Secondary Level In Bangladesh Research Articles

Exploring English Teaching Materials and Methods at the HSC Level: An Empirical Study

This study focused on the teaching-learning materials and methods used by the teachers at the Higher Secondary Level in Bangladesh. This study tried to find out the types of methods and materials used by the teachers, how they used these, and how these catered to the diverse needs of the learners. This research followed a quali-quantitative method using questionnaire surveys and semi-structured interviews. A total of 530 students, 28 teachers, 10 teacher-interviewees, and 5 key informants participated in this study. The findings revealed that the materials and methods employed in teaching English at the Higher Secondary Certificate (HSC) level do not align with the curriculum objectives. Moreover, the teachers follow a medley of methods and materials that neither significantly match the latest teaching-learning approaches nor serve the purpose of making the students proficient in English. It was also found that most teachers have no training in language teaching methods, materials, and pedagogy. So, this study felt the necessity for arranging teacher training, redesigning materials, and creating interactive teaching-learning environments to ensure learners’ more comprehensive grasp of English language proficiency in real contexts.

A Pedagogical Appraisal of the Higher Secondary Textbook of Bangladesh for Teaching Listening and Speaking Skills

Textbook evaluation is essential to determine whether the text is standard enough to achieve the teaching objectives. The researcher used the qualitative research method to collect data for this study to investigate the suitability of the textbook of Higher Secondary Level in Bangladesh for teaching listening and speaking skills. Based on the internal evaluation criteria (MacDonough & Shaw, 2013) of the text and semi-structured interviews with eight teachers, the findings reveal that the book includes inadequate lessons and inappropriate activities for improving learners’ listening skills. However, the study finds the book satisfactory for teaching speaking skills with suitable lessons and activities, although there is still room for improvement in the text by including more diverse speaking activities.

A Study of EFL Classroom Management at the Higher Secondary Level in Bangladesh

A Study of EFL Classroom Management at the Higher Secondary Level in Bangladesh

English Language at Secondary Level in Bangladesh: (Dis)connections Between Policy and Practice of Oral Skills

The development of curriculum, textbooks and assessment is a continuous process for better teaching and learning outcomes. The National Curriculum & Textbook Board (NCTB) revised its secondary curriculum in 2012 for English education considering the 2010 National Education policy. The only textbook for the whole country for secondary level, English for Today has been developed accordingly in 2013 for grades 6 to 10, to help students attain competency in listening, speaking, reading, and writing. This qualitative study is based on semi-structured interviews and content analysis of pertinent policy documents. The semi-structured interview data includes a set of English curriculum policy implementation stakeholders including teacher trainers, school principals and English teachers. This paper aims to explore the reasons for the existing disconnections coherently through the analytical lens of the Constructive Alignment (CA) Model for curriculum design to achieve the intended learning outcomes for secondary English education in Bangladesh. The findings support the argument that if the coherence of secondary curriculum, classroom teaching and learning activities and assessment system is not aligned, the aspirations of the National Education Policy 2010 may not be achieved.

Challenges of Online English Language Teaching and Learning at Secondary Schools in Bangladesh

Virtual classrooms manifest a burgeoning pedagogic instrument in current English language teaching and learning contexts around the globe; the use of which was significantly increased with the onset of the COVID-19 pandemic crisis. Such practices can also be traced to the secondary-level educational context in Bangladesh. Alike the traditional classroom, these virtual classrooms are not without challenges. To unravel such challenges of online English classes at the secondary level in a developing country context like Bangladesh, a qualitative research framework was used in this research. As such, the current study utilized qualitative data collection instruments to collect in-depth information about the individual, course, contextual and technological challenges of online English language education at the secondary level in Bangladesh, based on Anderson and Grönlund’s (2009) conceptual framework of online education in developing countries. The data was collected from both the learners and the facilitators of such online English language classes and analyzed based on the codes from the conceptual framework of the study. Moreover, data regarding the pedagogic participant-oriented suggestions to encounter such challenges were also collected and analyzed. The findings of the study highlight a range of different pedagogic and contextual challenges in relation to online English education in a developing country context like Bangladesh and draw on its implication to address policy issues as well as pedagogic practices

A SMALL-SCALE STUDY ON THE ERROR ANALYSIS OF THE HIGHER SECONDARY STUDENTS OF BANGLADESH.

