Pub Date : 2024-06-09DOI: 10.17102/bjrd.rub.13.1.07
Karma Dupchu
This study investigated the impact of integrating multimedia into chemistry education in Bhutanese higher secondary schools and its influence on students' academic performance. The research focused on assessing students' academic performance through test scores and semi-structured interviews. A sample of 62 eleventh-grade students participated in the experimental research, which aimed to explore how multimedia applications affect the content, quality, and retention of students' knowledge in chemistry. Data were collected by using self-administered questionnaire and achievement test. Descriptive statistics and independent samples t-test were used to analyze data. Paired samples t-test was used to analyze data. The analysis result of the pre-test showed no statistically-significant differences, which in turn proves the equivalence of the two groups. The t-test result showed the significant difference between achievements of the two groups at a significant t- value of 0.05 in the post-test. The experimental group gained higher mean scores than that of the control group. From the self-administered questionnaire, result showed that when multimedia was integrated to teach chemistry, student displayed the high level of learning satisfaction. The findings revealed that integration of multimedia increased the academic performance and learning satisfaction of students in chemistry lesson compared to the traditional method of teaching.
本研究调查了将多媒体融入不丹高中化学教育的影响及其对学生学业成绩的影响。研究主要通过考试成绩和半结构式访谈来评估学生的学业成绩。62 名十一年级学生参与了实验研究，旨在探索多媒体应用如何影响学生化学知识的内容、质量和保持。数据通过自制问卷和成绩测试收集。数据分析采用了描述性统计和独立样本 t 检验。使用配对样本 t 检验分析数据。前测的分析结果显示，两组学生在统计上没有显著差异，这反过来证明了两组学生的等同性。t 检验结果表明，两组在后测成绩上存在显著差异，显著 t 值为 0.05。实验组获得的平均分高于对照组。自填问卷调查结果显示，在化学教学中整合多媒体后，学生的学习满意度很高。研究结果表明，与传统教学方法相比，整合多媒体提高了学生在化学课上的学习成绩和学习满意度。
{"title":"Teaching effectively with with multimedia and its impact on students' academic performance in chemistry: A case study","authors":"Karma Dupchu","doi":"10.17102/bjrd.rub.13.1.07","DOIUrl":"https://doi.org/10.17102/bjrd.rub.13.1.07","url":null,"abstract":"This study investigated the impact of integrating multimedia into chemistry education in Bhutanese higher secondary schools and its influence on students' academic performance. The research focused on assessing students' academic performance through test scores and semi-structured interviews. A sample of 62 eleventh-grade students participated in the experimental research, which aimed to explore how multimedia applications affect the content, quality, and retention of students' knowledge in chemistry. Data were collected by using self-administered questionnaire and achievement test. Descriptive statistics and independent samples t-test were used to analyze data. Paired samples t-test was used to analyze data. \u0000The analysis result of the pre-test showed no statistically-significant differences, which in turn proves the equivalence of the two groups. The t-test result showed the significant difference between achievements of the two groups at a significant t- value of 0.05 in the post-test. The experimental group gained higher mean scores than that of the control group. From the self-administered questionnaire, result showed that when multimedia was integrated to teach chemistry, student displayed the high level of learning satisfaction. \u0000The findings revealed that integration of multimedia increased the academic performance and learning satisfaction of students in chemistry lesson compared to the traditional method of teaching. ","PeriodicalId":488769,"journal":{"name":"Bhutan Journal of Research and Development","volume":" 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141367815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-09DOI: 10.17102/bjrd.rub.13.1.03
Kinley Pem
The study empirically examined the Bhutanese teachers' perception of extensive reading. Thirty-four Bhutanese teachers responded to an online questionnaire and rated their level of agreement on extensive reading (ER) characteristics and the benefits of ER. Participants' questionnaire responses were analyzed quantitatively using descriptive statistics. The results showed that 1) majority of the teacher participants accepted most of the ER characteristics but showed disagreements with a few others that contradicted the widely accepted views of ER. 2) Most of the participants agreed with the ER benefits in the overall development of language proficiencies in terms of reading, writing, speaking, vocabulary, grammar, and motivation, and the majority disagreed with ER benefits of listening proficiency. However, the mixed results of the study indicated teacher participants' misconception of extensive reading. Therefore, these findings suggest a need for Extensive reading programs and workshops for Bhutanese Teachers to elucidate the misinterpretation of ER.
