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Thematische Bibliographien / Bhutanese students / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Bhutanese students“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 28. Juli 2025

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1

Tobden, Jamba. "Political Economy of Resource Economics: Unlocking the Policy Debate on Accelerated Hydropower Future in Bhutan." Bhutan Journal of Natural Resources and Development 9, no. 1 (2022): 31–43. http://dx.doi.org/10.17102/cnr.2022.70.

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Bhutan is endowed with abundant hydropower potential and harnessing it has assumed national strategic importance as it is the backbone of Bhutan’s economy. Given the importance of hydropower, the Sustainable Hydropower Development Policy was adopted in 2008 to accelerate hydropower development and achieve economic self reliance. However, the acceleration generated a lot of controversy undermining the confidence of the Bhutanese people from all fronts, such as anticipated lower returns to investment, unstable future markets, threats from climate change, cost overrun, and delayed completion of p

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Pem, Kinley, and Pornpimol Sukavatee. "Bhutanese Fourth Grade Students’ Opinions towards Extensive Reading." LEARN Journal: Language Education and Acquisition Research Network 17, no. 2 (2024): 95–109. https://doi.org/10.70730/zlgr9364.

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The mixed perceptions towards extensive reading (ER) were shown by several studies of higher and university-level students in foreign and second language learning contexts. However, ER perception studies are limited, particularly qualitative ER studies with kids, and Bhutan has yet to implement and evaluate the important concept of extensive reading. Hence, this qualitative study investigates fourth-grade Bhutanese students’ opinions towards extensive reading regarding reading material preferences, ways of book selection, choice of place for reading, and the benefits of extensive reading instr

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Christensen, Line Kikkenborg. "Freedom of Speech and Silent Youth Protest in Bhutan." South Asia Research 37, no. 1 (2017): 93–108. http://dx.doi.org/10.1177/0262728016675523.

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This article suggests that a political censorship regime exists in Bhutan and that appeals to ensure security and sovereignty of the country, rather than power, are used to uphold this regime. Fieldwork uncovers that fear of how authorities may punish anyone in open opposition is widespread among Bhutanese college students. A number of political issues are characterised as ‘sensitive’ by informants and skilful navigation around them is needed. The perception of free speech as limited inspires self-censorship in public and in private among Bhutanese college students. Free speech is practised in

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Wangchuk, Tashi. "Investigating Teachers’ Oral Corrective Feedback and Students’ Uptake in Grade 6 Bhutanese Primary Classrooms." Journal of the International Society for Teacher Education 27, no. 2 (2023): 15–28. http://dx.doi.org/10.26522/jiste.v27i2.4369.

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Oral corrective feedback (OCF) plays an important role in language teaching and learning, but little research has examined Bhutanese teachers’ practices of OCF on students’ speaking performance and uptake. This paper reports on a mixed-method approach to investigate the rate of students' uptake on teachers' OCF within an ESL setting in Bhutanese grade six primary classrooms. Convenience sampling was applied to gather data from observations of two teachers and fifty-seven students in a primary school. The results of content analysis from classroom observations indicate that the teachers used fo

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SONAM, DHENDUP. "INVESTIGATING LANGUAGE LEARNING STRATEGY USE BY BHUTANESE UNDERGRADUATE STUDENTS." i-manager’s Journal on English Language Teaching 11, no. 1 (2021): 28. http://dx.doi.org/10.26634/jelt.11.1.17552.

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6

Dorji, Rinchen, David Paterson, Lorraine Graham, Judith Miller, and Jeff Baile. "Reflections on Inclusion: Students with Visual Impairment in Bhutan." Asian Journal of Inclusive Education 8, no. 1 (2020): 03–23. http://dx.doi.org/10.59595/ajie.08.1.1.

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This study provides a retrospective view of past students with visual impairment (VI) regarding their experience in inclusive settings in the Bhutanese education system. Twelve past students (10 males and 2 females) with VI completed an online survey via Qualtrics. The survey consisted of a 37-item survey termed the Bhutanese Attitudes Towards Inclusive Education – Past Students (BATIE-PS). Eight open-ended questions were also included in the survey, which allowed the participants to elaborate on their experience and views regarding inclusive education. This paper relates to participant experi

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Wangdi, Norbu, Yeshi Dema, and Ngawang Chogyel. "Online learning amid COVID-19 pandemic: Perspectives of Bhutanese students." International Journal of Didactical Studies 2, no. 1 (2021): 101456. http://dx.doi.org/10.33902/ijods.2021167818.

