Bhutan Journal of Research and Development

Perceptions of Academics on the Potential Infusion of Educating for Gross National Happiness with Biggs’ Constructive Alignment in Bhutanese Higher Education Institutions

2025-03-12T14:56:53+00:00

Using a qualitative research design, this study explores perceptions of academics in the Bhutanese higher education institutions regarding the infusion of Bhutanese and Western educational epistemologies. Specifically, it examines their views on infusing Educating for Gross National Happiness (EdGNH) values and principles into higher education classroom practices using Biggs’ Constructive Alignment (CA) model. The significance of a constructively aligned curriculum is well understood in higher education. With increasing interest in well-being in education, this study provides insights into the infusion, challenges, and opportunities. Data were collected through in-depth interviews with 24 academics and an analysis of modules and lesson plans. The findings imply that infusing CA with EdGNH can facilitate a conceptual shift in teaching, from an input model (transmission/teacher-centred) to a learning-outcomes approach with students responsible for their learning. Based on these findings, it is recommended that Bhutanese higher education institutions consider adopting this infusion to promote a Bhutanese indigenous ‘middle path’ pedagogy.

Code-Switching as a Pedagogical Tool in the Research Methods Classroom: Undergraduate Students’ Attitude

2025-05-24T09:03:57+00:00

Code-switching has been predominantly viewed as a barrier to second-language acquisition. However, its role in non-language tertiary classrooms in Bhutan has remained under-examined. This study explored undergraduate students’ perceptions of code-switching between Dzongkha and English in a Research Methods classroom. Data were collected from first-year B.A. in Bhutanese and Himalayan Studies students at the College of Language and Culture Studies through questionnaires (N=103), semi-structured interviews (n=10), and researcher diary notes maintained throughout the semester. The findings were triangulated to develop an in-depth picture of the phenomenon. Students perceived code-switching as an effective way of understanding complex research concepts, making the classroom environment inclusive, and fostering engagement. However, unregulated use of code-switching can jeopardise the status of English as a primary mode of instruction, thereby reducing students’ exposure to English academic discourse. The study provides an insight into pedagogy and language policy in Bhutanese higher education and implies consequences for balanced bilingual practices, proposing recommendations for balanced language use in higher education.

Impact of Ability Grouping on Eighth-Grade Students’ Mathematics Achievement

2025-04-10T02:50:08+00:00

This study investigated the impacts of ability grouping on eighth-grade students’ mathematics achievement at Phordung Lower Secondary School. A convergent parallel mixed methods design was employed, where quantitative and qualitative data were collected concurrently from 54 eighth-grade students (29 males, 25 females). The quantitative component included a standardised test, and the qualitative component included students’ opinions collected through a focus group discussion and observation notes. Quantitative data were analysed using the Kruskal-Wallis Test, followed by the Tukey Honestly Significant Difference post hoc test, and qualitative data were analysed using an inductive content analysis approach. Although all ability groups showed gains in their test scores, high-ability students outperformed the lower- and mid-ability students. Students’ positive attitudes toward same-ability grouping, as evidenced by their focus group discussions, were linked to gains in test scores compared to their experiences in mixed-ability grouping. While this study found increases in test scores and positive attitudes, ability grouping creates a learning gap between higher and lower ability groups. Therefore, educators should consider the benefits and drawbacks before implementing ability grouping.

Effectiveness of an Open Educational Resources Module on Work, Energy, and Power in Enhancing Physics Teachers' Pedagogical Content Knowledge