The aim of this research is to identify the frequency and the types of grammatical errors that are committed by the students in their written English at the higher secondary level in Bangladesh. To conduct the investigation a procedure of mixed method, which include both qualitative and quantitative approach, has been followed in order to get clear and fuller picture of higher secondary level students’ grammatical errors. The samples have been taken from the paragraphs and essays written by 40 students in both class and exam set up. My research has helped me in figuring out the reasons behind their errors. Six teachers of these forty students have been interviewed to seek the answers to questions as to why learners commit such errors in spite of twelve years of formal education The questionnaire part in my research focuses both on the perspectives of teachers and students regarding this issue. The findings of the research reveal that committing grammatical errors is an obvious process of learning. This research will help the educators and researchers in figuring out why and how the grammatical errors occur at the higher secondary level students’ written English and will also provide recommendations for reducing them.

A SMALL-SCALE STUDY ON THE ERROR ANALYSIS OF THE HIGHER SECONDARY STUDENTS OF BANGLADESH.

The aim of this research is to identify the frequency and the types of grammatical errors that are committed by the students in their written English at the higher secondary level in Bangladesh. To conduct the investigation a procedure of mixed method, which include both qualitative and quantitative approach, has been followed in order to get clear and fuller picture of higher secondary level students’ grammatical errors. The samples have been taken from the paragraphs and essays written by 40 students in both class and exam set up. My research has helped me in figuring out the reasons behind their errors. Six teachers of these forty students have been interviewed to seek the answers to questions as to why learners commit such errors in spite of twelve years of formal education The questionnaire part in my research focuses both on the perspectives of teachers and students regarding this issue. The findings of the research reveal that committing grammatical errors is an obvious process of learning. This research will help the educators and researchers in figuring out why and how the grammatical errors occur at the higher secondary level students’ written English and will also provide recommendations for reducing them

Exploring Beliefs of L2 Teachers at the Higher Secondary Level in Bangladesh

This study has investigated the beliefs of higher secondary level English language teachers and the impact of these beliefs on their classroom practices. The study aimed to examine what beliefs, attitudes, and assumptions L2 teachers at the higher secondary school level in Bangladesh have about L2 teaching and learning. Qualitative research methods were used to collect and analyse data. The findings revealed a regular pattern of consistency between teachers' beliefs and practices. Finally, the study concludes with an argument to develop teacher education programmes that will engage with teachers' inherent belief systems by incorporating reflective practices in the programme methodology.

Languages used by teachers in English-language classrooms: An EFL perspective

Language and language policy researchers are particularly interested in the development of using English in the English language classroom in an EFL context in this era of globalization and internationalization. The main focus of the study was to find answers to the questions of what languages are used in the EFL classroom and what problems teachers have in using English at the secondary level in Bangladesh. According to the data from the study, teachers were challenged by their own language skills, students’ language ability, and pedagogical problems. The findings of this study will help teachers examine themselves more closely and come up with better ideas and reasons for their techniques and attitudes toward English language teaching. Additionally, the study may reveal the teachers’ perspectives on the issues their students face. In Bangladesh, social and economic disparities in two different regions within the same country produce an imbalance in English language teaching, which obstructs the implementation of effective use of English as a language of instruction in the classroom. Taking this into account, educators must focus on the procedures for an engaging and neutral English language classroom use.

EFL Teaching and Learning in the Rural Areas of Bangladesh: Addressing Obstacles to Teaching L2

English as a language is an essential tool in the negotiation of power and relationship at the interpersonal, social and the global level as well. The importance of learning English has increased significantly as a useful communication tool in the age of globalization. In the existing scenario, English language learning and teaching in the rural areas of Bangladesh has become a prime concern. This study aims to present the current English language education policy, language learning and teaching obstacles pertaining to the poorly equipped classroom, lack of trained language teachers, and inadequate use of technology and non-availability of learning materials in Bangladesh. To analyze and to find the solution to the language teaching and learning obstacles, the researcher employed both qualitative and quantitative methods. The research was carried out in ten rural colleges far from the capital city Dhaka. The population of this study was higher secondary level students in the academic year 2019-2020. The number of populations was 25 students from intermediate class and 10 teachers from same school and colleges, and data were collected through a questionnaire. The findings show that though CLT based English language curriculum has been operating at the higher secondary level in Bangladesh, most of the teachers are not familiar with CLT guidelines and CLT related activities. Besides this, there are some crucial factors which demand great attention to change the current scenario. As a result, there are inconsistencies between the stated objectives of Teaching English and the actual teaching techniques.

