Journals of Paro College of Education, Royal University of Bhutan
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Impacts of Facebook on Reading Habits of Higher Secondary Students: Stakeholders’ Perspectives
Get PDFFacebook is the most popular network site among young Bhutanese people. Students spend a substantial amount of time checking Facebook and chatting with friends, which could be detrimental to their reading habits. The aim of this study was to investigate the impacts of Facebook on the reading habits of a higher secondary school students in Bhutan. A mixed method, specifically a convergent design, was adopted for the study, and it was guided by the Pragmatism worldview. Quantitative data were gathered from 274 participants and qualitative data were collected from 10 interviewees and one focus group discussion. Participants included teachers, parents, and students from a higher secondary school in Thimphu Thromde. A descriptive and inferential statistical following thematic analysis was used for quantitative data and the qualitative data were analyzed along the same themes. The findings of the study revealed that use of Facebook positively affected students’ reading habits. Students developed positive attitudes towards reading, after they were exposed to inspiring and interesting articles. However, the study also highlighted the negative impacts of Facebook on students’ reading habits. Further, the study revealed that students have become complacent in reading owing to Facebook activities. The findings of the study may help different stakeholders understand the importance of creating awareness about media literacy to enable students to choose authentic reading materials on Facebook. This study recommends the Ministry of Education to develop policy and provide media literacy education to students to ensure they consume media information judiciously
མཐོ་རིམ་སོབ་གྲྭའི་སོབ་ཕྲུག་ཚུ་ལུ་ གཡུས་ཀྱི་ངག་གཤིས་ལས་བརྟེན་ཏེ་ རོང་ཁའི་རྗོད་སྒྲ་ལུ་ དཀའ་ངལ་གྱི་ཁྱད་པར་ འཚོལ་ཞིབ།
Get PDFད་ལོ་ཚུན་ཚོད་ འབྲུག་རྒྱལ་ཁབ་ཀྱི་རོང་ཁག་དང་ ལུང་ཕོགས་ཁག་ལས་ཕར་ གཡུས་སྐད་མ་འདྲཝ་ ཤར་ཕོགསཔ་ ལོ་མཚམས་ ཁེངས་ཁ་ཟེར་ ལེ་ཤ་ར་སབ་སོལ་ཡོད་པའི་ངག་གཤིས་ཚུ་ལས་ རྒྱལ་ཡོངས་ཀྱི་ཁ་སྐད་རོང་ཁ་འདི་ སབ་པའི་སྐབས་ལུ་ རྗོད་སྒྲ་མ་དགཔ་ ག་དེ་སྦེ་ར་འབྱུང་དོ་ཡོདཔ་ཨིན་ན་ ཞིབ་འཚོལ་གྱི་ཐོག་ལས་ ཡིག་ཐོག་ལུ་བཀོད་བཀོདཔ་མི་འདུག། དེ་འབདཝ་ལས་ གཡུས་སྐད་སོ་སོ་ལུ་བརྟེན་ཏེ་ རོང་ཁའི་གསལ་བྱེད་དང་མགོ་འདོགས། སྔོན་འཇུག་ཡོདཔ་དང་མེད་པའི་མིང་ཚིག། རྗེས་འཇུག་ཞུགས་ཡོད་པའི་མིང་ཚིག་དང་ དམིགས་བསལ་རོང་ཁའི་རྗོད་སྒྲ་སོ་སོ་ཡོད་པའི་མིང་ཚིག་ཚུའི་རྗོད་སྒྲ་མ་དགཔ་ ག་དེ་སྦེ་ར་ཡོད་ག་ ཁ་གསལ་སྦེ་ཧ་གོ་ཚུགས་ནིའི་དོན་ལས་ མཐོ་རིམ་སོབ་གྲྭའི་སོབ་ཕྲུག་ཚུ་ལུ་ གཡུས་ཀྱི་ངག་གཤིས་ལས་བརྟེན་ཏེ་ རོང་ཁའི་རྗོད་སྒྲ་ལུ་ དཀའ་ངལ་གྱི་ཁྱད་པར་ འཚོལ་ཞིབ་ཟེར་བའི་ དོན་ཚན་ཐོག་ལུ་ གཡུས་སྐད་ཁག་མ་འདྲཝ་བརྒྱད་ལས་ བཅའ་མར་གཏོགས་མི་སོབ་ཕྲུག་ ཕོ་མོ་ཡོངས་བསོམས་ ༨༠ ལུ་ ཁུངས་བཙན་ཐབས་ལམ་ ལ་རོག་དང་ཡིག་ཆ་དབྱེ་དཔྱད་གཉིས་ ལག་ལེན་འཐབ་སྟེ་ ཞིབ་འཚོལ་འབད་བའི་སྐབས་ལུ་ སྤྱིར་བཏང་ སོབ་ཕྲུག་གེ་ར་ལུ་ཁྱབ་མཉམ་སྦེ་ ཡོད་པའི་རྗོད་སྒྲའི་དཀའ་ཅིག་དང་། དམིགས་བསལ་ གཡུས་སྐད་སོ་སོ་སབ་མི་ལུ་ཡོད་པའི་རྗོད་སྒྲའི་དཀའ་ངལ་ཅིག་སྦེ་ དཀའ་ངལ་ཁག་གཉིས་ཡོདཔ་སྦེ་ ཐོན་ཏེ་ཡོད་མི་ཚུ་ ཞིབ་འཚོལ་སྙན་འདི་ནང་ལུ་ ཁ་གསལ་སྦེ་བཀོད་དེ་ཡོདཔ་ཨིན
An Explorative Study on Leadership Styles of Principals of Thimphu Thromde, Bhutan
Get PDFModern education in Bhutan was introduced as early as 1914, it has come across numerous reforms and development since then. The Royal Government of Bhutan has always placed a top priority on its advancements and rethinking as it grows. Quality of education is one major concern and opportunity in the country in the education sector. Second being the quality of the teachers and educators. Considering the national concern and importance bestowed upon the educators and teachers’ professionalism in particular, the study to explore the leadership styles of the principals has been undertaken. The study is an explorative assessment using the mix method approach using Rensis Likert’s Leadership Styles model. A sample size of 289 respondent teachers from among 19 schools has been collected using 21 item four-point likert-type semi-structured randomly distributed questionnaires and one to one interview questions. The data were analyzed using a statistical package for social sciences version 21 to derive descriptive and inferential statistics. The most popular type of leadership styles perceived to be in practice in the study sample is consultative leadership (75.8 percent), which is followed by benevolent authoritative leadership (14.5 percent) and participative group leadership (9.7 percent). The content analysis of the interview also revealed that the principals were very supportive and engaging and in full support of their subordinates. The study therefore, hopes to create new insights for the policy makers and education sector of the country for rethinking and development as recommended in the study
