Journals of Paro College of Education, Royal University of Bhutan
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Parents' perspective of the use of mobile by their children (0-8 years): A case study in an educated Bhutanese home in Trashigang with access to mobile devices.
Get PDFWorrying media reports on young child’s use of mobile have led to this study of children under eight years in educated Bhutanese homes in Trashigang, Bhutan. This study examines parents’ perspective on their children’s exposure to and use of mobile devices at home. This case study is based on qualitative and quantitative research. The findings reveal that all the children had access to various mobile technologies and parents’ perspective on the use of mobile technology by their children is positive. Further studies are required to check the specific screen time and content watched by the children with future recommendations for families on the use of mobile use by the young childre
Investigating 6th Grade Bhutanese Students Self-Perceived use of Five Stages Writing Process and their Perception in Writing Essay
Get PDFBhutanese writing curriculum was shifted to a process approach from product and the focus on this approach led to the introduction of the five stages writing process (FSWP). The FSWP is beneficial and many studies confirmed that it enhances the writing ability. However, many studies and reports have shared that Bhutanese students failed to perform good writing abilities. Therefore, this study aimed to investigate the self-perceived use of FSWP by 6th-grade Bhutanese students employing a survey questionnaire. Additionally, this study explored learners’ perceptions towards the self-perceived use of FSWP through semi-structured interviews. Towards these objectives, 33 6th-grade Bhutanese students of Gyelpoizhing Higher Secondary School were selected using a simple random sampling technique. Adopting a mixed method research design known as explanatory sequential design, the qualitative data confirmed the findings of quantitative data. The findings from the two research instruments revealed that the participant of this study uses FSWP at a high level when writing their essays. These findings strongly suggest that the concerned stakeholders, policymakers, and teachers must support the groundwork related to FSWP instruction in enhancing writing abilities. More importantly, the teachers should teach students when, where, and how to use FSWP
Improving Grade VII Students’ Mathematics performance through Cooperative Learning Strategy: An Action Research
Get PDFThe study examined the effectiveness of using cooperative learning strategy on seventh grade students’ learning achievement in mathematics and their satisfaction level towards the subject. The study employed a quantitative approach involving experimental research design where cooperative learning was the independent variable while students’ test scores and attitude towards mathematics were the dependent variables. The subjects of the study were 28 students comprising 14 boys and 14 girls respectively. Data were analyzed by calculating means, standard deviations and paired samples t-test. The results revealed a mean score of 44.6 in pre-test and 59.2 in the post-test, with a mean difference 14.6 and the significant value (p) obtained was .000. The findings indicated higher scores in the post-test, vis-a-vis the pre-test of all 28 research participants. Moreover, the students’ satisfaction level analysis indicated that their attitude towards mathematics improved as shown by the increase in the level of interest, understanding and satisfaction in the subject. Therefore, it is recommended that teachers may use cooperative learning strategy to improve students’ academic performance, social interaction skills and foster meta-cognition in students
Enabling environment and support as determinant of quality in ECCD centres in Bhutan: An analysis of the findings of quality monitoring of ECCD centres in Bhutan