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8

Mongar, Kishore. "Bhutanese Teachers' and Students' Perceptions about Environmental Issues in Bhutan." Interdisciplinary Journal of Environmental and Science Education 18, no. 1 (2021): e2263. http://dx.doi.org/10.21601/ijese/11363.

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9

Wangdi, Thinley, and Amit Rai. "Enhancing reading comprehension skills among Bhutanese English learners through translanguaging." Studies in English Language and Education 11, no. 3 (2024): 1473–92. http://dx.doi.org/10.24815/siele.v11i3.37882.

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Translanguaging has recently emerged as a prominent field of study. Despite its growing popularity, its impact on students’ reading comprehension skills remains largely unexplored. This study employed a quasi-experimental research design to examine the impact of translanguaging on students’ reading comprehension performance. The study also examined students’ perceptions of translanguaging to gain a deeper understanding of translanguaging’s potential impact. Data were gathered through pre-and post-tests, questionnaires, semi-structured interviews, and observations. A sample of 56 Bhutanese scho

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Wangchuk, Nima, Chencho Wangchuk, Dhanapati Sharma, and Phub Dorji. "Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan." Journal of English as A Foreign Language Teaching and Research 1, no. 1 (2021): 46–60. http://dx.doi.org/10.31098/jefltr.v1i1.453.

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This paper reports a survey of Bhutanese teachers’ Perception and Practices of Teaching Grammar in Higher Secondary Schools in Bhutan. The teaching of grammar in Bhutanese school is predominately guided by curriculum, whereby context-based teaching is mostly encouraged. The descriptive analysis based on quantitative findings of the study indicated that Bhutanese teachers generally believed that the formal study of grammar is essential to the eventual mastery of a foreign or second language. The study also showed that grammar is generally believed to be best taught explicitly, inductively or de

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Singay. "English Oral Communication Needs of Bhutanese Students: As Perceived by the Teachers and Students." English Language Teaching 11, no. 4 (2018): 74. http://dx.doi.org/10.5539/elt.v11n4p74.

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The main aim of this study was to investigate the oral communication needs in English from the perspective of students and teachers to improve students' oral communication ability. A questionnaire was administered to 45 participants consisted of 36 students and 9 teachers. The data were analyzed using descriptive statistics like mean and standard deviation. Results revealed that students and teachers had different standpoints of oral communication needs in English in the classroom, especially with regard to general listening and speaking skills. In addition, findings from the questionnaire sug

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Dorji, Tshering, Sonam Dhendup, and Sherab Jatsho. "The Impact of Family Type on Bhutanese Secondary Students’ Academic Performance." Journal of Humanities and Education Development 3, no. 5 (2021): 58–64. http://dx.doi.org/10.22161/jhed.3.5.7.

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Stacy, Ivan, Cathryn B. Bennett, and Hau Fai Edmond Law. "From reproduction to construction: Bhutanese higher education students’ attitudes towards learning." Cogent Education 4, no. 1 (2017): 1305712. http://dx.doi.org/10.1080/2331186x.2017.1305712.

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14

Dorji, Tshering, Sonam Dhendup, and Sherab Jatsho. "The Impact of Family Type on Bhutanese Secondary Students’ Academic Performance." Journal of Humanities and Education Development 3, no. 5 (2021): 58–64. http://dx.doi.org/10.22161/jhed.3.5.8.

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Family support has played an influential role in a child’s development, particularly in education and learning. However, little research is undertaken in developing countries related to student academic achievement and their family type. This current study aimed to study the differences and similarities in students' academic achievement scores between broken and intact families. Family type in this study refers to either broken or intact. The broken family in this study has particular reference to children from divorced families only. This study used a quantitative approach to collect informat

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Wangdi, Jigme, Kinley Dema, and Sonam Jamtsho. "Bhutanese Students' Perceptions of ChatGPT in Enhancing Academic Writing in English." Sherub Doenme: The Research Journal of Sherubtse College 18 (May 26, 2025): 72–85. https://doi.org/10.17102/sherubdoenme.18.2025.06.

