The outbreak of COVID-19 has affected every aspects of human life around the globe. Education is one of the sectors that has been severely affected due to the outbreak of coronavirus. Schools in more than 190 countries got shut down to break the chain of coronavirus. Therefore, this study was aimed to examine the perspectives of Bhutanese students towards online learning amid COVID-19 pandemic. The study employed mixed method to triangulate the data and solidify the findings. A total participants of 200 day scholar students of the school was selected through purposive sampling. Data collection was carried out using survey questionnaire and interview questions and analyzed based on descriptive statistics and thematic analysis. The findings of the study disclosed that the cost of internet in Bhutan is too expensive for students and the teachers were not well-equipped with knowledge and skills to manage online classes. The study also showed that about 70 percent of participants do not have their own personal smartphones/laptops to attain online classes. Thus this study recommend ministry of education to provide workshop for teachers to enhance their digital knowledge and look at the possibilities to reduce the cost of internet for the benefit of our students.

This study investigated the factors influencing the teaching of chemistry in class nine and ten in the schools under Chhukha District, Bhutan. Adopting convergent mixed method design, the study employed structured questionnaire to collect quantitative data and semi-structured interview and classroom observation to collect qualitative data. The sample comprised of 10 Chemistry teachers and 500 students from class nine and ten from three middle secondary schools and two higher secondary schools. Quantitative data were analyzed using descriptive statistics in the form of tables, mean and standard deviation whereas the qualitative data were analyzed based on content analysis technique. The findings of this study highlighted that the lack of laboratory resources, limited time allocated for chemistry theory and practical classes, and teachers’ heavy workload impacted teaching of chemistry negatively while the teacher’s sound knowledge on the chemistry subject impacted the teaching of chemistry positively.

With the implementation of lockdown, social distancing measures and stay home initiatives to contain the spread of COVID-19 pandemic, there was a sudden change of pedagogy in education to continue the teaching learning process. This has challenged the education system around the globe. This study was aimed to investigate the challenges faced by the students in conducting online classes during the Corona virus (COVID-19) pandemic in a Middle Secondary School in Thimphu District, Bhutan. Adopting mixed method design, the study employed the structured questionnaire to collect quantitative data and semi-structured interview to collect qualitative data. The respondents for the study comprised of 92 students from classes nine and ten selected based on the purposive random sampling technique adopted. Quantitative data collected were analyzed based on descriptive statistics in the form of percentages using SPSS software, whereas the qualitative data were analyzed based on content analysis technique. The study found that the lack of digital facilities (smart phone, laptop and television), internet facilities and personal related factors impacted the online learning negatively during the corona virus (COVID-19) pandemic. Based on the findings of this study, it offered useful suggestions to teachers, policy makers and the Ministry of Education for the smooth and quality online teaching and learning during emergencies like COVID-19 pandemic.