The researcher has sound knowledge of action research with a year of course on Action Research during the B.Ed program at Paro college of Education. The researcher also has a bachelor’s degree in primary education from Paro College of Education. Additionally the researcher attended 5 days Action research Workshop, applies this understanding to systematically investigate and address the varied needs in the mathematics classroom.

Participants Competence

Grade VI students, typically aged 11 to 12, possess the cognitive, social, and communication skills necessary to participate meaningfully in research activities. At this stage, they can understand instructions, express their ideas and engage in age appropriate task such as answering surveys, participating in discussion and contributing to the group activities.

Critical Friend

The critical friend involved in this research holds a master’s degree and is currently working as a researcher at the Royal University of Bhutan. His academic background and professional experience have equipped him with strong research competencies, including skills in data analysis, critical reflection, academic writing, and ethical research practices. His role as a critical friend supports the research process by offering constructive feedback, helping to maintain objectivity, and enhancing the overall quality and rigor of the study.

Critical Friend
The critical friend for this research is a teacher of Dungna MSS, a graduate from Samtse College of Education who have in-depth knowledge in this field and at the same time attended several trainings and workshops related to research. He also has a strong foundation in research, who can provide valuable guidance and support throughout the research process.

Pema Wangmo &Passang Lhamo (Dungna MSS

The researcher demonstrates extensive knowledge of Action Research (AR) and holds a Bachelor’s degree in Primary Education from Paro College of Education. Completion of the course EDN209: Introduction to Educational Action Research, along with additional training and school-based professional development, has further enhanced the researcher’s expertise. This solid foundation enables the researcher to design and implement investigations that are closely aligned with curriculum goals and effectively address classroom challenges.

-Research Participants’ Competence

The study involves 22 fourth-grade students (15 boys and 7 girls) enrolled in a primary education curriculum. These participants come from varied academic, social, and cultural backgrounds, providing a comprehensive representation of the learner population in a typical classroom setting. Although they possess foundational language skills, the students currently exhibit challenges in engaging in conversational English due to limited exposure to interactive, communicative teaching practices. Their diverse competencies and experiences not only highlight the critical need for innovative, student-centered approaches but also offer a valuable context for evaluating the impact of such strategies on language proficiency and classroom engagement.

-Critical Friend’s Competence

The critical friend supporting this research is a qualified and experienced educator with a strong background in English language teaching and classroom-based research. With formal training in educational methodologies and practical experience in implementing learner-centered strategies, the critical friend provides valuable insights, constructive feedback, and objective observations throughout the research process. Their role ensures academic quality, supports reflective practice, and enhances the overall quality and credibility of the action research.

Sangay Dorji(Teacher)KPS

Researchers Competence

The researcher graduated from Sherubtse College in 2016 with a Bachelor of Arts in History and Dzongkha and later studied Introduction to Educational Action Research at Samtse College of Education. She conducted an oral history study at Sherubtse, laying the foundation for her research skills. As a history teacher with two years of experience, she is committed to making history engaging and has explored strategies to help students connect with historical content. Her classroom observations and experiences have strengthened her confidence in conducting action research. Believing that every student has the right to information, she sees it as a teacher’s duty to identify and address learning challenges. She advocates for a collaborative approach, where students and teachers work together to enhance learning.

Critical friend

Mr. Ngawang Rinchen is my critical friend because he is a suitable person and possesses a good base of research expertise. Additionally, because he also teaches, he is knowledgeable about the difficulties students have when learning and the steps he has taken to overcome those difficulties. Moreover, he has also published a few research articles and he would also gladly assist me and offer advice as I conduct my research.

Competence of students

The students involved in this research are from Class vii and have a foundational understanding of history, which allows them to engage meaningfully in the research process. They are accustomed to interactive learning methods and have shown a strong interest in exploring ways to make history lessons more engaging. These students are motivated and willing to actively participate in the proposed activities, including role plays, discussions, and projects. Their diverse learning styles and backgrounds provide valuable perspectives, making them key contributors to the research. Their openness to feedback and collaborative nature ensures that they will work together with the teacher to address challenges and implement new learning strategies effectively.

The researchers possesses minute knowledge of AR and hold a bachelors degree in Education from PCoE. Additionally, the researchers also had an experience of conducting Action Research during college days.

Research Participants

The research participants are pre-primary students and two general teachers. For this research, students participation in play-based activities is most crucial. Their active engagement will bring conducive learning environment.

Critical Friend

The critical friend is a teacher of Dungna MSS who is also a research focal of the school. He has in-depth knowledge and experience in research process and attended several trainings and workshops related to research. Thus, the researchers recognize his expertise and potential to provide valuable guidance throughout the research process and procedures. (Sonam Choden & Pema Gyem)

The researcher possesses a foundational understanding of Action Research having completed a semester course on it at Samtse College of Education. During my college years, the researcher also carried out a simple action research project, which gave a basic knowledge on AR.

Research Participants

The participants of this action research include 61 Grade IX students (34 girls and 27 boys) from a secondary school biology class. These students were selected as the primary participants as the research focuses on improving their understanding and usage of scientific terms in biology.

In addition, the biology teacher (researcher) is also a key participant, responsible for implementing the intervention strategies—scientific word walls and word journals—and monitoring their impact on students' learning. The teacher also facilitated classroom activities, maintained observation records, and collected relevant data throughout the research process.

Critical Friend

Mr. Ngawang Rinchen is my critical friend because he is a suitable person and possesses a good base of research expertise. Additionally, he also teaches and is knowledgeable about the difficulties students when learning and the steps to overcome those difficulties. Moreover, he has also published a few research articles and he would also gladly assist me and offer advice as I conduct my research.

The researchers posses a foundational understanding of action research principles and methodologies, evidenced by basic knowledge of action research (AR) and holds Bachelor’s Degree in Education from Paro College of Education. The researcher’s has been trained in action research and conducted one study during college.

Research Participants

The research participants are grade V students (15 girls and 16 boys) and general subject teachers. The participants come from diverse academic, social, and cultural backgrounds and they posses basic speaking skills in understanding the subject content. The subject teachers are posses professional training, hands on teaching experience, and a comprehensive understanding of the classroom dynamics enhancing educational practices, such as improving English speaking fluency among grade V students.

Critical Friend

The critical friend involved in this research is Assistant Professor Ugyen Tshomo, Paro College of Education. Holding a Master's in Education from the University of Newcastle, Australia. She brings a strong theoretical foundation and an understanding of diverse educational contexts. Her in-depth knowledge and experience in the research process and publications, including three completed action research papers and a fourth ongoing, demonstrate a practical understanding of the methodology you are employing. Having actively participated in several training sessions, seminars, and workshops focused on facilitated action research, she possesses specific skills in guiding and supporting researchers through this process. Furthermore, her experience as an author with five published books indicates strong analytical and communication abilities, crucial for providing insightful feedback. Given her expertise, she has received grants in research, highlighting a proven track record in rigorous inquiry.