http://journal.pce.edu.bt/index.php/rabsel <p>The CERD Educational Journal is published twice a year in Spring (May) and Autumn (November) by the Centre for Educational Research and Development, Paro College of Education, Royal University of Bhutan. The Journal welcomes contributors which promote the exchange of ideas and rational discourse between practicing educators, researchers, planners, administrators, educational thinkers and practitioners, learners and policy makers from Bhutan and abroad. To this end the Journal publishes articles on empirical and theoretical studies, research reports, commentaries and scholarly reviews that attempt a systematic analysis or synthesis of educational processes and systems from different viewpoints and approaches.</p> CERD en-US RABSEL 2077-4966 http://journal.pce.edu.bt/index.php/rabsel/article/view/174 <p><em>This study explored the effect of Inquiry-Based Learning (IBL) on grade six students' academic performance in social studies in Bhutan. A quantitative design comprising pre-test and post-test was adopted to compare the academic performance of students and focussed group interviews were utilized to gather students' perceptions and experiences about the uses of IBL. The post-test scores showed a significant difference in students’ performance compared to pre-test, indicating the impact of IBL in enhancing students’ learning outcomes. Further, the focussed group interviews revealed that IBL helped them comprehend concepts better. It also increased their engagement and motivation and enhanced their critical thinking and problem-solving skills. The study recommends implementing IBL in educational institutions to enhance students’ learning outcomes. Further research is recommended to explore the long-term effects of IBL and its effectiveness across different subjects and grade levels.</em></p> Langa Dorji Copyright (c) 2024 2024-12-20 2024-12-20 25 1 http://journal.pce.edu.bt/index.php/rabsel/article/view/175 <p><em>འབྲུག་པའི<strong>་</strong>སློབ་ཕྲུག་ཚུ་ལུ་ རྫོང་ཁའི་ཡིག་སྡེབ་ཀྱི་དཀའ་ངལ་ཡོད་པའི་ལོ་རྒྱུས་ རླུང་བཟུམ་སྦེ་དར་ཁྱབ་སོང་སྟེ་ཡོད་མི་དེ་ལུ་ ཡིག་སྡེབ་འཛོལ་བའི་བཀོད་རིས་དབྱེ་དཔྱད་འབད་ནིའི་དོན་ལས་ དོན་ཚན་ <strong>རྫོང་ཁའི་རྩ་གཞུང་མ་འདྲཝ་ཁག་གསུམ་གྱི་ཐོག་ལས་ སློབ་རིམ་ ༡༢ པ་མཐར་འཁྱོལ་ཚར་བའི་སློབ་ཕྲུག་ཚུའི་བར་ན་ རྫོང་ཁའི་ཡིག་སྡེབ་འཛོལ་བའི་ཁྱད་པར་ལུ་དཔྱད་པ་</strong> ཟེར་བའི་དོན་ཚན་གྱི་ཐོག་ལུ་ ཞིབ་འཚོལ་ཐབས་ལམ་ཁུངས་བཙན་དང་ མཁོ་ཆས་འདི་ ཡིག་ཆ་དབྱེ་དཔྱད་ལག་ལེན་འཐབ་ཅི། དཔེ་ཚད་སྦེ་ རྫོང་ཁག་ ༡༢ ཀྱི་སློབ་གྲྭ་ཁག་ ༡༧ ལས་མཐར་འཁྱོལ་མི་སློབ་ཕྲུག་ ཕོ་ ༣༠ དང་ མོ་ ༣༠ ཡོངས་བསྡོམས་ སློབ་ཕྲུག་ ༦༠ གདམ་འཐུ་རྐྱབ་ཅི། ཞིབ་འཚོལ་གྱི་དམིགས་གཏད་ སློབ་གྲྭའི་རྩ་གཞུང་མ་འདྲཝ་ཁག་གསུམ་ལས་ སློབ་རིམ་ ༡༢ པ་ མཐར་འཁྱོལ་མི་སློབ་ཚུའི་བར་ན་ ཡིག་སྡེབ་འཛོལ་ཐངས་ཀྱི་བཀོད་རིས་Pattren of Spelling error དང་ ཡིག་སྡེབ་ཀྱི་ལྕོགས་གྲུབ་ཚུ་ ཞིབ་འཚོལ་འདིའི་་གྲུབ་འབྲས་དང་འཁྲིལ་བ་ཅིན་ སློབ་ཕྲུག་ཁག་གསུམ་ཆ་ར་ལུ་ ཡིག་སྡེབ་འཛོལ་བའི་བཀོད་རིས་མ་འདྲཝ་བཞི་རེ་ཡོདཔ་སྦེ་ གསལ་འཐོན་བྱུང་ཡི། ཡིག་སྡེབ་ཀྱི་ལྕོགས་གྲུབ་ཨིན་པ་ཅིན་ སྤྱིར་བཏང་རྫོང་ཁའི་སློབ་དེབ་རྐྱང་གཅིག་ལྷབ་མི་ཚུ་ལས་ རིག་གཞུང་དང་ཁྱད་རིག་རྩ་གཞུང་ལྷབ་མི་གཉིས་དྲགཔ་སྦེ་ཐོན་ཡི། ཕོ་མོ་བར་གྱི་ལྕོགས་གྲུབ་ལུ་ ཁྱད་པར་ག་དེ་སྦེ་འདུག་ག་ལྟ་བའི་སྐབས་ ཨ་ཙི་ཕོ་ལས་མོ་དྲགཔ་སྦེ་གསལ་འཐོན་བྱུང་སྟེ་ཡོདཔ་ཨིན།</em></p> <p><em><strong>གཙོ་ཚིག།&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; </strong>རྩ་གཞུང་། གྲུབ་འབྲས། རྫོང་ཁའི་ཡིག་སྡེབ། འཛོལ་བའི་བཀོད་རིས།</em></p> Samten Tharchen Copyright (c) 2024 2024-12-20 2024-12-20 25 1 http://journal.pce.edu.bt/index.php/rabsel/article/view/176 <p><em>This study examined the implementation of the Concrete-Pictorial-Abstract (C-P-A) instructional model in Thimphu