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The current study investigates perceptions on the effectiveness of ChatGPT in enhancing academic writing skills among Bhutanese university students. Employing a qualitative design with a pilot case study approach, this research assessed how ChatGPT could improve writing clarity, structure, and coherence, and evaluated student perceptions of using such AI tools in an academic setting. Participants were final year undergraduate students from the College of Language and Culture Studies (CLCS) in Bhutan, enrolled in Language and Literature, and Dzongkha and Culture courses. Data were collected thr

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Jurmi, Thinley, and Bahadur Chhetri Purna. "Impact of place based education as teaching pedagogies for active engagement of sixth grade students in learning science." i-manager's Journal on School Educational Technology 18, no. 1 (2022): 19. http://dx.doi.org/10.26634/jsch.18.1.19117.

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To enable learning to the fullest for whole development of children, theories stated that the children should be actively engaged during the learning process. However, Bhutanese classrooms predominately use traditional methods of teaching within the four walls. Like any other country, Bhutan's educational system gears up to use different teaching strategies to maximize students' engagement for a better academic score. The purpose of this study was to improve the learners' engagement in learning by using place-based education approaches as teaching methods. The study further delved into which o

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Dendup, Tashi, Sangay Wangmo, and Ugyen Yangchen. "ACADEMIC PERFORMANCE OF UNDERGRADUATE STUDENTS IN STEM AND ARTS SUBJECTS IN BHUTAN: A GENDER PERSPECTIVE." Indonesian Journal of Social Research (IJSR) 3, no. 3 (2021): 190–200. http://dx.doi.org/10.30997/ijsr.v3i3.147.

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Academic performance disparities among the gender of students are the cause of concern. Numerous explanations for academic performance disparities, especially in Science Technology Engineering and Mathematics (STEM) and Arts subjects between male and female students, are established in many countries. However, similar studies in Bhutan, especially at the tertiary education level, are scant. Therefore, this study mainly assessed i) students’ perception of STEM and Arts subjects, ii) compared male and female academic performance in STEM and Arts subjects, and iii) studied students' perception of

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Sonam, Sangay, Sonam Daker, Kesang Wangmo, and Sonam Choden. "Factors Affecting the Secondary School Students’ Attitude towards Learning English Language: A Case of a Higher Secondary School in Southern Bhutan." Asian Journal of Education and Social Studies 42, no. 4 (2023): 35–57. http://dx.doi.org/10.9734/ajess/2023/v42i4922.

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This study explored the factors affecting higher secondary school students’ attitudes toward learning English as a second language in southern Bhutan. The study intended to investigate factors affecting the attitudes of Bhutanese secondary students towards learning English as the researcher could not locate any studies done by Bhutanese in Bhutan. The study is conducted to identify the factors that influence the attitudes of secondary school students toward English learning and their performance in English. The study employed the convergent parallel mixed-methods design guided by a pragmatic p

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Tshewang, Dorji. "Classroom Observation in the Bhutanese Classroom: Its Reality and Limitation." European journal of volunteering and community-based projects 1, no. 2 (2020): 40–49. https://doi.org/10.5281/zenodo.4080422.

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The teaching-learning process in a classroom is best understood through classroom observation. Classroom observation helps teachers to improve their teaching-learning quality. The purpose of the study was to observe the teaching-learning process inside the classroom.  The study was qualitative in nature and used two rounds of classroom observations.  Data were collected from 35 (20 male and 15 female) teacher participants in the school. The study was conducted at one higher secondary school under Thimphu Thromde, Bhutan. A non-probability convenient sampling technique was used for th

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Rinchen, Pema. "Impact of transformational leadership practice on management of secondary schools under zhemgang dzongkhag." Science Archives 03, no. 01 (2022): 35–49. http://dx.doi.org/10.47587/sa.2022.3104.

