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An Investigation of Middle Secondary School Bhutanese Students’

Assertiveness

Research in Contemporary Education and Teaching Research · September 2021

DOI: 10.47852/bonviewCETR2021020205

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Lhatu Tshering Melam Jamtsho

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 Received:17
Received: 17May
May2020
2020| |Revised:
Revised:55November
November2020
2020| |Accepted:
Accepted:44May
May2021
2021| |Published
Publishedonline:
online:25
25June
June2021
2021

Exploring
Exploring In-service
An Investigation
In-service Postgraduate
of Middle
Postgraduate
ContemporaryEducation
Contemporary
Contemporary Educationand
Education andTeaching
2021,
TeachingResearch
Vol.
Research
XX(XX) 1–4
2021, Vol.
2021, Volume 2, Issue
XX(XX) 2
1–4
Secondary
Science
Science School Belief,
Teachers’
Teachers’ Belief, Concern,
Concern, and
and
DOI:10.47852/bonviewCETR2021020102
DOI: 10.47852/bonviewCETR2021020102
10.47852/bonviewCETR2021020205

Bhutanese
Practice
Practice Students’
towards
towards Solid Waste
Solid Waste
Assertiveness
Management and
Management andRecycle
Recycle
Lhatu1 & Melam Jamtsho2 Melam Jamtsho3
1,2,3
RanKamji
Ran SinghCentral
SinghTamang,School,
Tamang, Ministry
Tshering
Tshering andofSonam
and Education,
Sonam Bhutan
Rinchen*
Rinchen*
DepartmentofofScience
Department ScienceEducation,
Education,Samtse
SamtseCollege
CollegeofofEducation,
Education,Royal
RoyalUniversity
UniversityofofBhutan
Bhutan
Abstract: The purpose of this study was to investigate and determine middle secondary school students’ assertiveness. A total
of 88 IT students in one of the middle secondary schools in central Bhutan was surveyed. Students were classified based on two
Abstract:
Abstract: Thisstudy
studyexamined
examinedbelief,
belief,concern,
concern,and and practiceofofthe thein-service
in-servicepostgraduate
postgraduate scienceteachers
teacherstowards
towardssolid
solidwaste
waste
age groupsThis of below 15 years and 15 to 18 years of practice
age. Questionnaire was used to assessscience
whether the attitudes of the students
managementand
management andrecycle
recycle(SWMR)
(SWMR)ininone oneofofthe thecolleges
collegesofofeducation
educationininBhutan.
Bhutan.AAstructured
structuredonline
onlinesurvey
surveyquestionnaire
questionnairewaswas
were passive,toaggressive
administered or in-service
assertive. science
The questionnaire was developed (13based on
andthe book “Assertiveness” by Chalvin, (1981) and
administered to 3939first-year
first-year in-service science teachersout
teachers outof
ofwhich
which 2222(13 maleand
male 99female)
female) responded.The
responded. Thedata
data weresubjected
were subjectedtoto
descriptive
descriptive statistics such
statistics such
the interpretations as
fromasPro determining
determining mean and
mean (2012).
mind training standard
and standard deviation. Further,
deviation.corresponded
The questions Pearson
Further, Pearson product-moment
product-moment
to the three attitudes correlation
correlation was employed
was aggressive
i.e. passive, employed in in
and
order to determine the significance of some of the demographic characteristics on their belief, concern, and
order to determine the significance of some of the demographic characteristics on their belief, concern, and practice towards SWMR. An practice towards SWMR. An
assertive attitude.
independent samples53.4 %, 35.2% that
testrevealed
revealed and the
11.4%onlyof the total students
statistically significantwere found passive,
difference assertive
betweenthe thegenderandis aggressive
gender observedinin respectively.
themeconcern The
concern
independent samples test that the only statistically significant difference between is observed theme
(p < 0.05 = 0.028),
< 0.05indicated
(presults with
= 0.028), female females
with females reporting
reporting
students higher levels
higherassertive
to be more of
levels ofthanconcerns
concerns than the
than students
the male males.
the males.fromHowever,
However, one-way
the ageone-way ANOVA result did not
groups.ANOVA result did not show anyshow any
statisticallysignificant
statistically significantpresence
presenceininthetheteaching
teachingsubjects
subjectsamong
amongthe thethree
threethemes
themes(F(F(3, 18)==0.477,
(3,18) 0.477,pp>>0.001).
0.001).The
ThePearson’s
Pearson’sproduct
product
Keywords:
moment Assertiveness;
correlation revealedassertive behavior;
statistically passive relation
significant behavior; aggressive
between behavior belief and practice (r = 0.01, p > 0.05), whereas
respondents’
moment correlation revealed statistically significant relation between respondents’ belief and practice (r = 0.01, p > 0.05), whereas
negative −.37,pp>>0.05)
correlation(r(r==−.37,
negativecorrelation 0.05)were
werefound
foundbetween
betweenrespondents’
respondents’concern
concernandandpractice
practicetowards
towardsSWMR.
SWMR.
Keywords:solid
Keywords: solidwaste
wastemanagement;
management;recycle;
recycle;in-service
in-serviceteachers;
teachers;belief;
belief;concern;
concern;practice
practice

