Educational Innovation and Practice

The Effectiveness of Professional Development Programmes in Improving Teaching Practices and Student Learning Outcomes at Samtse Higher Secondary School

2026-02-25T08:48:42+00:00

This study explored the effectiveness of Professional Development (PD) programmes in improving teaching practices and students’ learning outcomes at Samtse Higher Secondary School. PD is often utilised as an agency to educate teachers and bring about changes in their classroom practices. Employing a mixed-methods approach, this study collected quantitative data using students’ performance records and qualitative data through classroom observation and interviews. A total of 17 classroom observations and five focus group interviews were conducted.

The findings revealed improvement in teachers’ classroom practices after attending the PD programme. Teachers demonstrated increased use of technology to support classroom instruction, enhanced classroom management practices, and use of diverse assessment strategies. Qualitative findings also revealed that teachers perceive PD as a beneficial and relevant programme in helping them enhance instructional efficacy and address diverse learning needs. However, analysis of students' learning outcomes indicated no measurable improvement, largely due to the differences in the abilities of students, their prior knowledge and motivation. Despite limited short-term effects on students’ learning outcomes, the study highlights that PD programmes significantly improves classroom engagement, teacher competence and students’ participation. The study suggests that context-based and ICT-related PD programmes are essential to bring in pedagogical change and positive classroom practices.

Understanding the Emotional and Mental Health Issues of Students at Samtse College of Education: A Case Study

2026-02-25T09:03:57+00:00

The emotional and mental health of college students has become an increasing concern, influenced by academic pressure, cultural expectations, and stigma associated with mental illness. Despite anecdotal recognition of these challenges, systematic research within Bhutanese higher education remains scarce. This study explored students’ awareness, perceptions, and lived experiences of mental health at Samtse College of Education, with particular attention to the roles of gender, academic expectations, and cultural norms in shaping resilience and help-seeking behaviour. A convergent case study design was employed, combining quantitative and qualitative approaches. Questionnaires were administered to a stratified random sample of 500 students across various programmes and the responses were analysed using descriptive and correlational statistics in SPSS. Complementary semi-structured focus groups generated qualitative insights, which were thematically analysed using Braun and Clarke’s six-step framework. Findings revealed that although students acknowledged the significance of mental health, access to coping mechanisms and institutional support remained limited. Academic workload and competitive environments were leading stressors, while female students and postgraduates reported higher levels of vulnerability. Stigma and fear of social exclusion further discouraged many from seeking help. These results highlight the urgent need for culturally sensitive counselling, stigma reduction, and inclusive support systems to foster student well-being and academic success.

Exploring Students’ Perceptions and Experiences of Flipped Learning at Punakha Central School

2026-02-25T09:22:09+00:00

The COVID-19 pandemic accelerated the adoption of innovative pedagogies globally, including in Bhutan, where the flipped classroom approach has emerged as a promising model for technology-enhanced learning. This mixed-methods study examined students’ perceptions, engagement, and challenges related to the flipped classroom among Grades VIII to X students at Punakha Central School. Data were collected through surveys (n = 170) and follow-up interviews with 10 purposively selected students.

Findings revealed moderate acceptance and high neutrality, indicating that while students valued the flexibility, visual support, and collaborative opportunities offered by the flipped classroom (FC), they continued to prefer traditional face-to-face instruction for clearer understanding and teacher interaction. Challenges included limited teacher readiness, inconsistent digital resource quality, unequal access to technology, and distractions from mobile use. Despite these barriers, the flipped classroom was found to enhance students’ technological skills, self-directed learning, and participation when effectively implemented.

The study concludes that the flipped classroom remains a developing yet viable pedagogical model within the Bhutanese context. To optimise its potential, systematic teacher training, structured digital content, and blended learning integration are essential. These findings offer practical implications for advancing digital pedagogy and fostering learner-centred approaches in Bhutanese secondary education.

Misconceptions in Newtonian Mechanics: Diagnostic Findings and Contributing Factors

2026-02-25T09:33:57+00:00

Newtonian Mechanics forms the foundational concepts of physics and serves as the basis for understanding force and motion. Yet, many students continue to struggle with the concepts of Newtonian Mechanics. This study aimed to identify prevalent misconceptions among grade IX students using a sequential explanatory mixed-methods design. A Four-Tier Diagnostic Test with a Certainty of Response Index (CRI) was administered to detect misconceptions, followed by a survey and focus group interviews to examine the contributing factors. A total of 461 students from seven Bhutanese secondary schools participated in the study. Findings revealed that misconceptions persist across specific aspects of Newtonian Mechanics due to limited conceptual understanding, difficulty in relating the concepts to real-world contexts and poor mathematical reasoning. Curriculum design and structure were found to be logical and supportive, but other factors, including pedagogical approaches, students’ attitudes and engagement, competency, and resource utilisation and constraints, contributed to the persistence of misconceptions. The study recommends that teachers be provided with training on effective strategies integrating digital tools to address misconceptions in Newtonian Mechanics, and that schools invest in experimental kits and devices to support students’ understanding of complex concepts.

Effectiveness of Differentiated Instruction in Teaching The Merchant of Venice: An Action Research with Grade 12 Students

2026-02-25T09:48:10+00:00

Teachers in Bhutanese schools need to be prepared with various teaching skills to cater to students with different learning styles while delivering lessons. This action research evaluated the effectiveness of differentiated instruction in teaching Shakespeare’s 16th-century play, The Merchant of Venice, to grade 12 students at Nangkor Central School. The study investigated how differentiated teaching strategies impacted students’ learning outcomes compared to traditional teaching methods. Using a quantitative approach, two groups of 30 students were formed: a control group that received conventional teaching and an experimental group that experienced differentiated instruction over four weeks. Pre- and post-tests were administered to measure improvements in understanding and performance in The Merchant of Venice. Results indicated that while both groups showed improvement, the controlled group achieved significantly higher mean scores compared to the experimental group. The findings suggested that conventional teaching methods may be more effective in certain contexts, highlighting the need for further exploration into the long-term effects of differentiated instruction.

Using Community as a Classroom approach to Enhance Dzongkha Learning and Experiential Competencies in Pre-Service Teachers

2026-02-25T09:53:02+00:00

This study investigated the impact of utilising community as a classroom approach on learning in a Dzongkha module (mindfulness and awareness) among pre-service B.Ed First-year students across science and arts streams, framed within the principles of place-based education. Employing a quasi-experimental design, students from the History/English and Biology/Chemistry courses formed the treatment group (n = 61), while those from the English/Geography and Physics/Mathematics served as the control group (n = 52). The intervention engaged students in structured community-based activities, such as visits to the local Dratshang (monastery) and interactive lectures by the Lam Neten (head of the monastery), designed to enhance authentic language engagement, cultural appreciation, and applied learning. Descriptive statistics revealed higher mean scores for the treatment group (M = 14.77, SD = 3.45) compared with the control group (M = 13.15, SD = 2.52). Levene’s test indicated unequal variances, F (1, 111) = 4.97, p = .028, and an independent-samples t-test assuming unequal variances confirmed a significant difference, t (108.64) = 2.87, p = .005, mean difference = 1.62, 95% CI [0.50, 2.73]. Perception data collected from the treatment group only indicated strong agreement regarding the approach’s relevance, engagement, and practicality (M = 4.04–4.22), with moderate challenges reported (M = 2.88, SD = 1.01). Findings affirmed that using community as a classroom approach enhances learning, reflection, and professional readiness through culturally grounded, place-based pedagogy.