Thesis (Bachelor of Arts in English)

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    Examination culture in Bangladesh: impact on students, teachers and society
    (BRAC University, 2026-02) Akhter, Suhala; Amin, Md Al
    The culture of examinations has long embedded in the education system in Bangladesh. Although examinations were first meant to measure the learning process, for a long time getting a good score in the examination become the primary aim of teaching and learning in the classroom. In Bangladesh context, the examinations, particularly the high-stakes examinations have a profound impact on teaching, learning, and society as a whole. This study explores the impact of this culture of examination on students, teachers and the society as a whole. Specifically, this study explores how examination-based education affects the learning behavior, motivation and psychological well-being of students, teaching to the test and the impact on the society. The study further investigates the role of family expectations and social pressure in strengthening exam dependence and advancing inequality in education. The study was conducted using the qualitative approach, taking the form of in-depth interviews with teachers, students and parents. This approach allowed me to document and present the experiences of the participants under the pressure of the exam and how they would see the learning and teaching under the exam-based system. The findings reveal that the high focus on examinations promotes memorization as opposed to in-depth knowledge and critical thinking. Guidebooks, coaching notes and model answers are used by students as a means of delivering good results and this limits creativity and independent thinking. The constant exam stress has adverse effects on the mental health of students, which causes stress, anxiety, emotional burnout, and low motivation to study. There is also pressure on teachers to give high performance in exams, which do not give them a chance to implement creative and student-centered teaching techniques. Furthermore, the curriculum is highly examination based and there is no room to develop skills and have holistic learning. The study also shows that the culture of exam has broader social implications since academic success associates closely with social status and family anticipations. It puts pressure on the students and parents and enhances inequality by prevalence of private coaching. The study concludes that excessive dependence on examinations restricts the real meaning of education and there is need to reform the assessment systems to encourage meaningful learning, creativity, and student wellbeing.
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    The impacts of lesson plan implementation on student engagement, academic achievement, and classroom dynamics in primary grades of Dhaka
    (BRAC University, 2025-05) Pinky, Ananna Das; Sultana, Syeda Farzana
    The lesson plan plays a crucial role in organising the classroom for educational purposes across various grade levels. However, lesson plans in particular primary schools were explored, as this is the beginning level of a student's institutional progress. This study investigates the influence of a lesson plan implementation on the students' engagement purpose, academic performance and classroom dynamics in primary grades of Dhaka. This study was influenced by the curriculum of 2023, where there was no proper educational track, and the instructor was lost and lacked structured lesson plan guidance. This study aimed to investigate how a structured lesson plan can enhance and bring changes in the educational experiences of students and teachers. Using a qualitative research method with eight participants, the study employed semi-structured interviews to gather their opinions. The data of all participants were collected from different primary schools in Dhaka city. Participants revealed the use of structured lesson plans to improve the academic performance of the students and classroom behaviour, enhance the confidence of the teachers and promote increased attentiveness between the students in the classroom. This study also highlighted the necessity of teachers' training regarding lesson plans and organisational limitations. By acknowledging these challenges, institutions can better support teachers in designing properly structured lesson plans with well-developed activities.