Get PDFQuality in Early Childhood Care and Development (ECCD) centres is central to the effectiveness of programmes they provide but it is not limited to what early educators do with children on a daily basis emphasize that quality in early childhood education encompasses such facets as how engaging and safe the centre is, if there is a range of strategies and activities employed to make learning experiences meaningful, whether families and communities engage in the educational process, and if there is a systemic support from the larger community for the effective functioning of the centre. Recognizing the centrality of a holistic definition of early childhood education, the design of centres in Bhutan is founded on internationally accepted concepts and approaches that integrate critical aspects of quality learning environment. The Bhutan Quality Framework, with four specific domains and 29 indicators, define quality in terms of not just focusing on learning activities and strategies, but also encompassing child safety and well-being, quality of interaction and communication, and family and community involvement.This paper is essentially a report on the state of ECCD centres across the country, generated on the basis of assessment carried out using the quality monitoring tool for ECCD centres. The paper highlights the status of ECCD centres in terms of quality of learning in general and analyzes the levels of attainment in each of the four domains of quality. The paper further specifies the state of quality in ECCD centres by districts and types of centres to illustrate their strengths and weaknesses in varying situations and environments. The paper analyses the key findings of the survey and provides a number of recommendations that could contribute to heightening quality of ECCD programmes by addressing shortfalls in the different aspects of quality in ECCD centres
Enhancing Grade VIII Students’ Use of Tenses through Gamifications and Peer Tutoring: An Action Research Study at Autsho Central School
Get PDFThis study examined the impact of gamifications and peer tutoring on grade VIII students’ use of tenses. The sample consisted of 53 students (26 in control and 27 in experimental group). Tenses achievement test and interview were employed to gather the data. Independent-samples t-test were used to analyze the data. A t-test analysis for the pretests showed that there were no significant differences in students’ use of tenses prior to the intervention for both the experimental and control groups (p=0.88 >0.05). However, the posttest result analysis indicated a significant difference between the groups in favor of the experimental group (p=0.001< 0.05). Thus, it is commendable that teachers should design suitable materials and apply innovative approaches such gamifications and peer tutoring to teach tenses so as to meet the needs of learners
Enhancing Class XI students’ learning of Economics Using Peer and Self-Assessments
Get PDFAssessment is the engine that drives learning and can track student’s progress. Peer and self-assessments are essential aspect of ‘assessment as learning’ within formative assessment. This action research explores the effectiveness of peer and self-assessments in enhancing Class XI students learning Economics. All 80 students (XI Commerce and XI Arts) participated in the action research. The quantitative data collected through an aptitude test was analyzed using Microsoft Excel for frequencies and percentages. Qualitative data collected through journaling (n= 80) and three FGD (n= 15) were analyzed using themes and sub-themes. Reflection formed an integral part of the two cycles of implementing the intervention strategies. The study revealed that peer and self-assessments provide opportunity for students to assess their peers’ and their own performance. It also serves to assess the progress made by the students. Therefore, the study recommends teachers to include peer and self-assessment in their student assessment process. However, carrying out peer and self-assessments can be a bit challenging for teachers due to the work load, large class size, wide syllabus coverage, exam-oriented curriculum, and student competency in assessment practice
Enhancing the Effectiveness of E-learning for Grade IX Students through Synchronous and Asynchronous Methods
Get PDFThe purpose of this action research was to examine the effectiveness of E-learning for grade IX students by using Google Meet and Google Classroom as synchronous and asynchronous mode respectively. A convenience sampling was used to select 100 students (43 male and 57 female). The lesson was taught using a combination of Google Meet and Google Classroom app followed by online test using Google Form. Using the explanatory sequential mixed method approach, the baseline and post-intervention data were used to analyze the relationship between students’ perception towards E-learning, accessibility of technology and skill in technology. The findings of the study showed that 71.4% of students received limited access to Internet through their mobile data. Both quantitative and qualitative data showed that students’ attitude towards BBS E-learning were mostly negative. Students had moderately positive attitude towards Google Classroom for accessibility of learning material and for submitting assignments. They also had a positive attitude towards Google Meet for learning purpose due to its good functionality of virtual interaction through video conferencing. The study provides some recommendations for promotion of E-learning in Bhutan