本研究对不丹教师对广泛阅读的看法进行了实证研究。34 名不丹教师回答了在线问卷，并对他们对广泛阅读（ER）的特点和好处的认同程度进行了评分。我们使用描述性统计对参与者的问卷答复进行了定量分析。结果表明：1）大多数参与问卷调查的教师接受了广泛阅读的大部分特征，但对少数几个与广泛接受的广泛阅读观点相悖的特征表示了异议。 2）大多数参与者同意 ER 在阅读、写作、口语、词汇、语法和动机等语言能力的整体发展方面的益处，但大多数人不同意 ER 在听力能力方面的益处。然而，参差不齐的研究结果表明，教师对广泛阅读存在误解。因此，这些研究结果表明，有必要为不丹教师开展广泛阅读项目和研讨会，以澄清对 ER 的误解。
{"title":"Exploring Bhutanese teachers perceptions about extensive reading","authors":"Kinley Pem","doi":"10.17102/bjrd.rub.13.1.03","DOIUrl":"https://doi.org/10.17102/bjrd.rub.13.1.03","url":null,"abstract":"The study empirically examined the Bhutanese teachers' perception of extensive reading. Thirty-four Bhutanese teachers responded to an online questionnaire and rated their level of agreement on extensive reading (ER) characteristics and the benefits of ER. Participants' questionnaire responses were analyzed quantitatively using descriptive statistics. The results showed that 1) majority of the teacher participants accepted most of the ER characteristics but showed disagreements with a few others that contradicted the widely accepted views of ER. 2) Most of the participants agreed with the ER benefits in the overall development of language proficiencies in terms of reading, writing, speaking, vocabulary, grammar, and motivation, and the majority disagreed with ER benefits of listening proficiency. However, the mixed results of the study indicated teacher participants' misconception of extensive reading. Therefore, these findings suggest a need for Extensive reading programs and workshops for Bhutanese Teachers to elucidate the misinterpretation of ER.","PeriodicalId":488769,"journal":{"name":"Bhutan Journal of Research and Development","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141367098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-09DOI: 10.17102/bjrd.rub.13.1.05
Phurpa Lhamo
Bhutan's tertiary education system has grown significantly in a short period of time. Despite unprecedented growth and development, tertiary education in Bhutan continues to face challenges such as an inefficient transition from secondary to tertiary education due to a lack of multi-career pathways to absorb the growing population of high school graduates; quality of education and alignment of student knowledge, skills, and competencies with the world of work; and access to tertiary education through multiple admission processes. This study presents comprehensive reviews on the subject matter including the best practices of the tertiary education system in the Netherland and Singapore.
{"title":"Challenges and instruments for admission into tertiary education system in Bhutan","authors":"Phurpa Lhamo","doi":"10.17102/bjrd.rub.13.1.05","DOIUrl":"https://doi.org/10.17102/bjrd.rub.13.1.05","url":null,"abstract":"Bhutan's tertiary education system has grown significantly in a short period of time. Despite unprecedented growth and development, tertiary education in Bhutan continues to face challenges such as an inefficient transition from secondary to tertiary education due to a lack of multi-career pathways to absorb the growing population of high school graduates; quality of education and alignment of student knowledge, skills, and competencies with the world of work; and access to tertiary education through multiple admission processes. This study presents comprehensive reviews on the subject matter including the best practices of the tertiary education system in the Netherland and Singapore.","PeriodicalId":488769,"journal":{"name":"Bhutan Journal of Research and Development","volume":" 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141367431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-09DOI: 10.17102/bjrd.rub.13.1.001
Kinga Tshering, D. Wangchuk, Dil Bdr. Mongar, Kelzang Dema
This study was motivated by the absence of studies examining the effectiveness and students' perceptions toward multimedia in learning concepts in astronomy related to the Bhutanese context. The study used an explanatory sequential mixed-method research approach with a pre-test and post-test experiment on a single group. The study examined the effectiveness of multimedia in learning astronomy concepts. Additionally, it also explored the perceptions of students toward the use of multimedia in learning astronomy concepts. The participants consist of 44-grade seventh students. The quantitative data was collected using an astronomy conceptual test. The qualitative data were collected from semi-structured interviews conducted with 12 students. Quantitative data was analyzed employing histograms and paired samples t-tests. To generate themes for the qualitative data, Braun and Clarke's thematic analysis was used in the study. The semi-structured interview data were analyzed to get the students' perceptions of multimedia. The quantitative result indicated that after the multimedia intervention, the performance on the astronomy conceptual test significantly improved. Moreover, students' perceptions were positive towards multimedia. However, students face certain challenges such as time constraints and being unable to discern appropriate information for astronomy concepts. It was recommended that multimedia could be used to learn concepts in astronomy.
