Mahendra Ratna Campus

Tahachal, Nepal

Highlights

सह प्राध्यापक
Dr. Bishnu Khanal
Teacher
Male
bishnu.khanal@mrc.tu.edu.np

Dr. Bishnu Khanal was born in 1974 in Arupokhari-8, Gorkha. He is the first child among five siblings born to Shiva Prasad Khanal and Yuba Kumari Khanal. Dr. Khanal currently resides in Nagarjun Municipality-6, Kathmandu for more than two decades. 

Dr. Bishnu Khanal was born in 1974 in Arupokhari-8, Gorkha. He is the eldest of five children born to Shiva Prasad Khanal and Yuba Kumari Khanal. He has been living in Nagarjun Municipality-6, Kathmandu, for more than two decades.

Dr. Khanal is an Associate Professor in the Department of Mathematics Education at Mahendra Ratna Campus, Tribhuvan University, Kathmandu. He has also served as the Assistant Campus Chief at Mahendra Ratna Campus and as the Assistant Dean at the Faculty of Education, Tribhuvan University.

He earned his Ph.D. in Education (Mathematics Education) from Tribhuvan University in October 2015. He also holds an M.Phil. in Education and an M.Ed. in Mathematics Education from the same university.

His research interests include learning and teaching strategies and styles, teaching approaches, assessment of student achievement, integration of ICT in mathematics education, and other cross-cutting issues related to education.

Ph.D. in Mathematics Education, Tribhuvan University, Nepal — 2015

·  M.Phil. in Education, Tribhuvan University, Nepal — 2011

·  M.Ed. in Mathematics Education, University Campus, Tribhuvan University, Nepal — 1997

·  B.Ed. in Mathematics and Science, Prithvi Narayan Multiple Campus, Tribhuvan University, Pokhara, Nepal — 1995

·  I.Ed. in Mathematics and Science, Mahendra Ratna Campus, Tribhuvan University, Kathmandu, Nepal — 1992

·  S.L.C., Shree Bhemodaya High School, Gorkha, Nepal — 1990

Dr. Bishnu Khanal began his teaching career on February 27, 2002, as a part-time teacher at Mahendra Ratna Campus. He worked in this role until April 27, 2008, and then became a Teaching Assistant, serving until November 22, 2011. On November 23, 2011, he was appointed Assistant Professor at the same campus. Later, on June 27, 2019, he was promoted to Associate Professor, a position he continues to hold.

Book Publications

  • Authored and co-authored over two dozen textbooks, reference books, and research-based books in the field of mathematics education.

Scientific Publications

Dr. Bishnu Khanal has authored and co-authored more than 80 research papers published in national and international journals. Some of his selected publications are listed below:

