Tshering Gyelltshen¹* and Chencho Dorji²

¹Principal, Norbugang Central School, Bhutan
²Principal, Norbugang Primary School, Bhutan

*Corresponding Author: Tshering Gyelltshen, Principal, Norbugang Central School, Bhutan.

Received: March 28, 2022; Published: April 14, 2022

Abstract

It is a generic perception of parents that boarders would outperform the day scholars in the academic sphere owing to the fact that they are armed with better facilities in terms of readily availability of time and both human and material resources since they have the privilege of using them at any point of time as required. Every parent wishes to put his/her child as a boarder which has emerged as a pressing challenge. Owing to such generic perception of the stakeholders the school is currently undergoing bitter experiences of admission pressure. Institution of boarding or day school plays an instrumental role in determining the academic performance of a school in this competitive globalized world. The stakeholders like government, educationists, curriculum designers, police maker, parents, principal, teachers, guardians etc. have greater roles to play to make their best choice in educating their children as crucial investment for good return. There are certain variables or elements that are responsible for the academic performance of students be it boarder students or day students in any context of location.

There are also other essential factors responsible for academic performance in terms of sex in boarding or day scholars. As such, there is a grave need of stakeholders as above to know which of their children (male or female, boarder or day scholar perform better in academic sphere. Thus, this paper will help us determine better about the academic performance of boarders and day scholars in the field o various variables in Norbugang Central School during the academic session 2021 and do necessary interventions accordingly. In order to determine the academic performance of day scholars and boarder students of Norbugang Central School, annual examination record of students for 2021 ranging from classes VII-IX was used. Annual examination was conducted to determine the competency of students based on the taught concepts entailing divergent questions such as multiple choice questions, objective type of questions, open ended questions and short essay questions that were principally aimed at testing criticality, creativity of students. The academic performance of students were categorized as outstanding, distinction and divisions as reflected below:

1. % > = 45(45-100) % 2. % > = 60(60-100) 3. % > = 70(70-100) 4. % > = 80(60-100).

Keywords: Academic Performance; Boarder; Day Scholar; Index; Intervention; Components; Multiple Choice

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Citation

Citation: Tshering Gyelltshen and Chencho Dorji. “ Academic Performance of Day Scholars Versus Boarders in Norbugang Central School”. Acta Scientific Paediatrics 5.5 (2022): 15-23.

Copyright

Copyright: © 2022 Tshering Gyelltshen and Chencho Dorji. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.