Enhancing Class XI Students’ Writing Skills through Journaling: An Action Research Study at Lhuentse Higher Secondary School
Get PDFJournaling has been one of the academic enhancement programs of Lhuentse Higher Secondary School, but its impact was never studied. This action research, therefore, aimed at finding out the impacts of journaling on the writing skills of class eleven students. Hence, an essay writing test of 200 to 250 words was conducted to assess the writing skills of the students before the intervention. Then baseline data from class eleven students (N=151) were collected through survey questionnaires. Based on the findings of the baseline data, intervention strategies were administered for six months starting from May. The second written test was conducted in the first week of November followed by the gathering of post-intervention data through post-survey questionnaires (N=151). Findings indicated that journaling has helped in enhancing writing habits, resulting in the improvement of writing skills and performance. Similarly, post-intervention data found that students are more motivated and confident in writing. Therefore, we recommend journaling to be implemented starting from the primary classes for the enhancement of students’ academic performance
Bhutanese Pre-service Teachers’ Self-Efficacy Beliefs towards Teaching Secondary Mathematics
Get PDFProspective teachers’ self-efficacy beliefs determine the success of teaching and learning in their future professional practices. Teachers with high self-efficacy are believed to have more confidence and success in teaching as compared to those teachers with low self-efficacy. Thus, this study aimed at examining the Bhutanese pre-service teachers’ self-efficacy beliefs towards teaching secondary mathematics. The study employed a survey design within the positivist methodological framework. The study consisted of 81 pre-service teachers who responded to the secondary mathematics teachers’ self-efficacy beliefs questionnaire (SMTSEBQ), an abridged version of several past instruments. This instrument assessed their perceived self-efficacy in terms of process standards of school mathematics. Findings of the study revealed that the Bhutanese pre-service teachers generally perceived their self-efficacy beliefs towards teaching mathematics somewhat positively. Comparison of the pre-service teachers’ mean scores on the five SMTSEBQ scales in terms of gender revealed that there was a statistically significant difference for problem-solving and reasoning-proof scales. In regard to programme level, there was a statistically significant difference in their self-efficacy beliefs on the four scales, except for the communication scale. The study is distinctive because it is the first study investigating into the pre-service teachers’ self-efficacy beliefs towards teaching secondary mathematics in Bhutanese context
The effects of self-instructional learning strategy on students’ attitude and achievement in mathematics word problems
Get PDFThis quantitative study was carried out to determine the effect of self-instructional learning strategy (SILS) on students’ attitude and achievement in mathematical word problems. The participants were 125 class IX and X students of Lhuentse Higher Secondary School, Lhuentse Dzongkhag. The data for both baseline and post interventions were collected using survey questionnaires that consisted of three domains: self-confidence, anxiety, and motivation. In addition to the questionnaire, a mathematics achievement test was conducted before and after the intervention. The data were also collected from midterm and annual exams. The intervention was carried out for one month (1st - 30th September). Data were analyzed using descriptive statistics. The results of this study showed that SILS improved students’ achievement and attitude towards mathematical word problems. The SILS is an effective approach and we recommend mathematics teachers to incorporate it in their teaching mathematics word problems
Impact of Professional Learning Community (PLC): Approach to improving teachers’ effectiveness in raising students’ learning achievement