  1. Sharma, L., Sharma, L., Khanal, B. & Panthi, D. (2025). Cultural and economic capital acquisition: Role of mathematics in sanskrit educational institutions in Nepal. International Journal of Literacy and Education, 5(2), 92-99. https://www.doi.org/10.22271/27891607.2025.v5.i2b.316
  2. Panthi, R. K., Khanal, B., & Kshetree, M. P., Acharya, B. R., Belbase, S., Opoku, M. P. (2025). Navigating through Social Justice in Mathematics Education: Prospects, Priorities, Processes, and Problems. Journal of Mathematics Education at Teachers College, 16(1), 9-28. https://doi.org/10.52214/jmetc.v16i1.12770
  3. Khanal, B., Belbase, S., Dhakal, B. B., Acharya, B. R., Kshetree, M. P., Panthi, R. K., & Opoku, M. P. (2025). Effects of Mathematics Teaching Styles on Students’ Performance: Moderations of Gender, School Type, Location, and Ability Group. European Journal of Mathematics and Science Education, 6(1), 33-49. https://doi.org/10.12973/ejmse.6.1.33
  4. Khadka, J., Adhikari, K. P., Joshi, D. R., & Khanal, B. (2025). Impact of Policy Provision and Authenticity of Fairness of e-Assessment Practice in Monitoring: Insights from Nepal Open University Students. Journal of Educators Online, 22(2). https://doi.org/10.9743/JEO.2025.22.2.10  
  5. Joshi, D. R., Khadka, J., Adhikari, K. P., Khanal, B., Belbase, S. (2024). Exploring the Effects of Online Learning Complications on Mathematics Achievement. International Journal of Instruction, 17(4), 79-98. https://doi.org/10.29333/iji.2024.1745a
  6. Khanal, B., Devkota, K. R., Acharya, K. P., Chapai, K. P., & Joshi, D. R. (2024). Evaluating the Competencies of University Teachers in Content, Pedagogical, and Technological Knowledge. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2360854
  7. Adhikari, K. P., Joshi, D. R., Khadka, J., & Khanal, B. (2024). Effect of Preference and Management of e-Assessment System on its Quality Assurance Process. Journal of Educators Online, 21(3). https://doi.org/10.9743/JEO.2024.21.3.9  
  8. Joshi, D. R., Khadka, J., Khanal, B., & Adhikari, K. P. (2024). Learners’ expectations towards virtual learning and its effect on mathematics performance. International Journal of Instruction, 17(1), 733-754. https://doi.org/10.29333/iji.2024.17138a
  9. Joshi, D. R., Neupane, U., Singh, J. K., Khanal, B., & Belbase, S. (2024). Impact of COVID-19 Pandemic on Academic Activities of Academicians in Nepal. Journal of Education, 204(2). https://doi.org/10.1177/00220574231153183   
  10. Joshi, D. R., Adhikari, K. P., Khanal, J., Belbase, S., & Khanal, B. (2023). Developing and Integrating Digital Resources in Online Mathematics Instruction and Assessment during Covid-19. Cogent Education. https://doi.org/10.1080/2331186X.2023.2230394  
  11. Khadka, J., Joshi, D. R., Adhikari, K., & Khanal, B. (2023). Teachers’ Humanistic Role in Online Class: A Context of Teaching Mathematics during COVID-19 Pandemic in Nepal. International Journal of Distance Education Technologies (IJDET), 21(1). https://doi.org/10.4018/IJDET.324951.
  12. Adhikari, K. P., Joshi, D. R., Belbase, S., Sharma, L. N., & Khanal, B. (2023). Mathematics Teachers’ Self-Reported Practices of Formative Assessments in Teaching Mathematics Online. International Journal of Online Pedagogy and Course Design (IJOPCD), 13(1). https://doi.org/10.4018/IJOPCD.324603  
  13. Joshi, D. R., Khanal, B., & Adhikari, K. (2023). Effect of Digital Pedagogical Skills of Mathematics Teachers on Academic Performance. International Journal of Educational Reform, 34(4) 665-688. https://doi.org/10.1177/10567879231164615 (Corresponding author)