这项研究的动机是，在不丹的背景下，缺乏对多媒体在天文学概念学习中的有效性和学生对多媒体的看法的研究。本研究采用了解释性顺序混合方法研究法，对一个小组进行了前测和后测实验。研究考察了多媒体在学习天文学概念方面的效果。此外，研究还探讨了学生对使用多媒体学习天文学概念的看法。参与者包括 44 名七年级学生。定量数据通过天文学概念测试收集。定性数据是通过对 12 名学生进行半结构式访谈收集的。定量数据采用直方图和配对样本 t 检验进行分析。为生成定性数据的主题，本研究采用了布劳恩和克拉克的主题分析法。对半结构式访谈数据进行了分析，以了解学生对多媒体的看法。定量结果显示，在多媒体干预后，学生在天文学概念测试中的成绩明显提高。此外，学生对多媒体的看法是积极的。然而，学生也面临一些挑战，如时间限制和无法辨别天文学概念的适当信息。建议使用多媒体来学习天文学概念。
{"title":"Enhancing the conceptual comprehension of astronomy for grade seventh students using multimedia","authors":"Kinga Tshering, D. Wangchuk, Dil Bdr. Mongar, Kelzang Dema","doi":"10.17102/bjrd.rub.13.1.001","DOIUrl":"https://doi.org/10.17102/bjrd.rub.13.1.001","url":null,"abstract":"This study was motivated by the absence of studies examining the effectiveness and students' perceptions toward multimedia in learning concepts in astronomy related to the Bhutanese context. The study used an explanatory sequential mixed-method research approach with a pre-test and post-test experiment on a single group. The study examined the effectiveness of multimedia in learning astronomy concepts. Additionally, it also explored the perceptions of students toward the use of multimedia in learning astronomy concepts. The participants consist of 44-grade seventh students. The quantitative data was collected using an astronomy conceptual test. The qualitative data were collected from semi-structured interviews conducted with 12 students. Quantitative data was analyzed employing histograms and paired samples t-tests. To generate themes for the qualitative data, Braun and Clarke's thematic analysis was used in the study. The semi-structured interview data were analyzed to get the students' perceptions of multimedia. The quantitative result indicated that after the multimedia intervention, the performance on the astronomy conceptual test significantly improved. Moreover, students' perceptions were positive towards multimedia. However, students face certain challenges such as time constraints and being unable to discern appropriate information for astronomy concepts. It was recommended that multimedia could be used to learn concepts in astronomy. \u0000 ","PeriodicalId":488769,"journal":{"name":"Bhutan Journal of Research and Development","volume":" 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141367326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-09DOI: 10.17102/bjrd.rub.13.1.04
S. Dorji, U. Dorji
The study explored the effectiveness of blended learning on students' academic performance in grade IX history subjects. A total of 51 students of grade IX participated in the study. The study employed a quasi-experiment approach. The study conducted an independent sample t-test, Wilcoxon Signed Rank Test, and one-way ANOVA test. The results of the study revealed that the blended learning approach (experiment group, M = 15.2, SD = 1.3) was more effective than the traditional learning approach (control group, M = 12.8, SD = 2.6) with a significant mean difference between these two groups (p = .000, p < .05). Thus, it can be concluded that blended learning approach was effective in increasing students' academic performance in history subject. It is recommended that a blended learning approach can be carried out in schools to improve students' academic performance. Further, the present study focused only on students of grade IX, a study may be carried out across schools to get a deep understanding of the subject.
