Student Performance in Reading and Literature: A Case of Middle Secondary Schools in Dagana, Bhutan

Authors

  • MB Basnet Samtse College of Education, Royal University of Bhutan
  • Tashi Gyeltshen Samtse College of Education, Royal University of Bhutan
  • Yangdon Samtse College of Education, Royal University of Bhutan

DOI:

https://doi.org/10.17102/bjrd.rub.13.2.006

Abstract

This study aimed to understand the perceptions of teachers and students regarding the performance of Class 10 students in Reading and Literature. Guided by a pragmatic paradigm, the study employed convergent parallel mixed methods. Quantitative data were collected through a survey questionnaire from 305 students of Classes 10 and 11. Qualitative data were collected through focused group discussions and semi-structured interviews with students (n=25) and English teachers (n=7). The study found that students’ poor reading habit is a challenge in scoring good marks in Reading and Literature. Similarly, students’ limited exposure to Literature is a challenge for them in responding to competency-based questions and in understanding the literary texts in the question papers. Teachers skipped most of the poems and essays to complete the syllabus, which also affected students’ performance in literature. Poetry is perceived as the most difficult genre, followed by novels, essays, and short stories. Further, teachers and parents are not able to motivate and encourage students to develop reading habits.  Study suggests teachers create adequate avenues for students to read, understand, interpret, and respond to literature in general and poems in particular.

Author Biographies

MB Basnet, Samtse College of Education, Royal University of Bhutan

Mon Bdr. Basnet is a teacher at Dagapela Middle Secondary School, Dagana Dzongkhag, Bhutan. A graduate from Samtse College of Education, Royal University of Bhutan with M.Ed in English Studies, has been in the school system for 13 years. He is beginner researcher passionate about studies on education, curriculum, teaching and learning, assessment and evaluation, among others.

Tashi Gyeltshen, Samtse College of Education, Royal University of Bhutan

Dr. Tashi Gyeltshen works as an Assistant Professor at the Department of Arts and Humanities Education, Samtse College of Education. Former school teacher and principal, he specialises in Teaching of English to the B. Ed, PgDE and M. Ed students besides offering educational research modules. He has M. Ed from University of Technology, Sydney and PhD from Queensland University of Technology, Brisbane, Australia.

Yangdon, Samtse College of Education, Royal University of Bhutan

Yangdon (Phd) is a lecturer at Samtse College of Education, Royal University of Bhutan. Prior to that she worked as a teacher for 13 years in primary, middle secondary and higher secondary schools.  She did her Masters from the University of New Brunswick, Canada and her PhD from the University of New England, Australia. As a teacher educator for the last 12 years, she has taught both elective and professional modules. She is passionate about teaching and believes in “Being a guide for her students rather than a sage on a stage”.  Her research interests include teaching, learning, reading, and writing.

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Published

30-11-2024

How to Cite

Basnet, M. B., Gyeltshen, D. T., & Dr. Yangdon. (2024). Student Performance in Reading and Literature: A Case of Middle Secondary Schools in Dagana, Bhutan. Bhutan Journal of Research and Development, 13(2). https://doi.org/10.17102/bjrd.rub.13.2.006

Issue

Vol. 13 No. 2 (2024): Bhutan Journal of Research and Development (BJRD) Autumn Issue

Section

Research Article

License

Copyright (c) 2024 Mr. MB Basnet, Dr. Tashi Gyeltshen, Dr. Yangdon

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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