1. Introduction abused by peers in school. The emerging solution according

to Yamada,
Bhutan,a aMaeueza, & Ohtsu,
tinykingdom
kingdom (2012)
nestled states assertiveness isana
Foreword
Foreword Bhutan, tiny nestled ininthe
the Himalayas
Himalayas isisnot
notan
In Bhutan monastic education was dominant prior to exception
exception tothis
skill thattocanthis man-made
beman-made
taught predicament
in the classroomand
predicament and theenvironmental
via the environmental
process of effective
Rhetoricskills
Rhetoric skillsare
areconcentrated
concentratedininrhetorical
rhetoricalmethods,
methods,but
butrhetoric
rhetoric problemswhich
problems whichare arecaused
causedbybyhumanshumans(Desa (Desaetetal., al.,2011).
2011).
commencement of modern education (Kinga, 2009). Ura (2010) teaching and learning by helping by students develop self-efficacy.
is not just knowledge. Rhetoric was first used by some leaders inin
is not just knowledge. Rhetoric was first used by some leaders The recent study conducted (National
The recent study conducted by (National Statistics Bureau Statistics Bureau
described
western
western thattothe
countries
countries togiveinception
give of
speechesso
speeches modern
sothat
thatthey education
theycan skillfullyin
canskillfully 1914
arouse
arouse [NSB], 2019)
Alberti and of waste
Emmons besides
(1976, households,
as
[NSB], 2019) of waste besides households, commercial units,cited in commercial
Ibrahim 2015, units,
p.615)
the
the emotional
emotional resonance of
resonance ofofthe the audience
audience and thus
and thus expand
expand their influ-
their influ- health
health centres,
centres,three and
andtypes offices.
offices. “In total,
“In total,among institutes
institutes generate
generate around around
followed construction schools at every possible locations and mentioned of behavior people:
ence.Therefore,
ence. Therefore,rhetoric
rhetoricalso
alsocontains
containssome
somepsychological
psychologicalcontents.
contents. 5,400
5,400 kgsofofwastes
kgs wastes a aday
day comparedtotowhat
compared what industriesgenerate
industries generate
enrollment of students in schools. The modern education has (5,719)1. kgs daily”
Nonassertive (p. XI). The
behavior: composition
people
(5,719) kgs daily” (p. XI). The composition of waste generated whoof waste
are generated
not able to
1.
1.done Introduction
Introduction
wonders in Bhutan, the country has produced democratic from
from institutes
institutes is shown
is shown in Figure
in redundantly
Figure 1. The1. The study further
study further revealed revealed
obtain
that more their
thanrights or are
services. humble.
that more than services. InInBhutan,
Bhutan,the theNSB NSB(2019,(2019,p.1) p.1)through
through
While
leaders,
While talkingabout
medical
talking abouteducation
doctors, education
teachers, and
and wastemanagement
competent
waste management
business in inany
any
persons theirNational
National
2. AggressiveWasteInventory
InventorySurvey
behavior: Survey
the person hadshown
shown
does not that “Waste
accept the
their Waste had that “Waste
sections
sections of the society,
of the society, the role
the otherwise that
role that everyevery science
science teacher can play management is one of the prevailing challenges in governance
and bureaucrats which would have teacher can play
been hired from management
rights is
of multi-foldone
other people. of the prevailing
And are narcissists. challenges in governance
ininproviding
providingwastewasterelated
relatededucation
educationisispivotal
pivotalcompared
comparedtotoother other that
that have
have implications
multi-fold implications ononenvironmental,
environmental,economic economicand and
the neighboring
subject teachers states
(Holbrook, (Phuntsho,
2009). 2013).
Education
subject teachers (Holbrook, 2009). Education is a tool, that can be is a tool, that can be social themes.”
3. Assertive behavior: maintaining the right and respect
social themes.”
usedtotocreate
used createsocietal
societallevel
levelawareness
awarenessononenvironmental
environmentalproblemsproblems
For school going children, school is a significant setting forLiterature
oneself and for others.
through the formal education system (Akinbote, 2007; Dung etetal.,
