An Analysis of the Current Practices of Task-Oriented Classroom Instruction in Lumbini Cultural Municipality, Rupandehi, Nepal

Author(s)	Dr. Taranath Bhattarai
Country	Nepal
Abstract	This study investigates the prevailing status of task-oriented classroom instruction within government schools of the selected study area in Nepal. It further explores the underlying factors contributing to the current state of such instructional practices and proposes strategies for their enhancement. Employing a qualitative research design, data were collected through Participatory Rural Appraisal (PRA), classroom observations, and semi-structured interviews. The data were analyzed thematically within an interpretative research paradigm. The findings indicate a limited and underdeveloped implementation of task-oriented instructional approaches, influenced by challenges related to teacher professional development, school administration, local educational needs, and the existing examination system. The study underscores the necessity of developing a contextually relevant local curriculum to support and advance task-oriented classroom instruction both within the study area and in general.
Keywords	local needs, practical skills, task-oriented classroom instruction, local curriculum
Field	Sociology > Education
Published In	Volume 7, Issue 3, May-June 2025
Published On	2025-05-26
DOI	https://doi.org/10.36948/ijfmr.2025.v07i03.47566
Short DOI	https://doi.org/g9pz57

About IJFMR Fees & Payment Current Issue Publication Archive	Submit Research Paper Track Submission Status Publication Guidelines Publication Ethics Peer Review & Plagiarism	Join as a Reviewer Editors & Reviewers Reviewer Referral Program Get Reviewer Membership Certi.	Website/Journal Policies Usage Policy Content Policies Privacy Policy

Contact Us		+91-9687-828-838	editor@ijfmr.com

International Journal For Multidisciplinary Research