  14. Joshi, D. R., Adhikari, K. P., Khanal, B. Khadka, J., & Belbase, S. (2022). Behavioral, cognitive, emotional and social engagement in mathematics learning during COVID-19 pandemic. PLOS One. https://doi.org/10.1371/journal. pone.0278052
  15. Khanal, B., Joshi, D. R., Adhikari, K. P., & Khanal, J. (2022). Problems of Mathematics Teachers in Teaching Mathematical Content Online in Nepal. International Journal of Virtual and Personal Learning Environments (IJVPLE), 12(1). https://doi.org/10.4018/IJVPLE.312845   
  16. Belbase, S., Joshi, D. R., & Khanal, B. (2022). Teachers’ Perception on Effect of Informationa and Communication Technologies (ICTs) on Students’ Mathematics Learning in Nepal. The International Journal for Technology in Mathematics Education, 29(3), 109-128. https://doi.org/10.1564/tme_v29.3.01 (Corresponding author)
  17. Khanal, B., Joshi, D. R., Khadka, J., Adhikari, K. P., & Bishowkarma, A. (2022). Factors Associated with the Problems in Teaching Mathematics through Online: A Context of Nepal. International Journal of Education and Practice, 10(3), 237-254. https://doi.org/10.18488/61.v10i3.3097
  18. Acharya, B. R., Belbase, S., Panthi, R. K., Khanal, B., Kshetree, M. P., & Dawadi, S. D. (2022). Critical Conscience for Construction of Knowledge in Mathematics Education. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 10(4), 1030-1056. https://doi.org/10.46328/ijemst.2203
  19. Budhathoki, B. B., Belbase, S., Acharya, B. R., Kshetree, M. P., Khanal, B., Panthi, R. K. (2022). High School Students’ Mathematical Anxiety Induced through Adults’ Verbal Behavior. International Journal of Learning, Teaching and Educational Research, 21(6), 247-269. https://doi.org/10.26803/ijlter.21.6.15
  20. Khadka, J., Joshi, D. R., Adhikari, K. P., & Khanal, B. (2022). Learner-Centered Instruction: Teachers’ Practice in Online Class of Mathematics during COVID-19 Pandemic in Nepal. International Journal of Instruction, 15(3), 831-852. https://doi.org/10.29333/iji.2022.15345a
  21. Belbase, S., Sharma, B., Pant, B. P., Khanal, B., Panthi, R. K., Kasemsukpipat, W., & Al Farra, N. K. R. (2022). Philosophical Foundations for Curriculum Decision: A Reflective Analysis. SN Social Sciences, 2(4). https://doi.org/10.1007/s43545-022-00344-5.
  22. Joshi, D. R., Khanal, B., & Belbase, S. (2022). Teachers’ Perception towards Student Support in Using Information and Communication Technology for Mathematics Learning. International Journal of Technologies in Learning, 29(2), 57-73. https://doi.org/10.18848/2327-0144/CGP/v29i02/57-73   
  23. Kshetree, M. P., Belbase, S., Panthi, R. K., Khanal, B., & Acharya, B. R. (2022).  Epistemic errors in students’ four fundamental operations of whole numbers: a radical constructivist grounded theory (RCGT) approach. SN Social Sciences, 2(3). https://doi.org/10.1007/s43545-021-00291-7
  24. Panthi, R. K., Khanal, B., Kshetree, M. P., Acharya, B. R., & Belbase, S. (2021). Challenges of Social Justice in Mathematics Classroom. SN Social Sciences, 1(9). https://doi.org/10.1007/s43545-021-00233-3
  25. Panthi, R. K., Acharya, B. R., Kshetree, M. P., Khanal, B., & Belbase, S. (2021). Mathematics Teachers’ Perspectives on Emergent Issues in Teaching and Learning Mathematics in Nepal. Mathematics Teaching Research Journal, 13(2). https://commons.hostos.cuny.edu/mtrj/wp-content/uploads/sites/30/2021/07/v13n2-Mathematics-Teachers-Perspectives-on-Emergent-Issues.pdf
  26. Kshetree, M. P., Acharya, B. R., Khanal, B., Panthi, R. K., & Belbase, S. (2021). Eighth Grade Students’ Misconception and Errors in Mathematics Learning in Nepal. European Journal of Educational Research, 10(3). https://doi.org/10.12973/eu-jer.10.3.1101   