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Bhutanese principals faced several challenges in course of their jobs. This has led to managerial issues and mismanagement at schools. The impact of principals’ transformational leadership practice on the administration of Bhutanese schools is discussed. The study had three goals: to investigate the impact of principals’ TLP on teachers’ commitment; to determine the impact of principals’ TLP on school physical resource management; and to determine the impact of principals’ TLP on school financial resource management. Transformational leadership theory, which elucidates what leaders do to attai

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Mudwari, Nabaraj, Kim Beasy, Carol Murphy, and Monica Cuskelly. "Views of Adolescent Bhutanese Refugees on Home Learning During School Shutdown Across the Period of COVID-19." Journal of Ethnic and Cultural Studies 8, no. 4 (2021): 286. http://dx.doi.org/10.29333/ejecs/828.

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The coronavirus (COVID-19) pandemic is now a global crisis, resulting in the intermittent closure of many schools, worldwide. The school closures are believed to have affected adolescents’ education, particularly for vulnerable adolescents including those from a refugee-background. The study explores the home learning experiences of adolescent Bhutanese refugees in Tasmania, Australia and draws on social capital theory to interpret findings. Interviews with adolescent Bhutanese refugees revealed four overarching themes: disengagement from learning, the experience of isolation, the complexity o

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Karma, Sonam Rigdel, and Yangchen Kezang. "Sources of geography class enjoyment and boredom among bhutanese secondary school students." i-manager's Journal on Educational Psychology 17, no. 3 (2024): 21. http://dx.doi.org/10.26634/jpsy.17.3.20380.

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This qualitative study explored the potential sources of enjoyment and boredom in geography classes among Bhutanese secondary school students. Utilizing open-ended surveys and semi-structured interviews, 206 participants aged 17 to 22, predominantly from classes 11 and 12, shared their perspectives. The thematic analysis of the data revealed four sources that contributed to students' enjoyment and boredom in geography classes. The findings on sources of enjoyment included sources like enthusiasm, encouragement, friendliness and support which emerged as crucial contributors to enjoyment. Moreov

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Rinchen, Sonam, Surasak Taneepanichskul, and Namgay Dawa. "Prevalence and predictors of tobacco use among Bhutanese adolescents." Journal of Health Research 32, no. 4 (2018): 288–97. http://dx.doi.org/10.1108/jhr-05-2018-031.

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Purpose The purpose of this paper is to examine the prevalence of tobacco use and associated factors influencing the use of tobacco among adolescents in a school setting. Design/methodology/approach A cross-sectional descriptive study was conducted amongst Bhutanese adolescents studying at high schools in the district of Wangdue Phodrang in May 2016. A total of 378 eighth-grade students from four schools participated in the study. A self-administered questionnaire was used to collect data. Bivariate and multivariate logistic regressions were carried out to describe the predictors of tobacco us

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Dorji, Yeshi. "Integration of Global Citizenship Education (GCED) into Bhutan’s Curriculum: In-Depth Analysis, Alignment and Enrichment of GNH as a Framework." International Journal of Research and Innovation in Social Science VIII, no. IX (2024): 1142–57. http://dx.doi.org/10.47772/ijriss.2024.809097.

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This research attempts to highlight the necessity of integrating Global Citizenship Education (GCED) into Bhutan’s educational curriculum aligning it with the fundamental principles of Gross National Happiness (GNH). It acknowledges the pivotal role of nurturing a global citizenship mindset among Bhutanese students, enabling them to comprehend global challenges, appreciate cultural diversity, and cultivate a profound sense of responsibility towards sustainable development. By establishing a robust connection between GCED and GNH, identifying implementation obstacles, and providing actionable p

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Rai, Budhiman, and Sonam Dhendup. "Students’ Acceptance of Google Classroom for Teaching and Learning in Bhutanese Secondary Schools." Journal of Humanities and Education Development 4, no. 5 (2022): 31–44. http://dx.doi.org/10.22161/jhed.4.5.6.

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The purpose of this study was to determine the factors that influence Bhutanese secondary students' behavioural intention and their despondency to accept google classroom platform as a learning management system. The study utilized structural equation modelling (SEM) to examine the direct effects using students self- reported answers. The endogenous variable was Behavior intention (BI) while the exogenous variables were perceived usefulness (PU); perceived ease of use (PEOU); facilitating conditions (FC), and tutor quality (TQ). The data for this study was collected from 340 secondary students

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Kuenzang, Dorji, Tshomo Tashi, and Dorji Singye. "Impact of multimedia technology integrated instruction on students' learning satisfaction in bhutanese classroom." i-manager's Journal on School Educational Technology 17, no. 3 (2022): 17. http://dx.doi.org/10.26634/jsch.17.3.18554.