Reasons for shrinking secondary science student enrollment in Bangladesh

To cope with the rapid advancement in science and technology and with knowledge explosion, the education policies of the countries in Asia and the Pacific give emphasis on science and technology education as an integral part of formal school education. Some countries have already started implementing new program of science, many countries are in the process of planning but Bangladesh’s plan is yet to take shape for the improvement of science curriculum. As a result, enrollment of students in science at the secondary level in Bangladesh has been shrinking gradually. It is imperative to investigate why scope of science education here decreases in the days of scientific advancement worldwide. Thus, the aim of this study is to improve the curriculum, science contents, and methods of teaching science, know-how on the use of process skill, teaching aids and laboratory equipment for teaching science in more meaningful and efficient manner to upright the science student enrollment scenario in place of the unfortunate declining trend in enrollment. For this, a study was conducted by collecting opinions of Head Teachers, classroom science teachers, education managers and some renowned science educators via questionnaires, focus group discussion (FGD) and interview. The study revealed that reduced scope of employment, scarcity of efficient science teachers, inadequate supply of science equipment, and above all no ‘priority of science’ over arts and business studies have been the main causes of shrinking enrollment science students.

Assessing Listening Comprehension at the Secondary Level in Bangladesh: Challenges and Possible Measures

The current National Curriculum 2012 of Bangladesh recommends all four skills of English language education to be assessed in school and public exams. In the curriculum, there is a suggestion to evaluate the listening abilities of students through a formative assessment throughout the year at schools. The marks of the listening assessment need to be counted with the other three skills while grading students’ English language papers for the secondary level in the Secondary School Certificate (SSC) examination. However, the existing exam evaluates only reading and writing tasks. Although various attempts are underway to reform the current language assessment procedure by including listening and speaking skills, nothing has come out in concreate so far. With this article, I provide expert insights into the challenges of listening assessment with the goal of helping policymakers and the secondary school teachers. In-depth interviews with policymakers and secondary school teachers and (n=16) are qualitatively analysed to gain reflection into the existing challenges to assess listening and how to make the assessment procedures. The findings and discussion of the article propose a conceptual framework that can be helpful for the teachers and policymakers to deal with the challenges.

Factors Leading to School Dropout in Bangladesh: An Empirical Approach

Developing country like Bangladesh, it is an unarguable fact that the development of a nation is dependent on education of its people. The purpose of this research is to determine the fundamental issues that act behind high dropouts in primary and followed by secondary level in Bangladesh. The study also has found some interventions that may play a critical role in reducing school dropout. Data had been collected from the industrial area of Tongi named Tetul-tola Slum, Kolabagan, Tongi, and secondary data had been collected from published Govt. Research papers. The data demonstrate that not only the economic background, parents unwillingness to education, parents education level, the distance of a school, gender discrimination, low quality of education, security problem of girls in school, teachers’ behavior, even students’ unwillingness to go to school and earning money in early age are the key reasons of children drop out from school. However, girls are more likely to drop school than boys.

