Aims: This study examined the impact of early child care and development (ECCD) education on psychomotor, affective and cognitive domains of learning in elementary school students. Study Design:  This descriptive study employed qualitative and quantitative methods. Place and Duration of Study: The study was conducted in five schools under Chukha Dzongkhag for a period of one year (2019-2020).  Sample: This study involved a survey of teachers and observation of students in 5 schools of Chhukha district. Seventy three teachers were selected to fill out the questionnaire using homogenous sampling technique and 6 students were selected as participants for observation using simple random sampling technique. Methodology: Quantitative data were gathered through questionnaires, and documents and artifacts while qualitative data were gathered through observation for this descriptive study. The data collected from questionnaire, document and artifact and observation were triangulated to facilitate validation of data through cross verification and strengthen the findings of the study. Results: The results indicated positive impact of ECCD on elementary school students’ academic performance. In particular, the analysis revealed that ECCD education has the highest level of impact on students’ psychomotor performance, followed by affective and cognitive performance. Conclusion: In view of these findings, the researchers recommend the ECCD education programme developers and instructors to look for a balanced curriculum that ensure equal development of cognitive, affective, and psychomotor domains of learning.

Aims: This study was conducted to examine how the learning opportunities and instructional designs be organized and responsibilities for the teachers be defined for students to acquire affective skills. Study Design:  This exploratory research design adopted a qualitative approach. Place and Duration of Study: The study was conducted in three colleges under the Royal University of Bhutan for a period of one year (2019-2020).  Sample: Out of a sample of 10 college students (one each from 10 colleges under the Royal University of Bhutan) selected through purposive sampling technique, due to the impact of the ongoing pandemic, only three interviewees consented and participated in the interview. Methodology: Data were collected using structured interview and systematic literature review. Review questions and criteria for inclusion and exclusion of articles for literature review were formulated and the PRISMA flow diagram was used to select review articles for systematic literature review. Using the content analysis technique, data gathered through systematic literature review and structured interview were analysed. Results: The findings revealed that affective domain remains as one area of learning which is getting the least attention across the curriculum and from the educators. The lack of opportunities for students to practice the skills they learn in the classroom, inadequate use of CL structures and interactive learning methods in teaching, absence of affective elements in instructional designs and deliveries, teachers modelling skills and student-teacher relationships are some of the factors undermining the acquisition of affective skills. Conclusion: In view of these findings, the researchers recommend scholars and educators to conduct more studies on affective domains; curriculum and policy developers to ensure the inclusion of all three domains of learning across the curriculum; management/stakeholder to acknowledge the importance of affective domain of learning and provide training to teachers on the development of affective skills; and teachers/educators to incorporate affective skills in their instructional designs and deliveries to help students to acquire affective skills.

Aims: This action research attempted to apply and evaluate the impact of Kagan’s Cooperative Learning Structures at Gedu College of Business Studies. Study design:  Lim’s [1] Balanced Action Research Model was used in this action research as it captures wide range of action research processes and provides the researchers to validate one's actions through critical analyses and reflections.  Place and duration of study: The study was conducted in one college under the Royal University of Bhutan for a period of one year (2019-2020).  Sample: One first-year Management class was selected as the focus of this action research using purposive sampling technique. Observation and a five-point Likert scale questionnaire were used as data collection tools. There were 45 students and all of them participated in filling out the questionnaire. Methodology: Data were collected using observation and questionnaire. Observation data were analysed using content analysis technique. Out of two general categories of content analysis (conceptual analysis and relational analysis), the researchers used conceptual analysis. A five-point Likert scale questionnaire was administered to collect data on CL structures and student engagement, its feasibility and impact. Responses from the completed questionnaires were entered into SPSS for descriptive analysis. Results: The findings revealed that CL structures like team builders, class builders and team cheers helped the students know their friends better, created a positive learning environment and helped in gaining and retaining students’ attention. Similarly, the findings revealed that CL structures helped in developing positive interdependence and individual accountability, ensured equal participation and encouraged simultaneous interaction in the class. In contrast, the findings revealed that small classroom size, large class strength and classroom furniture that do not support CL structures hindered the application of CL structures. Conclusion: In view of these findings, the researchers recommend that the college plan and come up with classrooms and furniture that support the CL structures in teaching and learning. Further, the college should bring the class strength down as per the teacher-student ratio maintained by the Royal University of Bhutan and provide training and workshops to teachers on CL structures. Finally, teachers should make use of CL structures while teaching to engage, encourage and empower the learners.

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