district. This is because, the District Education Office had adopted the C-P-A model to improve students' mathematical conceptual understanding. A three-day pedagogy workshop for teachers to address persistent underperformance in primary mathematics was also conducted. A concurrent mixed-method design involving a survey of 271 students and 36 teachers, and teachers’ interviews was employed. Some of the key findings revealed that teachers believed in the concrete mode of representation using physical manipulative, whereas students preferred the abstract mode of representation using symbols, words and letters. </em><em>It was found that the C-P-A instructional model had certain constraints in classroom practice, including challenges related to time, concrete materials, and class size. However, teachers were optimistic that the C-P-A instructional model could enhance students’ understanding of mathematics. Regular implementation of the C-P-A model, supported by adequate resources and teacher training could significantly improve mathematical conceptual skills and understanding.</em></p> Sangay Tenzin Copyright (c) 2024 2024-12-20 2024-12-20 25 1 http://journal.pce.edu.bt/index.php/rabsel/article/view/177 <p><em>The study was conducted to assess the weight of school backpacks in relation to student’s body weight. A total of 250 semi-urban students from one of the schools in Thimphu participated in this study. A cross-sectional non-experimental survey was conducted. The weight of the school backpacks and weight of the students were measured. The findings from the study, among others, revealed that more than half of the students (n=127, 50.8%) from the school carried backpacks more than the internationally recommended weight of 10% of their body weight. It is recommended that the school authorities and the Ministry of Health work collaboratively to address its implications and future health challenges of children carrying excess weight in their backpacks.&nbsp;&nbsp; </em></p> Tashi Dawa Sonam Dhendup Ugyen Pema Edon Edon Kesang Tshering Copyright (c) 2024 2024-12-20 2024-12-20 25 1 http://journal.pce.edu.bt/index.php/rabsel/article/view/179 <p><em>This narrative review explores the status and readiness of the Bhutanese education system for Science, Technology, Engineering, and Mathematics (STEM) education, focusing on science, mathematics, and Information Communication and Technology (ICT). It traces the country’s gradual shift toward prioritizing STEM subjects in response to global educational trends, while highlighting the challenges faced by both learners and teachers. The study identifies key issues, including a fragmented and complex curriculum, as well as teacher apprehension in delivering STEM content. Drawing on international research, the review emphasizes the critical role of early childhood education in establishing foundational skills for STEM learning, particularly in numeracy. Additionally, the paper highlights the need for targeted professional development programs to build teachers’ confidence and competence in STEM teaching. While the review acknowledges some progress in Bhutan, it also identifies significant gaps, particularly in the implementation of proposed reforms. The paper calls for further research into practical strategies for enhancing STEM education, ensuring its accessibility, and aligning Bhutan's educational system with global best practices.</em></p> <p><strong><em>Keywords</em></strong><em>: Bhutanese Education, STEM, Pedagogy </em></p> Thinley Wangmo Copyright (c) 2024 2024-12-20 2024-12-20 25 1