Linking Real-Life Situation with Content of School Mathematics at Secondary Level: Exploring Current Practice and Challenge in Bangladesh

Worldwide mathematics is considered as a subject in school curriculum which is intimately connected to students’ daily life. However, it is disheartening that there are some level of disconnection between students’ mathematics learning and the way it is applied to real-world. This study is conducted to explore the current practice and challenges in linking real-life situation with mathematical content at secondary level in Bangladesh, a country in transition from least-developed to developing status. Here multiple case study approach was followed under qualitative framework. Mathematics teachers of Grade 8 and their lessons were selected conveniently to explore how teachers were responding to the issues of practice and challenges in linking real-life situation and eventually promoted mathematical literacy in their lessons. Each teacher was considered as a case. Lesson observations, participant teachers’ interview, FGD with students and document analysis had been used as instruments in the study. Thematic analysis was followed as the data analysis technique. In this paper, we briefly summarized our work in exploring current practice and challenges in Bangladesh in connecting real-world with the world of mathematics. This study finds that teachers emphasize on explaining mathematical concept in ways that make sense to students but practice in specific cases. Occasionally, students struggle with mathematical terminologies while teachers are unaware of it. Moreover, teachers find difficulties to connect some mathematical content with real-life situations because of the nature of content and during the lessons they rely on “teaching textbooks” due to time constraint. Both teachers and students in this study point out that textbook examples and problems are not interesting. Finally, this study finds that Grade 8 mathematics textbook, in limited cases, deals with “real” problems: problems that are typically placed in a “situation”. The present study will thus provide insights to the teachers to improve their practice in order to make mathematics more significant and interesting to the students. This study will also notify the textbook writers to bridge between content and context to increase the effectiveness and quality of mathematics textbook by including more real-life oriented mathematical problems. Along with improved teachers’ practice and quality textbook, this study will eventually provide opportunities for students to be engaged with mathematics in a more meaningful way and to finally develop their mathematical literacy at an expected level. Keywords: Real-life situation, Mathematical literacy, Mathematisation DOI: 10.7176/JEP/12-3-19 Publication date: January 31 st 2021

EFL Teachers' Prosocial Behaviors at the Secondary Level in Bangladesh

The present comprehensive study dealt with the psychosocial perspectives of English as Foreign Language (EFL) teachers' academic activities or behaviors at the secondary level education in Bangladesh. Students are usually undernourished and very weak in English in the Bangladeshi EFL context, and no methods seem to improve the situation deploying any tactic or technique. The approaches have also been proved to be inappropriate in the last two decades for the teaching of the English language in Bangladesh. So, the study intends to find out the reasons behind the failure and the possible ways to develop English skills among the Bangladeshi EFL students by analyzing their teachers' academic and prosocial behaviors both inside and outside the classroom. The researcher collected data from 47 English teachers and 96 students of 16 secondary and higher secondary level institutions. The most supportive tools for this study were questionnaire survey and teacher interviews with phenomenological analyses of the participants' replies. The data were analyzed with conceptual and relational inquisition of the academic prosocial behaviors and features of the English language teachers in both the qualitative and quantitative approaches. The upshot of the study is, in fact, a report of the understandings and needs of the current condition of teaching and prosocial behaviors of the secondary level English teachers outside the classroom. The result displayed the lacking of relationships between teachers and students along with the needs of developing teachers' prosocial behaviors through kaizen, resilience, effective teacher-training, and teacher-research with the contemplation of non-verbal cues.

Creative Education System at Secondary Level in Bangladesh: Teachers’ and Students’ Perspectives

The creative education system is introduced in different stream of Bangladesh education towards developing the ingenious capability of students. The study is an endeavour that tries to know the possibilities and difficulties in the creative education system at the secondary level in Bangladesh from the teachers’ and students’ perceptions. It is an exploratory type of research that used primary and secondary sources of information to look for the problems, underlying the system. To collect primary data, Ambarkhana Girls’ High School & College; and Osmani Medical High School of Sylhet Sadar have been chosen as the study area. From the second tier of the chosen institutions; 60 students and 20 teachers are selected using a systematic random sampling method. The social survey method has been implied in this research and data collected through face to face interview method; along with a few well responded and informed respondents’ in-depth interview. Collected data from the respondents are then analyzed through a mixed research approach. The study findings reveal that most of the students signify the system enjoyable to study, memorizing reduced for textbooks learning, and appearance in examination turned easier. While others find the system confusing, difficult to understand questions and answer in examination hall within limited time. Besides, the system reciprocally encourages students to enrol in coaching centres for a vague idea about question pattern; lack of linkage between book and exam questions; and also, to get good marks. Findings from teachers' evaluation depict that though they welcome the system they are not well prepared to assimilate the system because of inadequate training facilities, absence of inquisitive seeking awareness program, dependence on the readymade question paper, challenges exerted on them to give students attention and proper guidance. The study recommends introducing well-researched textbooks avoiding mistakes, improving integrative classroom learning, controlling coaching business, increasing training facilities for teachers, providing awareness programs to make effective the creative education system in a competitive world of education.