2025-05-31T04:11:12+00:00

This study examined the effectiveness of an Open Educational Resources (OER) Module on Work, Energy, and Power in enhancing physics teachers’ Pedagogical Content Knowledge (PCK). A mixed-methods approach involving pre- and post-tests, lesson plans, and reflections was used. A total of 36 teachers from 32 schools participated. Data were analysed using Cohen’s d, paired-samples t-test, means, and standard deviations. The findings indicated that the OER module significantly improved teachers’ PCK. In the Learner category, the module was effective in helping teachers recognise students’ prior misconceptions but had limited impact on identifying students’ specific difficulties. In the Content category, the module helped teachers explain teaching goals, although it had a smaller effect on deepening their understanding of the nature of science and connecting ideas across grades. For Teaching and Learning, the module enhanced teachers’ ability to select instructional strategies that supported students in diverse ways, but had less effect on improving teachers’ assessment strategies. Analysis of lesson plans and reflections showed that the module helped teachers build on students’ prior knowledge, fostering higher-order thinking, and implement active learning strategies. However, it was less effective in addressing misconceptions and promoting inclusion and equity.

Towards Inclusive Education in Bhutan: Addressing Policy and Practice Gaps in Reintegrating Out-of-School Children with Disabilities

2025-04-10T02:41:29+00:00

This study conducted a situational analysis of out-of-school children with disabilities (OOSCD) and children at risk of dropping out in two public schools in the capital city of Bhutan. The study intended to develop innovative educational intervention programmes in reintegrating OOSCD into the education system. In identifying OOSCD, the study sought support from two schools, civil society organisations (CSOs) that support disability, parents of children with disabilities, the district education office and the Ministry of Education and Skills Development (MoESD). Focus group interviews conducted with programme officers of MoESD (n=2), district education officers (n=3), school principals (n=5), special educational needs coordinators (n=4), and parents (n=17) revealed multiple barriers that contribute to children with disabilities leaving school. These barriers extend beyond the school and classroom environments. The findings from this situational analysis have implications for the reintegrating of OOSCD and the retention of those at risk of dropping out.

Enhancing Grade Six Students’ Reading Comprehension through Reciprocal Reading Instruction (RRI)

2025-05-26T04:00:09+00:00

This study aimed to investigate the effectiveness of Reciprocal Reading Instruction (RRI) in improving reading comprehension among Sixth-Grade students. A quasi-experimental research design was employed using one class of Sixth-Grade students of Zunglen Primary School. The sample group consisted of one section of 19 grade six students selected through a purposive sampling technique. Eight lessons were conducted over 10 weeks, incorporating four cycles of RRI. The first two weeks focused on familiarisation with RRI through teacher-led discussions, while the remaining eight weeks were dedicated to student-led discussions, with the teacher serving as a facilitator. The reading comprehension of the students was measured through a reading comprehension test (pretest and posttest) and quizzes. The test scores were analysed using a sample t-test statistical approach. The results revealed that the students’ scores improved significantly after the intervention. The nature of RRI, which involved predicting, questioning, clarifying, and summarising, fostered a distinctive form of student engagement in reading. Further, explicit instruction of these strategies, along with scaffolding, collaboration, and the use of reading materials, contributed to enhanced reading comprehension. Therefore, the results suggest that RRI enhanced Sixth-Grade students' reading comprehension in this study.

Learning Preferences (VARK) and Study Approaches (ASSIST) of Middle Secondary School Students in Relation to their Academic Performance in Science

2025-05-18T12:14:26+00:00

This cross-sectional descriptive survey investigated the learning preferences and study approaches of 259 students from grades IV to X using standardised VARK and ASSIST questionnaires. The majority of students demonstrated multimodal or quadrimodal learning preferences and adopted deep approaches to studying. No significant gender differences were observed in either learning preferences or study approaches in science. Chi-square test indicated no association between learning preferences and study approaches; however, a greater proportion of high achievers exhibited multimodal preferences combined with a deep approach. The Kruskal-Wallis H test revealed no statistically significant differences in academic performance across categories of learning preferences and study approaches. Nonetheless, the Epsilon squared test suggested a small association, with deep approaches linked to higher academic performance. These results highlight the importance of acknowledging individual differences and modifying teaching strategies to accommodate a range of learning requirements. So, educators should tailor the curriculum, teaching strategies, and activities to accommodate these differences, ultimately enhancing students’ academic success.