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In the present world of technology, students grow up with technological devices at home and in schools, which revolutionize the way they learn. Future education technology shall transform teaching and learning by providing teachers and students with a variety of new devices to work with. Thus, the study was designed to examine the impact of multimedia technology-integrated instruction on learning satisfaction of students studying at upper primary level in one of the countryside primary schools in Bhutan. A mixed methods research was adopted to ensure better understanding of the results. Follow

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Chhetri, Ramesh Kumar. "Preparedness of Bhutanese Higher Education Institutions for Inclusive Education: An Exploratory Study." European Journal of Inclusive Education 4, no. 1 (2025): 1–19. https://doi.org/10.7146/ejie.v4i1.149699.

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This study explored the preparedness of Higher Education Institutions (HEIs) in Bhutan for inclusive education, focusing on current culture, practices, and policies related to inclusion. Using an explanatory sequential mixed-methods approach guided by pragmatism, the study employed stratified random sampling to select participants, including academics, support staff, and students from nine constituent colleges and two affiliated colleges of the Royal University of Bhutan (RUB), as well as stakeholders and parents. Findings were analysed across six themes: understanding of inclusive education,

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Chimi, Dema. "Effective Strategies for Maintaining an English Writing Portfolio to Enhance Students' Writing Skills and Continuous Assessment Scores." International Journal of Social Science and Human Research 07, no. 05 (2024): 2799–811. https://doi.org/10.5281/zenodo.11180926.

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English Writing Portfolio plays a crucial role in Bhutanese education, serving as a tool for continuous assessment and fostering the growth of students' writing skills. This study examines the effectiveness of various strategies employed in maintaining and assessing writing portfolios, focusing on class XI and XII students at Peljorling Higher Secondary School. Drawing on both quantitative and qualitative data, the research investigates the impact of writing portfolios on students' writing proficiency and their attitudes toward portfolio maintenance. Findings underscore the significance of wri

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Mongar, Kishore. "Bhutanese Teachers’ and Students’ Perspectives on Approaches to Teaching ESD Through Environmental Science." Interdisciplinary Journal of Environmental and Science Education 18, no. 2 (2022): e2272. http://dx.doi.org/10.21601/ijese/11894.

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Tshomo, Dechen, Ugyen Tshomo, Khandu Dorji, Hari Maya Gurung, and Kezang Sherab. "Influence of Family Values on Sexual Behaviour: A Qualitative Study of the Perceptions of Pre-Service Student Teachers." Advances in Social Sciences Research Journal 8, no. 9 (2021): 460–71. http://dx.doi.org/10.14738/assrj.89.10767.

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Family values and culture play a crucial role in the sexual behaviour of young adults. Due to lack of research, it is difficult to understand how Bhutanese family values and culture impact the sexual behaviour of young adults. Bhutanese are known for taking pride in their family values and culture and this is vividly brought out in this paper as a context to the study being carried out. This study employed a qualitative approach to understand the perceptions of pre-service student teachers (16 Key Informant & 2 Focus Group Interviews) regarding the influence of family values on their sexua

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Tshering, Gembo, and Vaughan Prain. "Benchmarking the performance of Bhutanese students with the performance of the students from the OECD's PISA countries." Educational Research and Evaluation 17, no. 4 (2011): 263–81. http://dx.doi.org/10.1080/13803611.2011.621763.

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Lhatu. "The Effects of Using Simulated Role Play in Teaching History to Secondary Students in Bhutan." Educational Innovation and Practice 5 (September 9, 2022): 61–77. http://dx.doi.org/10.17102/5.4.eip.2022.

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This experimental study investigated the learning achievement of grade IX Bhutanese students using simulated role play technique in teaching and learning history. From a total of 180 grade IX students, 60 students were selected using cluster random sampling technique. Data were collected using multiple methods including questionnaire, students’ reflective journal and achievement test (pre-test and post-test). The key findings revealed that there were significant differences in the mean scores of the students after the integration of simulated role play technique in teaching history. Other find

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Wangmo, Sangay, Sonam Daker, and Kesang Wangmo. "Factors Affecting Spoken Competency in English of Rural and Urban Students in Bhutanese Middle Secondary Schools." Asian Journal of Education and Social Studies 42, no. 4 (2023): 124–43. http://dx.doi.org/10.9734/ajess/2023/v42i4929.

