Suchergebnisse

Aim: This study was carried out to explore the impact of social media from the students' perspective.
Methodology: 318 quantitative-based questionnaires were distributed to the first-year students, second-year students, and final-year students of Gedu College of Business Studies, the only government business college in Bhutan. The students were asked to rate on the Likert scale to determine how social media assisted them in academic preparations. The students also rated the challenges faced while using social media and for what other purposes social media was used besides academic preparation. Descriptive statistics was used to draw results.
Results: The study found out that there was a positive impact of social media on students. It was mainly used to hold discussions with peers for exam preparations, research purposes, interaction with teachers, and solving academic problems. Students also used social media as a platform for socialization and entertainment purposes. Despite the positive effects of social media, students also faced some restrictions to access social media. Thus, the use of social media assisted the students in their academic preparation.
Conclusion: The study revealed that the use of social media helps student in their academic preparation providing the facility to communicate and converse with their friends and teachers to prepare for exams and enhancing collaborative learning.

Remedial classes, specifically meant for low-achiever students are very common in almost all the schools in Bhutan. However, it serves its purpose, only if it is effectively implemented with right choice of teaching strategy that caters the learning needs of low-achiever students. Hence, this action research explored the effectiveness of Little Teacher teaching method in the learning experiences and outcomes of low-achiever students of class IX chemistry and class VII & VIII integrated science during remedial classes. Data were collected through subject achievement test, survey questionnaire and classroom observations. A total of 60 students from class IX, VII and VIII were selected as participants through purposive sampling method. The data collected were analyzed through simple descriptive statistics that include mean and standard deviation by using Software Package for Social Science (SPSS). The study found that the low-achiever students preferred Little Teacher teaching method in remedial classes, evidenced by their high level of contentment towards Little Teacher teaching method. Further, the study revealed that the Little Teacher teaching method is featured by enhanced comfort zone between little teacher and students which contributed to the active learning in the class. With the increased mean mark in post-test compared to the pre-test and the significant value, p = 0.00, the study concluded that the Little Teacher teaching method is effective in enhancing the learning outcomes of low-achiever students during remedial classes. Therefore, the study highly recommends Little Teacher teaching method to be used in order to have effective remedial classes for low-achiever students.

By 2016, Member States of the World Health Organization (WHO) had developed and implemented national action plans on noncommunicable diseases in line with the Global action plan for the prevention and control of noncommunicable diseases (2013-2020). In 2018, we assessed the implementation status of the recommended best-buy noncommunicable diseases interventions in seven Asian countries: Bhutan, Cambodia, Indonesia, Philippines, Sri Lanka, Thailand and Viet Nam. We gathered data from a range of published reports and directly from health ministries. We included interventions that addressed the use of tobacco and alcohol, inadequate physical activity and high salt intake, as well as health-systems responses, and we identified gaps and proposed solutions. In 2018, progress was uneven across countries. Implementation gaps were largely due to inadequate funding; limited institutional capacity (despite designated noncommunicable diseases units); inadequate action across different sectors within and outside the health system; and a lack of standardized monitoring and evaluation mechanisms to inform policies. To address implementation gaps, governments need to invest more in effective interventions such as the WHO-recommended best-buy interventions, improve action across different sectors, and enhance capacity in monitoring and evaluation and in research. Learning from the Framework Convention on Tobacco Control, the WHO and international partners should develop a standardized, comprehensive monitoring tool on alcohol, salt and unhealthy food consumption, physical activity and health-systems response.