  27. Khanal, B., Panthi, R. K., Kshetree, M. P., Acharya, B. R., & Belbase, S. (2021). Mathematics Learning Strategies of High School Students in Nepal. SN Social Sciences, 1(7). https://doi.org/10.1007/s43545-021-00165-y
  28. Khanal, B., Belbase, S., & Joshi, D. R. (Winter 2020/2021). Effect of Digital Awareness on Mathematics Achievements at School to University Levels in Nepal. Mathematics Teaching Research Journal, 12(4), 47-68. https://commons.hostos.cuny.edu/mtrj/wp-content/uploads/sites/30/2021/01/v12n4-Effect-of-Digital-Awareness-on-Mathematics-Achievements.pdf
  29. Joshi, D. R., Chitrakar, R., Belbase, S., & Khanal, B. (2021). ICT Competency of Mathematics Teachers at Secondary Schools of Nepal. European Journal of Interactive Multimedia and Education, 2(1), e02107. https://doi.org/10.30935/ejimed/10847.
  30. Acharya, B. R., Kshetree, M. P., Khanal, B., Panthi, R. K., & Belbase, S. (2021). Mathematics Educators’ Perspectives on Cultural Relevance of Basic Level Mathematics in Nepal. Journal on Mathematics Education, 12(1), 17-48. https://doi.org/10.22342/jme.12.1.12955.17-48
  31. Belbase, S., Panthi, R. K., Khanal, B., Kshetree, M. P., & Acharya, B. R. (2020). Preservice Secondary Mathematics Teachers’ Actional Beliefs about Teaching Geometric Transformation with Geometer’s Sketchpad. European Journal of Mathematics and Science Education, 1(2), 91-106. https://doi.org/10.12973/ejmse.1.2.91
  32. Khanal, B. (2017). Preference of Mathematics Learning Strategies Based on Gender. International Education & Research Journal (E-ISSN 2454-9916), 3(11), 43-45. https://ierj.in/journal/index.php/ierj/article/view/1391
  33. Khanal, B. (2016). Learning Strategies Used by Public and Private School Mathematics Students of Nepal. IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526), 5(2), 66-75. http://dx.doi.org/10.21013/jems.v5.n2.p2
  34. Khanal, B. (2016).  Learning Strategies Used by Urban and Rural School Students in Mathematics. IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526), 4(3), 387-396. http://dx.doi.org/10.21013/jems.v4.n3.p5  
  35. Joshi, D. R., Khanal, B., & Sharma Chapai, K., P. (2025). Effects of Students’ Competency in Using CEHRD Learning Portal and Technology Integration in Mathematics on Academic Performance. International Research Journal of MMC (IRJMMC), 6(4), 7-22. https://doi.org/10.3126/irjmmc.v6i4.85211
  36. Roka, J., Bist, R. B., & Khanal, B. (2025). Context-Based Teaching in Mathematics Education: Theoretical Foundations and Teaching Models. Far Western Review, 3(1), 104-120. https://doi.org/10.3126/fwr.v3i1.84614
  37. Joshi, D. R., Khanal, B., & Sharma Chapai, K., P. (2025). Factors Associated with the Competency of School Students in Using CEHRD Learning Portal for Mathematics. Education and Development, 34(1), 1-20. https://doi.org/10.3126/ed.v34i1.80270
  38. Roka, J., & Khanal, B. (2024). Teachers' Perceptions of Using a Context-Based Approach in Mathematics Instruction. Mangal Research Journal, 5(1). Mangal Multiple Campus, Kirtipur. https://doi.org/10.3126/mrj.v5i01.73487 
  39. Khanal, B., & Chhetri, D. B. (2024). Exploring Mathematics Learning Strategies of High-scoring Group Students at Secondary Level. Interdisciplinary Issues in Education, 2(2). Open and Distance Education Center, Kirtipur. https://doi.org/110.3126/iie.v2i2.71769
  40. Khatri, T. B., & Khanal, B. (2024). Mathematics Learning Style and Achievement of Secondary Level Students. Journal of Musikot Campus, 2(1). Musikot Khalanga Multiple Campus Research Management Cell. https://www.nepjol.info/index.php/jmc/article/view/70847/54007
  41. Chhetri, D. B. & Khanal, B., (2024). A Pilot Study Approach to Assessing the Reliability and Validity of Relevancy and Efficacy Survey Scale. Janabhawana Research Journal,3(1), 35-49.

