Volume 08 Issue 05 May 2025
1Gyeltshen, 2Kezang Sherub, 3Tshegyal Dawa
1,2,3Choekhorling Middle Secondary School, Sarpang Bhutan
DOI : https://doi.org/10.47191/ijsshr/v8-i5-52Google Scholar Download Pdf
ABSTRACT
This case study investigates the persistent issue of underperformance among students in quarterly examinations (Classes IV–X) at Choekhorling Middle Secondary School in Sarpang district, Bhutan. Despite a consistent assessment framework, concerns remain among educators, parents, and the wider community regarding the root causes of students' academic struggles. The research explores the shared yet diverse beliefs and assumptions held by key stakeholders—students, teachers, administrators, and parents—about institutional norms, including school rules, routines, academic workload, and behavioural expectations. These perceptions shape how individuals interact with and respond to the school’s academic environment. To identify contributing factors to student underachievement, the school’s academic committee conducted a focused review using direct feedback from students who failed the quarterly tests. The analysis revealed a misalignment between student experiences and institutional expectations, leading to the formulation of several recommendations. These include revising teaching methodologies, strengthening student support mechanisms, and improving administrative practices. The findings underscore the importance of aligning institutional norms with the realities of student needs to foster improved academic performance.
KEYWORDS:Bhutan, Case study, Choekhorling Middle Secondary School, factors, feedback, quarterly tests, underperformance
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