The present study was undertaken to determine the perception of Bhutanese

The present study was undertaken to find out whether peer learning can be an alternative teaching pedagogy in a highly teacher centered class taking Bhutanese school as case study. The study involved classroom observation of teaching and learning processes and focus group interviews. The study sample included 11 Bhutanese secondary schools spread over 4 Dzongkhags (state). 22teachers and 88 students were engaged in the study. One of the main findings of this study is the minimal existence of comfort zone between the teacher and students in Bhutanese schools. This has led to the practice of peer learning initiated both by the students and teachers to enhance students' learning. Another finding is that peer-teaching is a dominant practice as compared to reciprocal peer-learning. Other findings include the existence of opportunities to enhance peer-learning through remedial classes and in boarding schools. Some of the recommendations are: to include the peer learning method with its multifaceted approach as one of the teaching and learning approaches in teacher training programmes; implement peer learning through remedial classes and in hostels; and work towards the comfort zone between the teacher and the students.

Secondary students' perceptions of learning science and mathematics have been researched internationally, but less in the global South. This study investigated Grades 9 and 10 students' experiences of learning biology, chemistry, physics and mathematics in Bhutanese secondary schools. A mixed-methods sequential design was used. First, 524 students from 7 schools completed a survey capturing their perceptions of learning in the four subject areas. Then, 82 of those respondents participated in one of 8 focus groups, exploring patterns in the survey data. Chemistry was seen as the most challenging subject, associated with memorisation, poor performance, stress and fear. Biology was perceived as more interesting and less anxiety-provoking, although a need to memorise large amounts of content was common. Mathematics was polarising, with some students finding it easier and more enjoyable, others the opposite. These findings add to the international literature on students' perceptions and experiences of science and mathematics. They inform curriculum and pedagogic change to enhance students' experiences, reduce negative perceptions and anxiety, make the choice to study these subjects in senior secondary years more appealing, and lift performance.

Group work has become an essential assessment practice to enhance students' learning and develop social skills in all higher education institutions. The study was undertaken to find out the effectiveness of group work. A mixed method sequential explanatory design was adopted with 181 tutors and 1241 students of nine constituent colleges of Royal University of Bhutan. The findings revealed that the students prefer group work and were aware of its benefits. However, the individual and group accountability were lacking leading to the presence of free riders. Further, awarding the same grade on a task irrespective of individuals’ contribution has led to increased free riders resulting in preference of individual tasks. Unless documentation is used for fair assessment, giving the same grade is seen as not a viable option in the current practice. Also, group work lacked interdependence due to division of work among members leading to limited opportunities for students to collaborate and enhance their social skills. Some of the recommendations are: to pay attention to group work design to promote interdependence in enhancing learning and social skills; to use documentation as evidence for group work assessment to minimize free riders; and to conduct a study to find out whether use of documentation in group work assignments leads to individual accountability.

This study aimed at finding out the teachers’ difficulty in teaching classes VII and VIII science. The research methodology used in this study is convergent parallel mixed method. A total of 107 Classes IX and X students and 12 science teachers from two higher secondary schools and a middle secondary school were included for the study. Data collection instruments used were survey questionnaires and focus group interview. Survey questionnaire data is analyzed using SPSS, while the recorded interview data is analyzed based on themes. The findings of this study revealed that teachers are facing difficulty in teaching classes VII and VIII science as they are not able to teach contents of science that are not their area of specialization. Therefore, study recommends Ministry of Education, Bhutan to work towards developing bifurcated science: Physics, Chemistry and Biology for Classes VII and VIII.