Teachers’ Difficulty in Teaching Classes VII and VIII Sciences in Bhutanese Schools: A Case Study in Gasa, Punakha and Wangdue Phodrang Districts
Norbu Wangdi *
Gongzim Ugyen Dorji Central School, Ministry of Education, Haa, Post Office Box 15001, Haa, Bhutan.
Karma Utha
Samtse College of Education, Royal University of Bhutan, Post Office Box 2200, Samtse, Bhutan.
*Author to whom correspondence should be addressed.
Abstract
This study aimed at finding out the teachers’ difficulty in teaching classes VII and VIII science. The research methodology used in this study is convergent parallel mixed method. A total of 107 Classes IX and X students and 12 science teachers from two higher secondary schools and a middle secondary school were included for the study. Data collection instruments used were survey questionnaires and focus group interview. Survey questionnaire data is analyzed using SPSS, while the recorded interview data is analyzed based on themes. The findings of this study revealed that teachers are facing difficulty in teaching classes VII and VIII science as they are not able to teach contents of science that are not their area of specialization. Therefore, study recommends Ministry of Education, Bhutan to work towards developing bifurcated science: Physics, Chemistry and Biology for Classes VII and VIII.
Keywords: Integrated study, learning content, teaching difficulties, learning problems, professional competence.