སློབ་ཕྲུག་ཚུའི་རྒྱུད་ལུ་རྫོང༌ཁ་ལྷག་ནིའི་གོམས་གཤིས་ཚུད་ཐབས་ལུ་ སློབ་གྲྭ་ནང་ལུ་ལྷག་ནིའི་ ལས་རིམ་གྱི་ཁེ་ཕན་བརྟག་ཞིབ།
Get PDFསྤྱིར་བཏང་འབྲུག་པའི་མི་ཚུ་ལུ་ གོམས་གཤིས་གཞན་ཚུ་ཚུད་ཚུགས་པ་འཇམ་རུང་ ལྷག་ནིའི་ལང་ཤོར་ཚུད་ཚུགས་པ་ལཱ་ཁག་ཡོདཔ་ཨིན། དེ་ཡང་རྒྱལ་ཡོངས་ལྷག་ནིའི་ལས་རིམ་ནང་ལས་འབད་བ་ཅིན་ ལྷག༌ནིའི༌གོམས༌འདྲིས༌འདི༌སྤྱིར༌བཏང༌ འབྲུག༌མི༌ཚུ་ལུ༌སྐྱོ་སུ་ཅིག་སྦེ་ར་ལུས་ཡོདཔ་ཨིན་ཟེར་བཀོད་དེ་འདུག། སློབ་དཔོན་རང་གིས་སློབ་སྟོན་གྱི་ ཉམས་མྱོང་དང་འཁྲིལཝ་ད་ད་རེས་ནངས་པའི་སློབ་ཕྲུག་ཚུ་གིས་ རྫོང་ཁ་ལྷག་ནི་ལུ་སྤྲོ་བ་མི་བསྐྱེད་དོ་ཡོདཔ་ལས་ རྫོང་ཁ་འབྲི་སླབ་འབད་བའི་སྐབས་རྫོང་ཁའི་མིང་ཚིག་ཚུ་ ལག་ལེན་འཐབ་སྟེ་སྒྲ་དག་སྤུས་དག་སྦེ་ འབྲི་སླབ་འབད་ནི་ལུ་ གདོང་ལེན་བྱུང་མས།མི་དབང་མངའ་བདག་རིན་པོ་ཆེ་གི་ ཐུགས་ཀྱི་དགོངས་པ་ཡང་འབྲུག་གི་ ན་གཞོན་སློབ་ཕྲུག་རེ་རེའི་རྒྱུད་ལུ་ལྷག་ནིའི་རིག་རྩལ་གཞི་བཙུགས་འབད་དགོཔ་སྦེ་ ཡང་ལས་ཡང་གསུངས་དོ་ཡོདཔ་ཨིན། དེ་འབདཝ་ལས་ངེ་གི་དོན་ཚན་ཡང་འབྲུག་པའི་སློབ་ཕྲུག་ཚུ་ རྫོང་ཁ་ལྷག་ནིའི་གོམས་འདྲིས་སྐྱོ་དྲགས་ཡོདཔ་ལས་ ལྷབ་སྟོན་གྲུབ་འབྲས་ལུ་གནོད་པ་བྱུང་དོ་ཡོདཔ་ལས་ བརྟག་ཞིབ་འབད་དེ་ ལྷག་ནིའི་གོམས་གཤིས་ཡར་རྒྱས་གཏང་ཐབས་ལུ་དམིགས་ཏེ་ ཁུངས་བཙན་ཐབས་ལམ་ཐོག་ཞིབ་འཚོལ་འབད་ཡོདཔ་ཨིན། ངེ་གི་ཞིབ་འཚོལ་ནང་ལུ་ རང་གི་སློབ་གྲྭ་ནང་ལས་ སློབ་དཔོན་ལྔ་དང་ སློབ་རིམ་དྲུག་པའི་སློབ་ཕྲུག་ བུ་ལྔ་དང་བུམོ་ལྔ་རེ་སྦེ་ བསྡོམས་སློབ་ཕྲུག་བཅུ་ཐམ་ལས་ སློ་གྲྭ་ནང་ལུ་ ལྷག་ནིའི་ལས་རིམ་ཚུ་ལས་ སློབ་ཕྲུག་ཚུ་གི་རྒྱུད་ལུ་ ལྷག་ནིའི་གོམ་བཤིས་ཚུད་ཐབས་ལུ་ ཁེ་ཕན་ཚུ་ག་དེ་སྦེ་རང་འབྱུངམ་ཨིན་ན་ གནད་བསྡུད་ཚུ་བསྡུ་ལེན་འབད་དེ་ བཀོད་ཡོདཔ་ཨིན།
 
Impact of Teaching Environmental Science (ES) On the Knowledge and Attitude Of Bhutanese Higher Secondary Students Towards the Environment
Get PDFProviding individuals with environmental awareness from a young age is important for a liveable and sustainable world. The aim of this study was to investigate the effect of teaching Environmental Science (ES) to classes IX-XII students. A convergent mixed method design guided by the pragmatism worldview was adopted for the study. Quantitative data were gathered from 130 participants and qualitative data from 5 students and 5 teachers from a higher secondary school. A descriptive and inferential statistics were used for quantitative data and the qualitative data were analysed through identification of themes. The results showed that students had a high degree of understanding and a positive attitude in environmental science and environment. Additionally, it was noted that there is little to no correlation between their knowledge and attitude about the environment. Thus, it was determined that students, particularly those in high schools, are being encouraged to develop their environmental literacy in order to promote the study of Environmental Science. Therefore, more efforts need be made to encourage ES at all levels of the schools to ensure effective implementation of the curriculum in the nation's sustainable development goals
Education in emergency: Action research on online teaching and learning practice in a Bhutanese school during the COVID-19 pandemic.
Get PDFCountries around the world were disrupted because of COVID-19 in the year 2020. All sorts of lives were affected and Bhutan too was not spared. Education system in Bhutan had to come-up with different strategies to cater the learning needs of the students. There was no option other than using online teaching and learning mode amid the lock downs and closure of the schools. The mode was a novice concept to most teachers. Thus, we explored strategies a teacher could use to teach online and students’ opinion on it using mixed methods approach. We designed a strategy to teach students on online mode. The strategy focused on inclusion of salient features of online teaching and learning. These features aligned to creating constructive and collaborative learning environment, timely support, quality tools, effective assessment strategy, and timely feedbacks. The intervention strategy was implemented for eight months. At the end of the academic year, a survey questionnaire was administered to 56 students of classes six and seven. To further gain insights into the practices, semi-structured interviews were employed with five students and the teacher practitioner maintained a journal for every online lesson. Responses from the survey showed that salient features could be created in an online mode of teaching and learning. However, technological issues, students’ inability to manage time, inadequate technical knowledge, and student participation were identified as some of the challenges