through the formal education system (Akinbote, 2007; Dung al., 2.2.Literature Review Review
second to
2017;Holbrook,
2017; home
Holbrook,2009). environment
2009).Effective
Effectiveandfor their growth
andefficient
efficientwaste and wholesome
wastemanagement
management From the aforementioned three behaviors, assertive
isis anan essential
essential partpart ofof sustainable
sustainable development
development goals, creating creating Problemsassociated
Problems associatedwith withenvironment
environmentand andwaste
wastehave havereceived
received
development (Kalutskaya, Archbell, Rudasill &goals, Copan, 2015). behaviorcare or globally
being assertive is a2011;
positive behavior and the
awareness on waste issues, can be best done in schools (Morrissey immense (Desa et al., Dung
immense care globally (Desa et al., 2011; Dung et al., 2017). Solid et al., 2017). Solid
awareness on waste issues, can be best done in schools (Morrissey
However
Browne,school setting hasconsiderable
not proven to be absolute waste
haven. waste is defined by (Leton & Omotosho, 2004) as non-liquid and
&& Browne, 2004).
2004). Despite,
Despite, considerable amount
amount ofof attention
attention otheris two being
defined bynegative.
(Leton &Hasanzadeh
Omotosho, 2004) and Mahdinejad
as non-liquid(2012) and
environmental
environmental issues
issues receives
receives from
from the
the world
world leaders,
leaders, it’s
it’s often
often non-gaseous garbage,
non-gaseous garbage, refuse refuse oror sludgesludge products
products ofof human human
According to Dobson (2012) children become vulnerable to describedregarded
assertiveness as a skill that helps individuals speak
beena acentre
been centreofofdiscussion
discussionand anddebate
debatefor fordecades
decades(Detraz,
(Detraz,2017). activities,
2017). activities, regarded asasuseless. useless. Solid
Solid waste
waste must
must includewaste
include waste
bullies, physical
Therefore, and mental abuse inscience
the school fromattitudes
seniors items
items from households, commercial waste, hospital
hospital waste,waste, and
Therefore, itit isis imperative
imperative toto study
study science teacher’s
teacher’s attitudes and from
act with authoritycommercial
households, while remaining waste, respectful to others.
and
towards SWMR in terms of belief, concern, and practice. constructionwaste
construction waste(Organization
(Organizationfor forEconomic
EconomicCo-operation
Co-operationand and
towards SWMRfigures.
and popular in termsThe of belief, concern, and practice.
two aforementioned, being the major Assertiveness[OECD], helps provide aUnited
holistic expression encouraging
Development 2019;
Development [OECD], 2019; United Nations Statistics Division Nations Statistics Division
causes of absenteeism for many of the students. [UNSD],
the rights
[UNSD], 2019;
2019; WorldBank,
to decline
World Bank,2018).
requests 2018).
withoutInInrecent
recentor
guilt times, numerous
selfishness
times, numerous and
studies were undertaken in the field of SWMR by local
A quantitative
*Corresponding author:Dr. research
Dr. on violence
SonamRinchen,
Rinchen, Department against
ofofSciencechildren
Science Education,in studies wereinto
also takes undertaken aninattitude the field that of SWMR by local
*Corresponding
SamtseCollege
author:
CollegeofofEducation,
Sonam
Education,RoyalRoyalUniversity
Department
UniversityofofBhutan,
Bhutan,V4X3+655,
Education, governments
Samtse, governments
V4X3+655,Samtse, andaccount
and international agencies
international agencies equates
(OECD,
(OECD,
an
2019;
2019;
individual’s
UNSD,
UNSD,
Samtse
BhutanEmail:
Bhutan. (2016) figures 23% of students bullied and physically 2019;
srinchen.sce@rub.edu.bt 2019; World
right World
and need Bank,
Bank, 2018).
with2018).
the other AA study
study conducted
person’s conducted
rights and byby need
BirBir (2015)
(2015)
(Ames,
Bhutan. Email: srinchen.sce@rub.edu.bt

©©TheTheAuthor(s)
Author(s)2021.
2021.Published
PublishedbybyBON
BONVIEW
VIEWPUBLISHING
PUBLISHINGPTE.
PTE.LTD.
LTD.This
Thisisisan
anopen
openaccess
accessarticle
articleunder
underthe
theCC
CCBY
BYLicense
License(https://creativecommons.org/
(https://creativecommons.org/
licenses/by/4.0/).
licenses/by/4.0/).

