Student Performance in Reading and Literature: A Case of Middle Secondary Schools in Dagana, Bhutan

This study aimed to understand the perceptions of teachers and students regarding the performance of Class 10 students in Reading and Literature. Guided by a pragmatic paradigm, the study employed convergent parallel mixed methods. Quantitative data were collected through a survey questionnaire from 305 students of Classes 10 and 11. Qualitative data were collected through focused group discussions and semi-structured interviews with students (n=25) and English teachers (n=7). The study found that students’ poor reading habit is a challenge in scoring good marks in Reading and Literature. Similarly, students’ limited exposure to Literature is a challenge for them in responding to competency-based questions and in understanding the literary texts in the question papers. Teachers skipped most of the poems and essays to complete the syllabus, which also affected students’ performance in literature. Poetry is perceived as the most difficult genre, followed by novels, essays, and short stories. Further, teachers and parents are not able to motivate and encourage students to develop reading habits.  Study suggests teachers create adequate avenues for students to read, understand, interpret, and respond to literature in general and poems in particular.