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The study aimed to examine the factors affecting the spoken competency of rural and urban students in Bhutanese Middle Secondary schools. The study employed a convergent mixed method design with the data collection tools of classroom observations, student survey questionnaires, and semi-structured interviews with teachers and students. Five English teachers (3 Males, 2 Females) and 243 students (114 Males, 129 Females) from both rural and urban areas participated in the study. The quantitative data were analyzed using descriptive (mean and standard deviation) analysis by means of a statistical

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Wangdi, Thinley, and Karma Sonam Rigdel. "English Teachers’ Emotions and Regulation Strategies in Response to Students’ Disruptive Behaviour." Profile: Issues in Teachers' Professional Development 27, no. 1 (2025): 49–65. https://doi.org/10.15446/profile.v27n1.114147.

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This study explored the emotions and coping strategies of 25 Bhutanese English teachers in response to student disruption. Thematic analysis of in-depth interviews revealed that the participants encountered a variety of students’ disruptive behaviours that elicited a wide range of emotions, both positive (e.g., compassion and pride) and negative (e.g., frustration, irritation, anger, sadness, anxiety, insult, guilt, and disappointment). Findings also indicated that teachers regulate their emotions using both antecedent-focused (e.g., situation selection, situation modification, attention deplo

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Reeta Rai, Sonam Rinchen, Kezang Choden, and Lhapchu Lhapchu. "Enhancing Chemistry Education Through Professional Development of Secondary School Chemistry Teachers Using Open Educational Resources." Educational Innovation and Practice 10, no. 01 (2025): 65–83. https://doi.org/10.17102/eip.10.2025.04.

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Chemistry, a core element of STEM education. It helps understand matter and its interactions while bridging sciences and fostering critical thinking. It also offers careers in medicine, biotechnology, and sustainability, driving innovations in health and technology However, its teaching is challenging due to complex concepts, calculations, and laboratory safety concerns. Bhutanese students often struggle to comprehend chemistry and its practical application, relying heavily on rote memorisation. Research suggests that professional development can improve teaching and learning outcomes. This st

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Dukpa, Norbu, L. S. S. Orong, and Samdrup Jongkhar. "Comparison of Academic Results between Fully Autonomous and Non-autonomous Schools." Asian Journal of Education and Social Studies 43, no. 1 (2023): 32–40. http://dx.doi.org/10.9734/ajess/2023/v43i1933.

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School autonomy empowers schools to make decisions to invest in matters that are important for the school. School autonomy is also related to increased or improved student performance. Since 2014, the Bhutanese Ministry of Education implemented Central School reform initiative, which granted school autonomy in financial matters and school governance. The reform initiative was as a result of surmounting evidences on the perceived decline on the quality of education and student performance. This research attempted to determine if students’ performance in board examinations improved over the cons

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Tshewang, Rinchen, Vinesh Chandra, and Andy Yeh. "Students’ and teachers’ perceptions of classroom learning environment in Bhutanese eighth-grade mathematics classes." Learning Environments Research 20, no. 2 (2016): 269–88. http://dx.doi.org/10.1007/s10984-016-9225-6.

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Haridev Singh, Elangbam, and Dawa Drakpa. "Impact of Entrepreneurial Education on Entrepreneurial Intention of Students : Analysis of Bhutanese Business Colleges." AMC Indian Journal of Entrepreneurship 6, no. 1 (2023): 29. http://dx.doi.org/10.17010/amcije/2023/v6i1/172747.

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Das, Pabi Maya, Chatree Faikhamta, and Vittaya Punsuvon. "Bhutanese Students’ Views of Nature of Science: a Case Study of Culturally Rich Country." Research in Science Education 49, no. 2 (2017): 391–412. http://dx.doi.org/10.1007/s11165-017-9611-9.

