RABSEL

Understanding Historical Literacy and Thinking Skills through the Lens of Social Studies: Perspectives of In-service Teachers

2025-07-17T04:54:41+00:00

This study examined the historical literacy and thinking skills of in-service teacher candidates teaching social studies in Bhutan, focusing on the five interrelated historical literacy and thinking skills. The purpose of the study was to study the level of proficiency and ability of in-service teachers in social studies instruction using different thinking skill techniques. The research sample (N=238) consisted of in-service teacher candidates who taught social studies in schools and in-service teachers from Paro College of Education pursuing MEd in Primary Social Studies (years 1 & 2). For the investigation, a mixed method was employed. Data was collected through survey questionnaires, open-ended questions and semi-structured interviews from 10 in-service teachers. Key findings revealed that most participants had a strong grasp of historical literacy and thinking skills. The study also found that insufficient teacher preparation and resources prevented social studies teachers from effectively teaching historical literacy and thinking skills. Furthermore, it also found a disconnect between theory and practice even though teachers comprehend the principles.

Effectiveness of Hands-on Learning (HoL) as Instructional Strategy for Teaching Primary Science

2025-07-17T05:01:48+00:00

This study evaluates effectiveness of Hands-on Learning (HoL) as an instructional approach for teaching science in sixth-grade students at in a Primary School, Wangdue Phodrang. The study employed an experimental design comparing the learning scores of students in an experimental group (EG) exposed to HoL and a control group (CG) receiving traditional instruction. Academic test scores of 42 participants were gathered using pre-tests and post-tests and analyzed using descriptive and inferential statistics, including paired-sample t-tests, independent-samples t-tests, and correlation analysis. The findings reveal participants in the experimental group, taught with HoL, demonstrated a significantly (p<0.05, Cohen’s d= 1.23) higher mean increase in academic achievement. The study also indicates that participants’ gender and interest on the subjects impacts the implementation of HoL. Correlation analysis revealed positive relationships (Pearson's r = 0.47) between pre-test and post-test scores, indicating consistent improvement across both groups. This research contributes to the understanding of effectiveness of the HoL and factors which impacts its implementation in teaching the science concepts in Bhutanese classroom.

Effectiveness of Phonological Awareness Instruction in Reading Achievement Among Students with Reading Difficulties in Bhutan

2025-07-17T05:20:09+00:00

Robust research is available to provide empirical evidence of phonological awareness as the predictor of reading success. Phonological awareness, which is one of the early literacy skills, is referred to as the ability to recognize, identify, and attend to the sounds of a language, and it is a critical skill for reading development (Verissimo et al., 2021). The purpose of this study was three-fold: (a) to identify phonological awareness deficits among students with reading difficulties, (b) to investigate the significant impact of phonological awareness instruction on reading achievement among students with reading difficulties, and (c) to design and implement an intervention program using phonological awareness instruction for special education needs (SEN) teachers. A qualitative case study approach was used with six students with reading difficulties and three SEN teachers. The textbooks were selected for their sociocultural relevance to Bhutanese students. The key findings revealed that phonological awareness instruction significantly improved students’ reading skills, highlighting its effectiveness as a targeted intervention for students with reading difficulties. Therefore, it is argued that the current findings call for English language teachers to implement targeted phonological awareness intervention as per the need of students with reading difficulties.

“Tsens are gods": The Impact of Deity Beliefs and Rituals on the Experiences of Health and Subjective Wellbeing in Gawaithang village, Bhutan

2025-07-17T05:26:08+00:00

This research investigates the impact of deity beliefs and rituals on health and subjective wellbeing in Gawaithang village, Bhutan. The study explores how the villagers' spiritual practices are interwoven with their daily lives and health experiences. Drawing on participant observation, semi-structured interviews, and autoethnography, the research highlights the significant role of 'tsens' (deities) in shaping social norms and communal identity. It suggests that the deity rituals, deeply rooted in villagers’ spiritual beliefs, are essential for both physical and emotional healing for villagers. The findings indicate the importance of understanding local ritual practices and beliefs to appreciate the holistic nature of health in Gawaithang and possibly beyond. This research contributes to the anthropology of religion and medical anthropology by providing insights into the interplay between spiritual beliefs, cultural practices, health-seeking behaviours and well-being.