Students are encouraged to actively participate in classroom. Nevertheless, many of them were still reluctant to speak up. This paper discussed the factors which influenced classroom participation in Bhutanese context. Both interviews and observation were used to collect data from the field. Interview was conducted with 20 students from class XI comprising 10 males and 10 females. The goal was to identify the forms and level of participation, and subsequently to select the students in terms of active or passive participation in the classroom. Observation was done for a period of 5 weeks of teaching in three classes in class XI. Their forms of participation were recorded throughout the teaching hours.  The findings showed that majority of Bhutanese students were involved in passive participation: Sitting quietly, writing notes, listening and paying attention. Interestingly, a good number of students was also actively involved in asking questions, giving opinion, responding opinion, discussion, making comment and seeking help. The interview data showed that the factors influencing classroom participation were teachers, friends, classroom size, advance preparation and language. Classroom participation also entailed positive benefits in teaching-learning process. However, the findings would serve as guide or insight for teachers and learners regarding the factors affecting students’ participation among school students. This also assist teachers and learners to take into the accounts the way to overcome students’ problems such as a fear of participation in the classroom and thus increase motivation.

Peer tutoring is a common instructional strategy used in classrooms. This study focused on the effects that peer tutoring has on students of the novice group. The effect of peer tutoring was compared based on the score of pretest and posttest to those of the control group. At the end of the tutoring session, the satisfaction of the students was accessed by administering questionnaires. Hence, this is a mix-mode research where survey questionnaire and class tests score has been used. The questionnaires consist of two parts.  Part one consisted of nine closed questions using a Likert scale and in addition to the opportunity to provide free text comments and part two consists of five close ended questions using a Likert scale to assess the usefulness of the tutoring session. The posttest result showed that 7 out of 8 participants made significant progress after intervention. The student’s perceptions on the action-tutoring strategy were all positive that students were satisfied with tutoring timing, session and had found useful to be recommended with other friends. Hence, it has positive effect in learning science at class seven

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