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The Think-Pair-Share (TPS) cooperative learning is associated with high student participation and performance in various subjects. However, research focusing on this direction in Vocational and Technical Education (VTE) is not widespread. This mixed method with an action research approach investigated the effectiveness of TPS cooperative learning in improving student participation and performance in building quantities. It also explored the perceptions of students about TPS cooperative learning intervention. Convenience sampling was used to select 24 students from one of the VTE institutions in Brunei Darussalam. Data were collected through a pre-test, a post-test, interviews, and observations; and analyzed with a paired sample-test, frequency and percentage counts, and thematic analysis. The results showed that TPS cooperative learning improved student performance and participation. It encouraged creativity, collaboration, active learning, and motivation, which are conduits to high performance and participation. Although the implementation of TPS cooperative learning comes with some challenges, it can be an effective tool to improve student performance and participation in VTE. Its key features, such as teamwork, critical thinking, and problem-solving skills, may contribute to nurturing the soft skills needed in VTE. Also given are the recommendations for the effective implementation of TPS cooperative learning in VTE.

This study used a mixed-method design and an action research approach to investigate the effectiveness of the Student Teams Achievement Division (STAD) in improving 11 TVET students’ performance in the theory of flight. The results of the paired sample t-test revealed that students’ performance improved and were able to retain their knowledge after the STAD intervention. The students reported positive perceptions about STAD cooperative learning after the interview analysis. It encouraged student-centered and active learning, participation, and the development of teamwork skills. The discussion and practical and collaborative activities helped the students to retain their knowledge since they formed mental images of what they learned. This study concluded that STAD cooperative learning can be a helpful tool in improving TVET students’ performance in the theory of flight. This is more achievable when it is conducted in a teacher-friendly and well-prepared classroom environment. Implications of the findings in TVET and suggestions of effective ways to implement STAD cooperative learning are discussed.

This study aims to examine students’ conceptions of learning Geotechnics by investigating how selected students perceived learning in the teaching and learning to set an enrolled civil engineering program. In addition, students’ reasons for approaches used in learning Geotechnics and students’ perceptions of the role of the learning environment in studying Geotechnics were also identified. Interviews were conducted with diploma-level students, and two topics, compaction of soils and foundations, were selected to understand the approaches taken by the students in learning Geotechnics. The findings revealed that the interviewed students had more than one conception of learning depending on how the students had experienced the learning environment. Interestingly, these students had an appreciation of higher order conceptions of learning and hence used deeper approaches in acquiring knowledge. HHHHowever, the students still mostly used surface approaches in learning Geotechnics. The findings also indicate that the learning context influenced students’ reasons for approaches used in learning. The students also reported a great preference for laboratory classes as their optimum learning environment.

This paper examines the students’ability in using their mathematical skills when performing order of operations.In this study, the ‘hierarchy-of-operators triangle by Ameis (2011)’ wasintroduced as an alternative BODMAS approach to help students in gaining abetter understanding behind the concept of the order of operations. The studyof 21 Year 9 students in one of the government secondary schools in BruneiDarussalam used mixed qualitative and quantitative methods. Comparisons of thescores showed positive progress and greater improvement in the students’performance. Interviews from the students were also analysed to gain furtherinsight.Most of the interviewed studentsresponded that it is easier for them to remember the triangle to remember theorder of operations.

In a nationwide study conducted in Brunei Darussalam,a survey was given to 322 Mathematics teachers teaching upper primary classesin all government primary schools. One of the aims of the study was to examinethe professional practice of teachers in relation to the teaching ofMathematics including the teachers’ understanding of the curriculum and their sense of preparednessin the teaching of primary Mathematics topics. From the findings, 44.3% ofteachers recorded a high understanding of the new reformed curriculum goals.However, only 20.2% indicated their degrees of success in the implementation.In relation to the teachers’ sense of preparedness, the primary Mathematicsteachers rated themselves as well prepared in teaching majority of the topicareas listed under Number and Operations, Measurement, Geometry and Statistics(between 83% to 96%). While the teachers’ preparedness to teach Algebra (77.0%)and Mathematical Thinking and Problem Solving (65.2%) were not as encouraging.