16
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Contemporary Education and Teaching Research Vol. 2 Iss. 2 2021

Lee & Wazlawek, 2017). Duman and Margolin (2009) reported that children of
aggressive parents showed aggressive behavior in problem
2. Literature review solving. From the study it can be hypothesized that, children
are influenced by the environment in which they are brought
Krist (2011) asserts that an assertive student exhibits up. Thus parental behavior is seen as indispensable influence
favorable behaviors and attitudes in school like sociability, on the type of child’s behavior.
receptive and assiduous with higher self esteem. Ames (2009) Growing up, children and adolescents face lots of peer
also found that assertiveness or an assertive behavior begets pressure from peers that are of superior age or from peers with
self confidence, psychological and emotional well being, less varied exposures. Being assertive helps to resist peer pressure
peer pressures and bullies and eventually good academic (Goldberg-Lillehoj, Spoth, & Trudeau, 2008.). According to
performance in school. Goldberg-Lillehoj, Spoth, & Trudeau, (2008) rural adolescents
Hasanzadeh & Mahdinejad confirmed through their study had higher rates of alcohol use compared to the urban
that there is difference in students’ assertiveness level among adolescents. They postulated it was due to their vulnerability
women and men. According to Onyeizugbo (2003) women to peer pressure due to lack of assertiveness skill. Furthermore
become more assertive as they age. He concludes that younger the study supported the idea of including assertiveness
men tend to be more assertive than younger women whereas skill development as one of the preventive interventions to
older women become more assertive than older men. reduce the alcohol use among the adolescents. In this context
In a similar manner, Park et al., (2016) found out that assertiveness skill is central in resisting peer pressure as well as
women are slightly more assertive than men. On the other enhancing good relation with peers.
hand, Kimble, Marsh & Kiska (1984) reported men being more The relationship between assertiveness and educational
assertive than women. anxiety among students is inversely proportional. Mohebi,
Several factors determine the assertiveness level of Sharifirad, Shasiah, Botlani, Matlabi and Razaeian (2012)
students. Of one is teachers’ assertiveness in school and investigated the relationship between assertiveness and
particularly in the classroom. Martinez, Justicia and Haro educational anxiety among pre-college students. The students
(2016) confirmed that teachers’ assertiveness has a significant were divided into experimental and controlled groups. The
influences students’ assertiveness and that an assertive teacher intervention for the experimental group was five sessions of
brings about social competence and cohesion in the classroom. assertiveness training for 8 long weeks, of which one session
Another factor which influences the assertiveness level was supported by parents and the teachers. The study found
of students is parents’ educational attainment. Children of out that the students of experimental group upon completing
educated parents are found to be more assertive and have assertiveness training program had lower level of anxiety and
the prospects of becoming more assertive in their later years on the other hand there was no significant anxiety difference
(Ibrahim 2015). Apart from the educational attainment of the control group before and after.
parents, marital relationship and relationship among the family Low assertiveness, It not only endangers students’
members play a crucial role in determining the assertiveness psychological health but also deprives them of a healthy life.
level of the child. Children living with single parent have lower Pourjali and Zarnaghash (2010) drew a significant relationship
assertiveness level than that of children living with both the between assertiveness and mental health among undergraduate
parents (Demirbilek & Otrar, 2014). students. The study revealed that those students having
According to Lee and Bax (2000), children of those authority of saying No, have less stress in their lives and thus
parents who gets separated without a sensible consensus results in a healthy mental health.
speculates themselves for being the root cause and thus brings
blame and guilt to themselves. This in turn causes self-esteem 3. Research Question
to and sociability to plummet.

17
Contemporary Education and Teaching Research Vol. 2 Iss. 2 2021

This research was carried out to investigate whether the In terms of percentage 53.4 %, 35.2% and 11.4% of the
students of middle secondary school are assertive and also to total students were found passive, assertive and aggressive
answer the following sub-questions; respectively.
1. How assertive were the students?
2. Was there difference between male and female in terms
of assertive behavior?
3. Was there difference in between the two age groups in
terms of assertive behavior?

