Bhutanese students' low performance in Mathematics dealt with IoT

Abstract

In the Bhutanese educational system, mathematics is a required subject and serves as a requirement for the study of science and business in tertiary institutions. The Bhutanese school system is concerned about low math achievement rates. This study is interested to identify the causes of the students' low mathematics performance in Bhutanese schools. The study found that factors like teachers' personalities, curriculum layout, a lack of parental involvement, and student attitudes toward the topic all contribute to students' low performance in mathematics in the Bhutanese education system. If appropriate interventions and diagnostic methods are not used, there is a greater danger of extending the current downward trend in mathematics education in Bhutan. Therefore, this research looks into how educators, and other educational stakeholders can work together with varying areas of expertise to better prepare teachers and students for the education system of the twenty-first century. This requires the involvement of government policymakers and the ministry of education as implementers.