本研究探讨了混合式学习对九年级历史学科学生学业成绩的影响。共有 51 名九年级学生参与了研究。研究采用了准实验法。研究进行了独立样本 t 检验、Wilcoxon Signed Rank 检验和单因素方差分析检验。研究结果表明，混合式学习方法（实验组，M = 15.2，SD = 1.3）比传统学习方法（对照组，M = 12.8，SD = 2.6）更有效，两组之间的平均值差异显著（P = .000，P < .05）。因此，可以得出结论，混合式学习法能有效提高学生的历史学科学习成绩。建议在学校开展混合式学习方法，以提高学生的学业成绩。此外，本研究只关注九年级的学生，可在全校范围内开展研究，以深入了解该学科。
{"title":"effectiveness of blended learning approach on students' academic performance: A quasi-experiment study","authors":"S. Dorji, U. Dorji","doi":"10.17102/bjrd.rub.13.1.04","DOIUrl":"https://doi.org/10.17102/bjrd.rub.13.1.04","url":null,"abstract":"The study explored the effectiveness of blended learning on students' academic performance in grade IX history subjects. A total of 51 students of grade IX participated in the study. The study employed a quasi-experiment approach. The study conducted an independent sample t-test, Wilcoxon Signed Rank Test, and one-way ANOVA test. The results of the study revealed that the blended learning approach (experiment group, M = 15.2, SD = 1.3) was more effective than the traditional learning approach (control group, M = 12.8, SD = 2.6) with a significant mean difference between these two groups (p = .000, p < .05). Thus, it can be concluded that blended learning approach was effective in increasing students' academic performance in history subject. \u0000It is recommended that a blended learning approach can be carried out in schools to improve students' academic performance. Further, the present study focused only on students of grade IX, a study may be carried out across schools to get a deep understanding of the subject.","PeriodicalId":488769,"journal":{"name":"Bhutan Journal of Research and Development","volume":" 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141367912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-09DOI: 10.17102/bjrd.rub.13.1.06
Karma Wangda, Prem Kumar Ghalley, Sangay Chhophel, Bal Krishna Pokhrel, P. Wangda
Teaching Biology in an innovative way has always posed challenges due to its complex terminology and abstract concepts. This study explored the effects of reality pedagogy as an alternative instructional strategy on learner motivation and academic performance in learning biology at the ninth-grade level. To achieve this, an experimental research design was employed, including a pre-test/post-test assessment, Biology Learning Motivation Questionnaires, semi-structured interviews, and classroom observations. Descriptive and inferential statistics were used to analyse the data. The findings of the study revealed that the implementation of reality pedagogy had a positive influence on learner motivation in learning biology. Additionally, a significant correlation was identified and observed between motivation levels and academic achievement in the subject. The implications of these findings, as well as recommendations, are also discussed in the study.
{"title":"effects of reality pedagogy on motivation and academic performance to learn biology in Class IX","authors":"Karma Wangda, Prem Kumar Ghalley, Sangay Chhophel, Bal Krishna Pokhrel, P. Wangda","doi":"10.17102/bjrd.rub.13.1.06","DOIUrl":"https://doi.org/10.17102/bjrd.rub.13.1.06","url":null,"abstract":"Teaching Biology in an innovative way has always posed challenges due to its complex terminology and abstract concepts. This study explored the effects of reality pedagogy as an alternative instructional strategy on learner motivation and academic performance in learning biology at the ninth-grade level. To achieve this, an experimental research design was employed, including a pre-test/post-test assessment, Biology Learning Motivation Questionnaires, semi-structured interviews, and classroom observations. Descriptive and inferential statistics were used to analyse the data. The findings of the study revealed that the implementation of reality pedagogy had a positive influence on learner motivation in learning biology. Additionally, a significant correlation was identified and observed between motivation levels and academic achievement in the subject. The implications of these findings, as well as recommendations, are also discussed in the study.","PeriodicalId":488769,"journal":{"name":"Bhutan Journal of Research and Development","volume":" 0","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141367101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-09DOI: 10.17102/bjrd.rub.13.1.08
Deo Kumar Kharka, Kinley
A single-paced method of instruction does not benefit diverse learners, which is why "one size fits all" teaching has been severely criticized. Thus, it is essential to differentiate instruction to meet the diverse needs of learners. Using mixed methods, this study examines teachers’ use of DI and their attitudes towards using DI in the classroom. Additionally, the study examined the impact of teachers’ attitudes on the practice of DI and the challenges associated with it. Surveys, classroom observations, self-administered open-ended questionnaires, and student feedback were used to collect data. Teacher attitudes toward DI seem positive, and they understand it well. In the classroom, content, process, and product are typically differentiated, with product being the least differentiated. Teachers’ attitudes and DI implementation also exhibit a statistically significant positive correlation (rs (22) =.75, p ≤ .001). In addition, teachers’ attitudes influence DI implementation. Moreover, DI implementation is hampered by crowding, high student-teacher ratios, time constraints, and a rule forbidding student from using their mobile phones. This study raises awareness about DI in the school system in order to meet the needs of diverse learners, who may not benefit from a single-paced teaching approach.