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Dorji, Chheoku. "The Power of Reinforcement Strategies: Evaluating its Impact on Behavioral Change in a Bhutanese Classroom." Asian Journal of Education and Social Studies 51, no. 6 (2025): 478–91. https://doi.org/10.9734/ajess/2025/v51i62011.

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This action research study examined the effectiveness of reinforcement strategies on behavioral change among Class VI students at Sinchula Primary School in Bhutan. Using a mixed-methods approach during a four-week intervention period, the study aimed to determine if behavior modification techniques would alter student behavior with the use of positive reinforcement, such as praise, recognition, and tangible rewards, or through negative reinforcement, like removal of undesired conditions. Data was obtained through systematic observations, behavior tracking charts, and feedback surveys from the

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Dendup, Pema. "Code-Switching in the Classroom: The Perspectives of Bhutanese Teachers." International Journal of Linguistics and Translation Studies 1, no. 3 (2020): 47–57. http://dx.doi.org/10.36892/ijlts.v1i3.87.

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Code-switching (henceforth as CS) is the use of two or more languages in conversation. It is sometimes known as ‘language mixing’. CS may occur between sentences, known as 'inter-sentential' CS; and it may also occur within a sentence, known as 'intra-sentential CS. Cs is a linguistic feature of Multi-lingual societies, as they are gifted with more privileges to use various languages. CS in Bhutan is prevalent in offices, schools, institutes and market places, formally or informally, knowingly or unknowingly. This paper highlights the attitude of Bhutanese teachers towards CS in the classroom

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Dendup, Pema. "Code-Switching in the Classroom: The Perspectives of Bhutanese Teachers." International Journal of Linguistics and Translation Studies 1, no. 3 (2020): 47–57. http://dx.doi.org/10.36892/ijlts.v1i3.87.

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Code-switching (henceforth as CS) is the use of two or more languages in conversation. It is sometimes known as ‘language mixing’. CS may occur between sentences, known as 'inter-sentential' CS; and it may also occur within a sentence, known as 'intra-sentential CS. Cs is a linguistic feature of Multi-lingual societies, as they are gifted with more privileges to use various languages. CS in Bhutan is prevalent in offices, schools, institutes and market places, formally or informally, knowingly or unknowingly. This paper highlights the attitude of Bhutanese teachers towards CS in the classroom

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Sherab, Kezang, Bijoy Kumar Rai, and Nick Hopwood. "Sustaining Students’ Interest and Engagement in Learning School Science During Interactive Lectures." Journal of the International Society for Teacher Education 28, no. 2 (2024): 27–44. https://doi.org/10.26522/jiste.v28i2.4746.

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How do teachers elicit and sustain students’ interest and engagement in science lessons? This paper answers this question in the context of Bhutan, where students’ performance in science is low compared to other subjects, and where falling levels of interest in science are a concern. Like other countries in the Global South, a large proportion of science lessons are delivered through interactive lectures. Data were generated from observation of 78 grade 6, 8 and 10 science lessons at a Bhutanese middle secondary school, complemented by interviews with 4 students in each grade and their teacher

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Das, Pabi Maya, Chatree Faikhamta, and Vittaya Punsuvon. "Enhancing Bhutanese Students’ Views of the Nature of Science in Matter and its Composition and Study of Gas Laws through an Explicit and Reflective Approach." Science Education International 29, no. 1 (2018): 20–28. http://dx.doi.org/10.33828/sei.v29.i1.3.

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This study investigated the development of Bhutanese students’ views of the nature of science (NOS) as they engaged in an explicit and reflective approach. Seven aspects of NOS were integrated into the chemistry content in two learning units titled “matter and its composition” and “study of gas laws” over a time span of 6 weeks in a 9th Grade class. This study employed mixed method approaches which included the use of a questionnaire, semi-structured interviews, classroom observations, and a review of students’ journals, and assignments. Data were analyzed for established patterns and themes.

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Dorji, Nima, and Purna Bdr Subba. "Understanding the Relationship between Grade X Students’ Metacognitive Skills and Mathematics Performance: A Correlational Study." Bhutan Journal of Research and Development 12, no. 1 (2023): 50–62. http://dx.doi.org/10.17102/bjrd.rub.12.1.0055.

