Research & Publications
My Research
Published Researches
Book Chapter
Impact of Epistemological Beliefs on Self-Efficacy in Undergraduate Mathematics Learning: Insights from PLS-SEM and ANN Analysis
Dhakal, D. P. (in press). In Marciniak et al. (Eds.), Exploring the richness of being human through mathematics education philosophy: Vol. 1. Values and structures. Springer.
ICME 15 / TSG: Philosophy of Mathematics and Mathematics Education
The Value of the Customer's Waiting Time for Finite Source Queueing System ↗
DP Dhakal, RP Ghimire, BN Poudel
https://doi.org/10.70530/kuset.v20i1.718/507
Multilevel Analysis for Predictors of Household Solid Biofuel Use in Nepal ↗
YR Lamsal, P Sapkota, MP Pandey, SK Jha, DP Dhakal
10.1109/ICTP67998.2026.11485320
Effects of Online Review on Attitude towards Product Displayed in Online Site ↗
DP Dhakal, K Acharya
Available at SSRN 4315196 · 2022
Purpose of Learning Mathematics: Supreme Knowledge ↗
DP Dhakal, I Upreti, NP Niroula
Mathematics Teaching Research Journal 12(2), 125–134 · 2020 · 6 citations
Philosophy of Mathematics and Its Relevance in Maths Classroom ↗
DP Dhakal
Philosophy of Mathematics Education Journal 31, 1–9 · 2016 · 3 citations
Mathematics Students' Perception of Their Classroom Environment
DP Dhakal
SMTE, 93 · 2015 · link not yet available online
Research Interest
Philosophy of Mathematics and Mathematics Education
Scale Development
Stochastic Process
Operations Research
Ongoing Research (Peer Review)
Title of Study
Development and Validation of a Scale on Teachers’ Perception towards School Counselling
Authors
Shanta Upreti (1st author) — School Counselor, Kathmandu University School of Education
Durga Prasad Dhakal (2nd author) — Assistant Professor of QT, DoMIC, Kathmandu University
Sanskar Dhakal (3rd author) — Leipzig University
Yash Raj Lamsal (4th author) — DoMIC, Kathmandu University
Objective
With roughly 300 theories used across counseling and mental health services (Neukrug, 2015), identifying the “right” approach is difficult. In practice, individual theories are often grouped into six main theoretical categories, offering a systematic way to understand counseling across diverse perspectives.
Method
Boateng’s nine-step scale development and validation process was followed: a qualitative phase built the domain and item pool through literature review, interviews (5 participants), and an FGD (11 experts); a quantitative phase then used 221 participants for exploratory factor analysis (EFA) and 438 for confirmatory factor analysis (CFA). All analyses were run in R.
Result
The TPTSCP scale proved theoretically sound, psychometrically valid, and well structured. EFA and CFA supported a factor structure consistent with McAdams’ six-domain framework, with reliability and construct validity at acceptable levels.
Conclusion
The TPTSCP scale offers a valid framework for evaluating and aligning teachers’ perceptions, supporting the accessible implementation of school counseling programs.