单一节奏的教学方法无法让不同的学习者受益，这也是 "一刀切 "教学受到严厉批评的原因。因此，必须进行分层教学，以满足学习者的不同需求。本研究采用混合方法，考察了教师对 DI 的使用情况以及他们对在课堂上使用 DI 的态度。此外，本研究还探讨了教师的态度对 DI 实践的影响以及与 DI 相关的挑战。研究采用了问卷调查、课堂观察、自填开放式问卷和学生反馈等方法来收集数据。教师对 DI 的态度似乎是积极的，他们对 DI 有很好的理解。在课堂上，教学内容、教学过程和教学成果通常是有区别的，而教学成果的区别最小。教师的态度与 DI 的实施在统计学上也呈现出显著的正相关（rs (22) =.75，p ≤ .001）。此外，教师的态度也会影响 DI 的实施。此外，拥挤、师生比例过高、时间限制以及禁止学生使用手机的规定也阻碍了 DI 的实施。这项研究提高了学校系统对 "自主学习 "的认识，以满足多样化学习者的需求，因为他们可能无法从单一节奏的教学方法中获益。
{"title":"Teacher's attitude towards the use of Differentiated Instruciton (DI) and its impact in teaching","authors":"Deo Kumar Kharka, Kinley","doi":"10.17102/bjrd.rub.13.1.08","DOIUrl":"https://doi.org/10.17102/bjrd.rub.13.1.08","url":null,"abstract":"A single-paced method of instruction does not benefit diverse learners, which is why \"one size fits all\" teaching has been severely criticized. Thus, it is essential to differentiate instruction to meet the diverse needs of learners. Using mixed methods, this study examines teachers’ use of DI and their attitudes towards using DI in the classroom. Additionally, the study examined the impact of teachers’ attitudes on the practice of DI and the challenges associated with it. Surveys, classroom observations, self-administered open-ended questionnaires, and student feedback were used to collect data. Teacher attitudes toward DI seem positive, and they understand it well. In the classroom, content, process, and product are typically differentiated, with product being the least differentiated. Teachers’ attitudes and DI implementation also exhibit a statistically significant positive correlation (rs (22) =.75, p ≤ .001). In addition, teachers’ attitudes influence DI implementation. Moreover, DI implementation is hampered by crowding, high student-teacher ratios, time constraints, and a rule forbidding student from using their mobile phones. This study raises awareness about DI in the school system in order to meet the needs of diverse learners, who may not benefit from a single-paced teaching approach.","PeriodicalId":488769,"journal":{"name":"Bhutan Journal of Research and Development","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141367124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-09DOI: 10.17102/bjrd.rub.13.1.02
Kesang Wangchuk, Kinga Tshering
The study explored the effectiveness of project-based learning and students’ perception of it. The study employed an explanatory sequential mixed-method research approach with a pre-test and post-test experiment on a single group. The participant consists of 37 students in 6th grade at Trashigang middle secondary School. The study consisted of an achievement test as the quantitative data that was analysed using histograms and paired-sample t-test. The qualitative data were collected using semi-structured interview from 10 students. To generate themes for the qualitative data, Braun and Clarke's thematic analysis was used in the study. The quantitative result of the study revealed that there were significant improvements in students’ scores on achievement tests after intervention using project-based learning approach. The qualitative results indicated that students’ perceptions and views on project-based learning were positive since the majority of the students were engaged on the group level. Project-based learning also fosters collaborative skills such as communication skills and teamwork.
本研究探讨了基于项目的学习的有效性和学生对它的看法。研究采用了解释性顺序混合研究法，对一个小组进行了前测和后测实验。参与者包括 37 名塔什干中学六年级学生。研究以成绩测验作为定量数据，采用直方图和配对样本 t 检验进行分析。定性数据是通过对 10 名学生进行半结构化访谈收集的。为生成定性数据的主题，研究采用了布劳恩和克拉克的主题分析法。 研究的定量结果显示，采用基于项目的学习方法进行干预后，学生在成绩测试中的得分有了显著提高。定性结果表明，学生对项目式学习的看法和观点是积极的，因为大多数学生都参与了小组活动。项目式学习还培养了学生的协作能力，如沟通技巧和团队精神。
{"title":"impact of project-based learning approach in social studies on the academic achievements of 6th grade students in Trashigang middle secondary school","authors":"Kesang Wangchuk, Kinga Tshering","doi":"10.17102/bjrd.rub.13.1.02","DOIUrl":"https://doi.org/10.17102/bjrd.rub.13.1.02","url":null,"abstract":"The study explored the effectiveness of project-based learning and students’ perception of it. The study employed an explanatory sequential mixed-method research approach with a pre-test and post-test experiment on a single group. The participant consists of 37 students in 6th grade at Trashigang middle secondary School. The study consisted of an achievement test as the quantitative data that was analysed using histograms and paired-sample t-test. The qualitative data were collected using semi-structured interview from 10 students. To generate themes for the qualitative data, Braun and Clarke's thematic analysis was used in the study. The quantitative result of the study revealed that there were significant improvements in students’ scores on achievement tests after intervention using project-based learning approach. The qualitative results indicated that students’ perceptions and views on project-based learning were positive since the majority of the students were engaged on the group level. Project-based learning also fosters collaborative skills such as communication skills and teamwork. \u0000 ","PeriodicalId":488769,"journal":{"name":"Bhutan Journal of Research and Development","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141368236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：