How can I Improve my Teaching Strategies for Class Twelve Students to Score Better in The Merchant of Venice?

Abstract

During the 2018 Mid-Term Examinations, Class Twelve students of Phuentshol[1]ing Higher Secondary School scored relatively lower in The Merchant of Venice in comparison to short stories. Action research, thus, was undertaken with the research question ‘How can I improve my teaching strategies for Class Twelve students to score better in The Merchant of Venice?’ thirty Class Twelve science students of Phuentsholing Higher Secondary School participated. Data was mainly gathered through students’ Mid-Term Examinations marks. Questionnaires were also used to identify and analyse the preferred learning styles of students and to obtain insight into students’ beliefs and attitude towards learning the play. Base[1]line data was collected and analysed followed by a practice of preferred learning styles suggested by students and informed by literature. After three months of the intervention process, data was once again collected and compared with the baseline data. The result showed noteworthy improvement in the students’ overall score.