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This study was conducted to stabilize the correlation parameter for economic traits of local rice (Oryza sativa L.). The results revealed that the number of tiller (NT) was positively correlated with plant height (PH, r = 0.55211), number of panicle (NP, r = 0.48390), panicle length (PL, r = 0.31181), seed length (SL, r = 0.33430), total seed weight (TSW, r = 0.28122), however, the negatively correlated with seed width (SW, r = -0.26725). Plant height (PH) was negatively correlated with seed width (SW, r = -0.42971) and 100 seed weight (HS, r = -0.28991). Number of panicle (NP) was positively correlated with panicle length (PL, r = 0.32888) and total seed weight (TSW = 0.75128). Panicle length (PL) was positively correlated with number of seed (NS, r = 0.38332), seed length (SL, r = 0.53582) and total seed weight (TSW, r = 0.51078). Number of seed (NS) was positively correlated with total seed weight (TS, r = 0.54696). Seed length (SL) was positively correlated with 100 seed weight (HS, r = 0.46799) and total seed weight (TSW, r = 0.33826). Seed width (SW) was positively correlated with 100 seed weight (HS, r = 0.66074). In this experiment, multiple regression formula was Y(TSW) = -51.31 + 0.045(PH) + 2.77(NP) + 0.21(NS) + 8.88(HS) with R2 = 0.5644. Our results represent the relationship among traits and making for design a crop model in rice planting system.

This study investigated tenth grade Bhutanese students’ understanding of the law of mechanical energy conservation. A low-cost hands-on model developed using locally available materials designed as an integral part of a guided inquiry laboratory was used as intervention. A single-group pretest-posttest research design was employed. The instruments used to explore the students’ conceptual understanding and views and attitudes were 13 two-tier multiple-choice items and 20 close-ended Likert-based items, respectively. The study also examined the students’ views and attitudes toward a guided inquiry laboratory and the effectiveness of a hands-on model through a semi-structured interview protocol. The data was analysed by calculating the mean, standard deviation, and t-test. The paired-sample t-test indicated a significant enhancement of students’ conceptual understanding due to the intervention of the guided inquiry laboratory from pretest (M=12.59, SD=3.28) to posttest [M=21.39, SD=3.07), t(99) = – 52.14, p

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