates that though students enjoyed and performed academically well in the self-paced OER modules, it implies that they were aware that teacher-led instruction carried higher importance. Thus, teachers can never be replaced by online self-paced materials. Instead, the two should be complementary and coexist for effective learning.  
ཁམས་དྭངས་སློབ་གྲྭའི་སློབ་རིམ་བརྒྱད་པའི་ཨ་ལོ་ཚུ་གི་ རྫོང་ཁའི་ རྗོད་སྒྲ་གཅིག་པའི་ཡིག་སྡེབ་ཀྱི་ དཀའ་ངལ་བསལ་ཐབས་འཚོལ་ཞིབ།
Get PDFལག་ལེན་ཞིབ་འཚོལ་འདི་ ཁམས་དྭངས་འབྲིང་རིམ་སློབ་གྲྭའི་ སློབ་རིམ་བརྒྱད་པའི་སློབ་ཕྲུག་བུཚ་༡༦དང་ བུམོ་༡༠པ་དཔེ་ཚད་སྦེ་ལག་ལེན་འཐབ་ཐོག་ལས་ རྫོང་ཁའི་རྗོད་སྒྲ་གཅིག་པའི་ཡིག་སྡེབ་ཀྱི་དཀའ་ངལ་བསལ་ཐབས་འཚོལ་ཞིབ་འབད་ཡོད་པའི་སྙན་ཞུ་བསྡུས་དོན་ཅིག་ཞུཝ་ཨིན། ལག་ལེན་ཞིབ་འཚོལ་འབད་ནི་གི་དོན་ལུ་ ཁུངས་བཙན་ཐབས་ཤེས་དང་གྲངས་འབྲེལ་ཐབས་ཤེས་གཉིས་ལག་ལེན་འཐབ་ཅི། འགོ་ཐོག་གནས་སྡུད་དང་མཇུག་གི་གནས་སྡུད་གཉིས་ག་བསྡུར་རྐྱབ་བལྟཝ་ད་ འགོ་ཐོག་གི་གནས་སྡུད་ནང་ལུ་ དཔྱ་སྙོམ་གྱི་སྐུགས་འདི་བརྒྱ་ཆ་༣༩.༡ལས་ལྷག་མ་ཐོབ་རུང་ མཇུག་གི་གནས་སྡུད་ནང་ལུ་དཔྱ་སྙོམ་གྱི་བརྒྱ་ཆ་༥༦.༠༤ལུ་ ཡར་སེང་སྦེ་ཐོབ་ཡོད་མི་དེ་ གནད་དོན་རྩ་བ་རང་ བར་འཛུལ་སློབ་སྟོན་གྱི་ཐབས་ལམ་ལས་བརྟེན་ཏེ་ གྲུབ་འབྲས་འདི་ ཁྱད་འཕགས་ཅན་དང་ ཐབས་ལམ་དྲག་ཤོས་ཅིག་ཨིན་པའི་ངོས་འཛིན་བྱུང་ཡི
Analyzing Test Data: A Mathematics Test Case Study
Get PDFMost countries in the Global South conduct school examinations at national levels, generating massive data related to student performances in a range of school subjects. However, the data are often used in summative pass-fail decisions and seldom informative decisions. One possibility is that countries must learn how to analyze the assessment data for formative decisions. Using Math test data collected from 1500 students across 60 schools in Bhutan as part of a Ph.D. study, this paper shows ways to use test data for formative decisions. The study results show that test data can profile students’ knowledge and skills, classify performance into a hierarchy of thinking skills, determine the relevance of knowledge and skills to societal and technological change, and benchmark the knowledge and skills with international standards
Weight of School Backpacks and its Impacts on Students’ Health: A Cross-Sectional Study
Get PDFThe study was conducted to assess the weight of school backpacks in relation to student’s body weight. A total of 250 semi-urban students from one of the schools in Thimphu participated in this study. A cross-sectional non-experimental survey was conducted. The weight of the school backpacks and weight of the students were measured. The findings from the study, among others, revealed that more than half of the students (n=127, 50.8%) from the school carried backpacks more than the internationally recommended weight of 10% of their body weight. It is recommended that the school authorities and the Ministry of Health work collaboratively to address its implications and future health challenges of children carrying excess weight in their backpacks.  
The Effect of Inquiry-Based Learning Method on Grade VI Students’ Social Studies Performance
No full textThis study explored the effect of Inquiry-Based Learning (IBL) on grade six students' academic performance in social studies in Bhutan. A quantitative design comprising pre-test and post-test was adopted to compare the academic performance of students and focussed group interviews were utilized to gather students' perceptions and experiences about the uses of IBL. The post-test scores showed a significant difference in students’ performance compared to pre-test, indicating the impact of IBL in enhancing students’ learning outcomes. Further, the focussed group interviews revealed that IBL helped them comprehend concepts better. It also increased their engagement and motivation and enhanced their critical thinking and problem-solving skills. The study recommends implementing IBL in educational institutions to enhance students’ learning outcomes. Further research is recommended to explore the long-term effects of IBL and its effectiveness across different subjects and grade levels
Teachers’ Perspectives on the Conduct of Post-Pandemic Professional Development Program in Pema Gatshel District
Get PDFThis study explored the current practices, impacts, needs, and preferences of professional development (PD) programs of Bhutanese teachers in Pema Gatshel District. A mixed-method convergent parallel research design was employed, utilizing a survey questionnaire as the primary data collection tool. For qualitative data, open-ended questions and comment sections for collecting additional insights were included in the questionnaire. Using a simple random sampling technique, ninety-one teachers from four different schools were chosen for the survey. The study focused on four themes: instructional development, scientific field development, personal development, and organizational development. The data were analyzed descriptively using R Statistical Computing Software. The findings indicate that an increased number of hours spent on PDs had positive impacts during the post-pandemic period. The majority of participants expressed a need for PDs in instructional technologies, research development and 21st-century skills. Future PD providers should tailor PD programs to cater for the specific needs of teachers with practical sessions and follow-up activities for effectiveness