Secondary school students’ perceptions and experiences of learning science and mathematics: the case of Bhutan

ABSTRACT

Secondary students’ perceptions of learning science and mathematics have been researched internationally, but less in the global South. This study investigated Grades 9 and 10 students’ experiences of learning biology, chemistry, physics and mathematics in Bhutanese secondary schools. A mixed-methods sequential design was used. First, 524 students from 7 schools completed a survey capturing their perceptions of learning in the four subject areas. Then, 82 of those respondents participated in one of the eight focus groups, exploring patterns in the survey data. Chemistry was seen as the most challenging subject, associated with memorization, poor performance, stress and fear. Biology was perceived as more interesting and less anxiety-provoking, although a need to memorize large amounts of content was common. Mathematics was polarizing, with some students finding it easier and more enjoyable, others the opposite. These findings add to the international literature on students’ perceptions and experiences of science and mathematics. They inform curriculum and pedagogic change to enhance students’ experiences, reduce negative perceptions and anxiety, make the choice to study these subjects in senior secondary years more appealing, and lift performance.

KEYWORDS:

• Student perceptions
• attitudes
• interest
• science
• mathematics
• assessment
• Bhutan

Disclosure statement

The authors have no conflicts or interests to disclose.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This collaboration between the Royal University of Bhutan and the University of Technology Sydney was funded by the Australian Government Department for Foreign Affairs and Trade, Australia Awards Fellowship R170003.

Notes on contributors

Karma Utha

Karma Utha As a teacher educator for the last 20 years with extensive involvement in teaching, developing programmes and school science text books, Karma prioritizes enhancing students’ learning outcome and improving quality of education. She has conducted qualitative and quantitative studies nationally and internationally, using statistical, textual and thematic analysis. She has been Dean of Academic Affairs, and served as Programme Leader in teacher education.

Bijoy Hangmo Subba

Bejoy Hangmo Subba is a passionate teacher educator, with particular interest in use of technology in teaching mathematics. A strong believer of Plutarch that the mind is not a vessel to be filled but a fire to be ignited, Bejoy teachers in diverse mathematics, assessment and research subjects in Samtse College’s teacher education programmes. She has been involved in studies on mathematics teaching in secondary schools, and women’s self-efficacy in leadership.

Bal Bahadur Mongar

Bal Bahadur Mongar taught in schools before joining Samtse College, where his teaching centres on biology in both Bachelors and Masters level teacher education programmes.

Nick Hopwood

Nick Hopwood has studied students’ experiences of learning in secondary schools, covering several subjects. He has also researched higher education, including the use of simulation, and research students’ learning and experiences. He is especially interested in the unique impact teachers and others in pedagogic roles can have in transforming the lives of others. Nick teaches a range of subjects in a Masters in Education (Learning and Leadership).

Kimberley Pressick-Kilborn

Kimberley Pressick-Kilborn research focuses on science and technology education and investigations into supporting students’ interest in learning. Her projects seek to contribute to innovative teaching in schools and other contexts for learning, and her approach to education research is characterized by collaborations with practitioners. Kimberley began her career as a primary school teacher and in 1997 was awarded the Teachers Guild of NSW Award for Excellence in the Early Years of Teaching. She has recently returned to a primary classroom teaching position.