https://www.nepjol.info/index.php/jrj/article/view/68384/52248

42. Sharma, L., Sharma, L., Khanal, B. (2024). A Systematic Review of Teachers’ Perceptions and Beliefs Towards Gender Issues in Mathematics Learning. Haimaprabha, 23(1). https://doi.org/10.3126/haimaprabha.v23i1.66735

43.Chhetri, D. B. & Khanal, B., (2023). Exploring the Relevance of Advanced Mathematical Knowledge for Secondary-Level Instruction. Academic Journal of Mathematics Education, 6(1). Council for Mathematics Education, Surkhet Branch.

44.Joshi, D. R., Sharma Chapai, K., P. & Khanal, B. (2023). Effect of Teachers Problems in Using Digital Resources on Mathematical Content Instruction Online. International Research Journal of MMC (IRJMMC), 4(2), 19-30. https://doi.org/10.3126/irjmmc.v4i2.55996   

45.Khanal, B., & Joshi, D. R., Sharma Chapai, K., P. (2022). Mathematics Teachers' Reflection on Essential Skills and Techniques for Effective Online Mathematics Instruction. Education and Development, 32(1), 79-92. https://doi.org/10.3126/ed.v32i1.61571

46.Joshi, D. R., Sharma Chapai, K., P. & Khanal, B. (2022). Effect of Mathematics Teachers’ Problems in Teaching Equation, Figure, Drawing Symbols and Use of Software on Mathematical Content Instruction. Journal of Fine Arts Campus, 4(2), 11-20. https://doi.org/10.3126/jfac.v4i2.54835  

47.Khanal, B. (2022). Approaches for Enhancing Mathematics Learning of Students with Learning Difficulties. The Educator Journal, 10(1), 88-92. https://www.nepjol.info/index.php/tej/article/view/46731/34927  

48.Joshi, D. R., Neupane, U., Singh, J. K., Khanal, B., & Belbase, S. (2021). Effect of Using Digital Devices on Food Consumption among the University Students in Nepal. International Research Journal of MMC (IRJMMC), 2(4), 36-54.   https://www.nepjol.info/index.php/irjmmc/article/view/41552/31537    

49.Khanal, B. & Dhakal, B. B. (2021). Mathematics Teachers’ Teaching Styles: Student Assessment by Gender. Pragyaratna, Year 4, 1. Kathmandu: Tribhuvan University Teachers’ Association (TUTA) Mahendra Ratna Campus Unit.

50.Khanal, B., & Joshi, D. R. (2021). Effect of Socio-Demographic Characteristics and ICT related Information on Mathematics Performance. Xavier International College Journal, 3(1), 57-64.

51.Khanal, B. (2021). Mathematics Teachers' Strategies and Their Impact on Society Through Student Learning. Nepalese Journal of Educational Assessment, Volume 3, Issue 1. Kathmandu: Education Review Office, Ministry of Education, Science and Technology, Government of Nepal.

52.Khanal, B. (2020). Effect of Teachers Behaviors on Mathematics Achievement at Secondary Schools of Nepal. Rainbow Journal, Volume 9, No. 2, Issue 9. Kathmandu: Rainbow International College.

53.Khanal, B. (2020). Effect of Guided Discovery Method on Mathematics Achievement of High and Low Averted Secondary School Students.  Shikshak Journal, Volume 15, No. 1, Issue 15. Kathmandu: Mahendra Ratna Campus.

54.Khanal, B. (2019). Contributing Factors for the Promotion of Students’ Learning Strategies in Mathematics. Shikshak Journal, Volume 14, No. 1, Issue 14. Kathmandu: Mahendra Ratna Campus.

55.Khanal, B. (2019). Students’ Assessment of Mathematics Teachers’ Teaching Styles in Public and Private Schools in Kathmandu Valley. Rainbow Journal, Volume 8, No. 1, Issue 8. Kathmandu: Rainbow International College. https://doi.org/10.3126/rainbowj.v8i1.44243   

56.Khanal, B. (2019). Gender Difference in the Preference of Mathematics Educators’ Teaching Styles. Pragyaratna, Year 3, 1. Kathmandu: Tribhuvan University Teachers’ Association (TUTA) Mahendra Ratna Campus Unit.