Get PDFBhutanese schools have struggled to implement effective Professional Learning Communities (PLCs) to help teachers improve students' performance. PLCs have been established in certain schools as a mandate for addressing teacher professional development, while others are yet to do so. The purpose of this action research was to examine school teachers' experiences in Bhutanese schools as a result of their participation in a PLC, as well as the influence of PLC in boosting teachers' effectiveness in raising student achievement, based on Dufour's three big ideas of PLC. This research used an online survey and a learning assessment instrument after the intervention period. Respondents were all the teachers involved in PLC throughout the year and were asked to answer a survey questionnaire based on PLC's 6 Essential Characteristics devised to determine teachers' effectiveness in terms of the main elements that make up a professional learning community. A learning assessment tool (class test) to measure student performance was administered during the spring and autumn unit tests to measure the effectiveness of PLC in student achievement. The findings were aligned with Richard Dufour's conceptual framework for defining important elements of professional learning communities. These findings suggest that teachers' professional networks and collaboration among themselves have a positive impact on student progress
Self-Efficacy Beliefs and Identity Construction of Beginning Student Teachers: An Insight into the Making of Teachers
Get PDFThis paper reports the results from the self-efficacy scale, highlighting the similarities and more notable contrasts in individual perceived ratings of teacher self-efficacy beliefs centered on student engagement in the class; classroom management; and use of various teaching strategies. The study involving only quantitative method was administered on pre-service teachers enrolled in first year B.Ed Primary, B.Ed Secondary, B.Ed Dzongkha, Masters, PGDE and Diploma Studies of Paro College of Education (102) and Samtse College of Education (133). The findings from this study is quite hopeful for the learning of students as the self-efficacy beliefs of the pre-service teachers irrespective of the programme they have enrolled in and their gender are high for all three pertinent areas of teaching: student engagement in class; classroom management and use of various teaching strategies
Education, [email protected]
No full textThis article reports a small scale survey study which examined Bhutanese teacher educators’ perspectives of compassionate classroom teaching, encapsulating its five key dimensions of Academic Performance, Role Modelling, Communication, Relationship Building and SelfConsciousness. The practice of compassion in teaching profession is crucial in ensuring a safe and caring environment for learners, while teacher educators must model values such as love, humility and care to their student-teachers. The data was gathered through administration of a newly developed instrument called the ‘Compassionate Teaching Survey Questionnaire’ (CTSQ) to a sample of 42 teacher educators. The factor structure of the instrument was validated using the principal component factor analysis for the given sample. Findings of the study revealed that the participants in general perceived practice of compassion in their pre-service classrooms favourably as indicated by the mean values for all the five scales, which were calculated above 4 with standard deviation of less than 1. It was also evident that there is little difference in their views about practice of compassion in the classroom teaching in terms of gender and age groups. The study is significant in providing insights to teachers, teacher educators and educational leaders that how the practice of compassion in classroom teaching implicates in creating a positive learning environment to learners
Reflections on Educational Reforms: A Journey of Profound Awakening - In humble tribute to His Majesty Jigme Khesar Namgyel Wangchuck’s 42nd Birth Anniversary
Get PDFA review of the literature reveals that education is undergoing radical change affecting both the organization of educational institutions and the content and delivery of the curriculum. Considerable interest is being shown in the reengineering and reinventing of education by leading thinkers and scholars worldwide. Leaders and managers in educational institutions are increasingly faced with the challenge of having to operate in a rapidly changing world and within new and uncertain frameworks. Terminologies such as "educational system", "educational reform" and "educational change" have distinct meanings and implications. Educational reform implies that the reform initiative is an attempt to correct a deficiency in the existing educational system without changing the essential elements of the system. Educational change is a socio-political transformative process of change resulting in an educational system significantly different from the one before the change initiative. In educational reform, most aspects of the educational system remain the same and are understood to be inherently a political process. For discussion purposes, these terminologies have been used interchangeably in this article