4. Methodology

4.1 Sampling
The targeted population of the study was 6 sections of
Fig.1. Behaviors among students
grade 9 students in one of the middle secondary schools in
21 of the 42 male students and 23 of the 46 female students
central Bhutan however 2 sections (88 students) were selected
showed passive behaviors. In terms of assertiveness 15 male
using cluster random sampling technique. Of the 42 males 8
and 19 female showed assertive behaviors, which are 35.7% and
of them were below the age of 15 years and 34 of them were
41.3% respectively. 14.2 % of male and 8.7% of female students
between the ages of 15 to 18 years. As with females, 17 of them
showed aggressive behavior (Table1.)
were below the age of 15 years and 29 of them were between
Behavior
the ages of 15 to 18 years. Passive Total
Assertive Aggressive
4.2. Instrument
Male 21(50%) 15 (35.7%) 6(14.3%) 42
Questionnaire was used to assess if the attitudes of the Gender
Female 23 (50%) 19 (41.3%) 4(8.7%) 46
students were passive, aggressive or assertive. The questionnaire
Total 44 34 10 88
was developed based on the book “Assertiveness” by Chalvin
Table.1. Behavior differences between male and female students
(1981) and interpretations from Pro mind training (2012).
75% of the male students below the age of 15 years showed
The questions correspond to the three attitudes i.e. passive,
passive behavior. 12.5 % of male showed assertive behavior and
aggressive and assertive attitude.
aggressive behavior. On the other hand 58% of female students
Every time the student answered “Rather true” to a
of the same age group showed passive behavior and 41.1 %
given question, 1 point was added to the corresponding
showed assertive behavior.
attitude. The highest total score was thus the indicative of the
Similarly, 44.1 % of the male students of age between 15-
student’s attitude. The result was used to compare the attitude
18 years showed passive behavior. In the same age group, 41.1
differences between the two different age groups and the
% of the male students showed assertive behavior and 14.7 %
differences in attitudes based on gender. And more importantly
showed aggressive behavior. With respect to female students
to derive the assertiveness level among the students.
of the same age group 44.8% showed passive behavior, 41.3%
showed assertive behavior and 13.7% showed aggressive
5. Findings
behavior.
Age Behavior
Passive Total
Aggressive
Assertive
Male 6 (75%) 1 (12.5 %) 1 (12.5%) 8
Below 15 years Gender
Female 10(58%) 7 (41.1%) 0 17
Male 15 (44.1%) 14 (41.1%) 5 (14.7%) 34
Between 15-18 years Gender
Female 13 (44.8%) 12 (41.3%) 4(13.7%) 29
Table.2. Behavioral differences between two different age groups

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Contemporary Education and Teaching Research Vol. 2 Iss. 2 2021

6. Results and discussion Thus the very reason why we chose this topic was to determine
if our students are assertive, passive or aggressive and to
This study mainly focused on indicating if the IT students propose some directions for future research on it.
of middle secondary school were assertive and the differences
in assertive behavior of the students with respect to age and About Author
gender. Of the 88 students surveyed, it was found that 35.2 % of
the students indicated assertive behavior. 53.4% of the students Lhatu is a teacher at Kamji Central School. To his credit
indicated passive behavior and 11.4% indicated aggressive he has nine years of teaching experience at middle secondary
behavior. and central schools. He has his B. Ed (history) from Paro
The moderate assertive behavior among the students College of Education, Bhutan and Master in Education from
could be the indicative of moderate assertive behavior of Rangsit University, Thailand.
teachers in the classroom. As Martinez, Justicia and Haro Melam Jamtsho is a teacher at Kamji Central School.
(2016) confirmed that teachers’ assertiveness has a significant To his credit he has two years of teaching experience. He has
influences in students’ assertiveness and that an assertive his bachelor degree in Life Science from Sherubtse College,
teacher brings about social competence and cohesion in the Bhutan.
classroom.
In addition it could also be the indicative of educated References
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Ames, D. (2009). Pushing up to a point: Assertiveness
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and effectiveness in leadership and interpersonal
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dynamics. Research in Organizational Behavior.
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Ames, D., Lee, A., & Wazlawek, A. (2017). Interpersonal
The substantial passive behavior could have been the
assertiveness: Inside the balancing act. Social and
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Cam, I. (2015). An investigation of high school seniors’
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Demirbilek, M., & Otrar, M. (2014). The examination of the
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Dobson, C. (2012). Effects of academic anxiety on the performance
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https://www.nmu.edu/education/sites/DrupalEducation/files/
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and children’s aggressive problem solutions with peers.
despite its importance in child and adolescent development.

19
Contemporary Education and Teaching Research Vol. 2 Iss. 2 2021

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