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

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.