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Although it has always been a required core subject in Bhutanese schools, underachievement in mathematics regularly shows that the requirement has very little impact on students. This study aims to examine the relationship between mathematics performance and metacognitive skills in grade X students. This study used 347 grade X students (M = 162, F = 185) from one of the schools in Sarpang Dzongkhag and a correlational survey design. The level of students' metacognitive skills was evaluated using the modified Metacognitive Awareness Inventory (MAI), whilst their mathematics performance was eval

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Wangmo, Thinley, and Pema Youden. "Examining Learners’ Experiences and Challenges with Peer Assessment in Bhutanese Classrooms: An Explorative Study." Journal of English Language Teaching and Linguistics 10, no. 1 (2025): 1. https://doi.org/10.21462/jeltl.v10i1.1494.

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<p><em>This exploratory study investigates the experiences and challenges of Bhutanese students with peer assessment in an Academic Skills module. The research focuses on learners' familiarity, attitudes, and perceptions of fairness regarding peer assessment and examines the correlation between grades assigned by peers and teachers. Using a mixed-methods approach, the study collects both qualitative and quantitative data through surveys, observations, and ANOVA analysis. Findings indicate a generally positive reception of peer assessment, with most students perceiving it as benefic

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Lhadon, Pema, Sonam Daker, Kesang Wangmo, and Kelzang. "Benefits of Communicative Method of Teaching Grammar in a Bhutanese Higher Secondary School: A Qualitative Study." Asian Journal of Education and Social Studies 43, no. 1 (2023): 20–31. http://dx.doi.org/10.9734/ajess/2023/v43i1932.

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The effective method to teach grammar to students has been a point of disputation between advocates for language acquisition and linguistics. The study investigated the benefits of the Communicative Method of Teaching Grammar (CMTG) in a Higher Secondary School under Thimphu Thromde. The study was based on the constructivist paradigm and adopted a qualitative case study research design. The study involved twelve students and three English teachers selected purposefully from a Higher Secondary School in Thimphu. The data was collected through one-on-one interviews, Focus group discussions (FGDs

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Ngedup, Sonam. "National oral health survey in 6- and 12-year-old Bhutanese school children." Bhutan Health Journal 2, no. 1 (2016): 11–17. http://dx.doi.org/10.47811/bhj.16.

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Introduction: Dental caries is a highly prevalent and a significant public health problem affecting 70% to 95% of children, including adults in member states of the South East Asia region. Epidemiological data on the prevalence of dental caries amongst Bhutanese children at the national level is non-existent. The objective of this study was to determine the prevalence of dental caries, periodontal status, traumatic dental injuries and fluorosis in 6-and 12-year-old school children. Methods: A descriptive cross-sectional survey in two age groups of school children in Bhutan was conducted

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Tenzin, Karma. "Conceptual Coherence and Dominant Misconceptions in the Concept of Force among Higher Education Students through the Administration of the Force Concept Inventory." Asian Research Journal of Arts & Social Sciences 22, no. 10 (2024): 35–50. http://dx.doi.org/10.9734/arjass/2024/v22i10583.

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The paper reported here is a part of a larger 8000 student survey to determine the common misconceptions regarding Newtonian mechanics among Bhutanese students. The force concept inventory was used as a diagnostic instrument to probe students’ misconceptions regarding the concept of force in physics. The objective of the research was to determine the extent to which student scores demonstrated conceptual coherence, Newtonian thinking, and identify dominant misconceptions. Data was collected from university students majoring in physics (N = 40), year I and year IV pre-service teachers (N=155),

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Singay, S. "Flipped learning in the English as a second language classroom: Bhutanese students’ perceptions and attitudes of flipped learning approach in learning grammar." Indonesian Journal of Applied Linguistics 9, no. 3 (2020): 666–74. http://dx.doi.org/10.17509/ijal.v9i3.23217.

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Although extensive research has been carried out on the positive effects of flipped learning in a first language context, there remains a paucity of evidence on the impact of flipped learning in a second language context specifically in Bhutan. The present study was undertaken to examine Bhutanese students’ attitudes and perceptions toward the flipped learning approach in a second language context. The participants of this study were forty students (20 females and 20 males). Data collection instruments used in this study were questionnaire and semi-structured interview. Findings from the quest

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