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

Utha, K; Subba, BH; Mongar, BB; Hopwood, N; Pressick-Kilborn, K

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

Utha, K Subba, BH Mongar, BB Hopwood, N

Pressick-Kilborn, K

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Asia Pacific Journal of Education, 2021
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Utha, K
dc.contributor.author	Subba, BH
dc.contributor.author	Mongar, BB
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834
dc.contributor.author	Pressick-Kilborn, K https://orcid.org/0000-0003-1662-7038
dc.date.accessioned	2021-11-24T07:38:07Z
dc.date.available	2021-11-24T07:38:07Z
dc.date.issued	2021-01-01
dc.identifier.citation	Asia Pacific Journal of Education, 2021
dc.identifier.issn	0218-8791
dc.identifier.issn	1742-6855
dc.identifier.uri	http://hdl.handle.net/10453/151817
dc.description.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.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Asia Pacific Journal of Education
dc.relation.isbasedon	10.1080/02188791.2021.1901652
dc.rights	“This is an Accepted Manuscript of an article published by Taylor & Francis in [Asia Pacific Journal of Education, 2021] on [Published online: 01 Jan 2021], available online: https://www.tandfonline.com/doi/full/10.1080/02188791.2021.1901652”
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	13 Education
dc.title	Secondary school students’ perceptions and experiences of learning science and mathematics: the case of Bhutan
dc.type	Journal Article
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2022-07-01T00:00:00+1000Z
dc.date.updated	2021-11-24T07:38:05Z
pubs.publication-status	Published

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.

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http://hdl.handle.net/10453/151817