A Pragmatic Data Based Evaluation of CLT in the EFL Curricula at Higher Secondary Level in Bangladesh

This paper evaluates the scope and relative unfeasibility of communicative language teaching (CLT) that was introduced at higher secondary level in Bangladesh to innovate English language teaching (ELT) by replacing grammar translation method (GTM). To substantiate the evaluation, a survey intended to determine the feasibility and relative drawbacks of CLT was made. A total of 100 teachers and 100 students participated in the survey of 10 different colleges of Dhaka and Khulna metropolitan cities of Bangladesh and two different questionnaires were used to collect quantitative data from randomly selected teachers and students. The study reveals that most of the EFL students in Bangladesh could not succeed in learning English language through CLT in spite of studying it for twelve years at their secondary and higher secondary levels. The paper also examines multifaceted problems affecting English language teaching and learning through CLT such as most of the classrooms of Bengali medium colleges are not well-furnished with modern language teaching equipment, lack of training and teaching materials, student’s lack of background knowledge, motivation etc. Therefore, the real outcome of CLT in Bangladesh could not meet the initial dream and promise with which it was introduced and eventually became inappropriate and ineffective.This article critically evaluates CLT focusing on multiple barriers and factors instrumental for the failure of the approach at higher secondary level in Bangladesh. Finally, the study concludes with several recommendations to promote English language teaching at higher secondary level in Bangladesh.

English Language Teaching at Secondary Level in Bangladesh: An Unsuccessful Story

English Language Teaching at Secondary Level in Bangladesh: An Unsuccessful Story

Exploring the Effectiveness of Cooperative Learning at Secondary Level in Bangladesh

In general, cooperative learning refers to the use of small groups of students to encourage them to
 work together and help each other to learn, accomplish learning goals, and increase their learning
 potential. This study attempts to explore the effectiveness of cooperative learning at secondary level
 classroom learning and students' achievement in particular. It also compares the achievements in
 means of scores between a student group taught using cooperative learning strategies and another
 group taught using non-cooperative learning strategies. This study is designed following a quasiexperimental
 research
 technique.
 60
 students
 from
 a
 secondary
 school
 of
 class
 9
 taking
 Science
 from
 
 2
 
 different sections were selected as samples and were divided into equal number experimental
 group and control group for this study. A pretest was conducted before administering the
 cooperative learning technique which was followed by a post-test after on to determine the
 effectiveness in the form of learning achievement. Students' achievements were measured through a
 self-constructed achievement test which was used in both the pretest and post-test. The data were
 analyzed through t-test using SPSS. The comparison of these results indicated a meaningful
 statistical difference between the two groups, and it was also found from the teachers that students
 who work in the cooperative learning groups were more engaged, more responsible in completing
 group assignments and more organized while working in their respective groups. Therefore, in
 order to promote quality learning, the results of this study may encourage the practice of cooperative
 learning for the secondary school level. To make the learning of students more enjoyable, effective,
 and sustained at secondary level; schools and teachers need to use the cooperative learning
 technique in the classrooms

Impediments to the Implementation of CLT Principles at the SSC Level in Bangladesh: A Case Study

The Ministry of Education of Bangladesh introduced Communicative Language Teaching (CLT) at secondary level by replacing Grammar Translation Method (GTM) in 1995. However, a body of studies found that principles of the CLT-based curriculum are not properly implemented so far. As a consequence, a wide gap is noticed between the policy and practice in teaching of English language. So, it is important to identify the reasons or factors that hinder the implantation of CLT at the secondary level education. This qualitative study was designed with a purpose to ascertain the impediments those hinder the implementation of CLT at the secondary level in Bangladesh. It used two methods namely classroom observation and practicing teachers’ interview and then the findings were triangulated to find a comprehensive answer to the research questions. The identified impediments may be taken into consideration and a solution to the research problem may be found.