Bhutan Journal of Research and Development

Happy and resilient? Mental health, resilience, substance use and sexual behaviour of college students in Bhutan: Policy implications

Kezang Sherab — 2024-11-30

Bhutan is known for its guiding philosophy of Gross National Happiness (GNH). However, concerns have increased about the well-being of its young people, and many young people are leaving Bhutan, uncertain about their futures if they remain. A survey of 2471 Bhutanese college students in 2016 explored mental health, substance use, and sexual behaviour. The survey was repeated in 2023 with 2043 college students with the addition of the Brief Resilience Scale and questions about optimism and the future. A relatively low prevalence of problematic mental health, substance use, and sexual risk behaviour was identified, but the findings continue to raise concerns. Specific concerns identified related to suicidal ideation, an increase in current alcohol, tobacco and betel nut use, low-level condom use, over 50% not regarding themselves as resilient, and many wanting a future outside Bhutan. Evidence informed policy is required to shape and support responses to the health and well-being concerns identified and to create realistic pathways for young people to feel valued, appreciated and optimistic.

Understanding Attitude of Teachers, Peers, and Parents towards Inclusive Education in Bhutan

Ten Gyelmo — 2024-11-30

This study explored the attitudes of Bhutanese teachers, parents, and general students (other than children with SEN) towards inclusive education. A cross-sectional survey questionnaire was used as the main instrument to collect data from teachers (n= 20), children (n= 70) from the inclusive classroom, and parents (n= 34). The findings of this study showed there were no statistically observed differences in teacher attitude in terms of teacher gender, experience, and qualification. However, there was a statistically significant difference in teacher satisfaction when teacher training in relevant fields was considered. Further, the results of simple linear regression showed that teacher training in the relevant field of special education accounted for 54% variance in teacher satisfaction. The result of this study showed that peers and parents were satisfied with inclusive education. The findings have implications for policy planners, curriculum developers, teachers working in SEN schools and parents.

Enhancing Grade XI Students' Learning Outcomes Through the Gamified Use of the Kahoot Application

Yonten Chophel — 2024-11-30

The purpose of this study was to establish whether the Kahoot application can serve as a gamification tool that would improve the academic achievement and engagement of students. A total sample of 64 Grade XI students was selected from Daga Higher Secondary School in Dagana. This study employed a quasi-experimental design within the Action Research framework. A mixed-methods approach was used for data collection, with quantitative data collected through participant observations, pre-and post-tests, and surveys, and qualitative data gathered through semi-structured interviews. Quantitative analysis included means, standard deviations, and t-tests, whereas thematic analysis was used for qualitative data. The findings showed that there was a statistically significant difference in mean scores between the experimental and control groups at a medium to large effect size, using Cohen's d = 0.72. These findings show that the Kahoot application enhanced classroom participation and academic performance of students at a great scale, which might be an efficient pedagogical tool in high school education.

Primary Teachers’ Perspectives on the Effectiveness of Continuous Formative Assessment in Teaching Lower Primary Classes

Yeshi Wangchuk — 2024-11-30

This study explored primary teachers' experiences and views on the implementation of Continuous Formative Assessment in lower primary classrooms of schools in Trashigang Dzongkhag. A mixed-method approach was used, where data were collected from 85 randomly selected primary teachers through an online survey questionnaire. The questionnaire assessed their knowledge, competencies, current practices, challenges, and perceptions regarding the effectiveness of CFA. Further, six teachers were interviewed using semi-structured interviews to gather more detailed insights. The results indicated that such substantial barriers to effective CFA implementation included competence, heavy workloads, large class sizes, and a lack of implementation guidelines. Equally significant was the dire need for extensive training and professional development programs to overcome these obstacles. These findings give useful insights into helping educators and stakeholders identify impediments to the implementation of CFA and provide practical recommendations for its effective adoption in lower primary classrooms.

Pay Raise for Teachers in Bhutan: Impacts on Teachers’ Morale, Motivation and Professional Practices

Tashi Gyeltshen — 2024-11-30

The study explored the Bhutanese education stakeholders’ perceptions of the impacts of the pay raise on teachers’ morale, motivation and professional practices. Pay is among the most important factors for teachers’ morale, motivation and professional practices. The study collected quantitative data through questionnaires from 701 teachers and qualitative data through four focus group interviews with teachers and one-on-one interviews with four principals and one officer from the Ministry of Education. The findings revealed that teachers are partially happy with the pay revision. While teachers agreed that the pay raise has made their lives more comfortable and financially secure, the study pointed out that pay increase alone cannot raise teachers’ morale and motivation and improve their professional practices. Other equally important factors include facilities, training opportunities, school environment, workload and school leadership. The study recommends that the government adopt a holistic approach that will raise the morale, motivation, and professional practice of teachers and ensure the achievement of quality education in the country.

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

Mon Bdr Basnet — 2024-11-30

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.

Improving Fifth-Grade Students’ Reading Comprehension of Literary Texts by Enhancing Their Academic Emotions

Ugyen Phuntsho — 2024-11-30

Teaching and learning English in Bhutan focuses on students' cognitive outcomes with minimal attention to their emotions and self-regulated learning abilities. Using an action research methodology, this study examined how fifth-grade students’ reading comprehension of literary texts can be enhanced by improving their academic emotions during reading. The study was conducted with 24 fifth-grade students at a primary school in central Bhutan. Students’ academic emotions during reading were measured using a modified version of the Achievement Emotions Questionnaire (AEQ). Pre-test and post-test questions for reading comprehension were administered, and eight observations were made simultaneously. The results of data analysis using t-test and descriptive statistics revealed a statistically significant difference between the mean scores of the pre-test test (4.14; SD = 2.26) and post-test (M=6.19; SD=1.44) at p<0.05, indicating an improvement in students’ reading comprehension. This was further confirmed by analysing the observation notes recorded by a critical friend during the pre-test and post-test. The results showed that students’ positive academic emotions enhanced students’ reading comprehension abilities. Based on the findings, implications were discussed, and recommendations were proposed for English teachers and students.

Examining the relationship between motivation levels and academic achievement in mathematics: A quantitative analysis of Kuzhugchen Middle Secondary School

Kencho — 2024-11-30

Performance in mathematics has been declining over the years in Bhutan. There are many studies on motivation and mathematics. However, fewer papers are available in the Bhutanese context. Thus, of the many factors, this study investigated the impact of motivation on the academic performance of the students in the Kuzhugchen Middle Secondary School, Thimphu Dzongkhag (district). Out of 142 students, data were collected from 108 students (54 males and 54 females) selected using a proportionate random sampling. The t-test results revealed that there is a significant difference between academic performance and gender and no significant difference between motivation and gender. We also found a significantly small and positive correlation between the expectancy scale and academic performance, a moderate and negative correlation between the affect scale and academic performance, and no correlation between the value scale and academic performance. The findings of this study call for teachers, parents and other stakeholders to investigate the factors affecting mathematics performance and intervene accordingly. Furthermore, similar studies in other parts of the country, especially in rural areas, are recommended for new insights into motivation and academic performance.