Thispaper reports a study on the impact of “Lesson Study” on primary mathematicsteachers’ instructions in Brunei Darussalam. The purpose was to determinewhether Lesson Study had a positive impact on teachers’ instructions.Quantitative data were collected from; checklists from four research lessonclassroom observations, and teachers’ questionnaire that was distributed to 28practitioners and qualitative data were collected from interviews, reflectivejournals and the study of lesson plans. From the results, four pathways wereidentified in which teachers’ instructions had indeed improved, 1) Lesson plandevelopment had broadened teachers’ content and pedagogical knowledge; 2)Observation of students’ learning helped teachers to be more conscious andsensitive towards students’ learning needs and difficulties; 3) The developmentof teachers’ self-confidence, teaching skills, questioning skills and classroommanagement skills; and 4) Feedbacks from peers and ‘knowledgeable others’ had made them moreaware of the weaknesses and strengths on their own teaching.&nbsp

This study incorporated the use of writing-to-learn strategy, particularly journal writing, in Grade 10 mathematics lessons. Although part of a study conducted to investigate the effects of journal writing on academically lower-achieving learners with English as their second language, this paper will focus only on the students’ perceptions of writing journals in mathematics. The students’ perceptions are based on their experience from a 2-cycle action research study. A total of 35 students, ranging from age 15 to 16 years old, from two Grade 10 classes were involved in the study. Data from the student journal entries and questionnaires revealed that the majority of students found journal writing beneficial for the development of their mathematical learning., Journal of Mathematics Education at Teachers College, Vol. 7 No. 2: Fall 2016

This study examines the leadership practices, through its peer-mentoring programme called the ‘Immersion Programme’, specifically in a mathematics department in one of the colleges in Brunei Darussalam. The main aim of the programme was to prepare mathematics teachers to teach mathematics lessons effectively in any secondary year levels and at the pre-university levels. Data were collected through open-ended online surveys. This study involved the participation of one organiser, six mentors and three mentees. The qualitative reports indicated that teachers could have interchangeable roles that exhibit leadership qualities in multiple or overlapping ways, such as simultaneously being a mentor as well as a mentee at the same time. This programme helps to provide the mentors and mentees with the opportunity to learn from each other and share ideas and knowledge which are relevant to improving student learning in mathematics. Mentees were receptive to ideas as their main priority was to teach mathematics lessons effectively and in turn, to improve their students’ learning outcomes and success. Indirectly, these were their motivation in doing and continuing with the immersion programme. The leadership portrayed in this study strategises the professional learning experience within the context of the college.

This study investigated the implementation of a new subject or syllabuscalled Statistics 4040 in Years 9 and 10, in one of the secondary schools inBrunei Darussalam. We examined firstly, the students’ attitude towardsStatistics 4040 and secondly, their challenges and limitations in learning thenew subject. A survey on Students’ Attitudes Toward Statistics (SATS with 36items) was distributed to a sample of 42 students. Focus group interviews werealso conducted to extract students’ opinions regarding Statistics 4040. Theresults of this study indicated that students found the new subject, Statistics4040, a rather complicated subject. However, the survey findings also showedthat students were optimistic and determined to put a lot of effort intolearning this subject. Moreover, students expressed that enrolling in thissubject will make them more employable. The limitations faced by the studentswere mainly due to lack of relevant resources, which posed challenges inrelation to their learning. The small case study provided valuable insightsabout the students’ attitudes toward Statistics 4040 and how this can be usedas a guide in preparing teachers’ teaching plans to suit their students’ needs.In addition, the positive results obtained in this study may encourage otherschools to introduce Statistics 4040 in their school syllabus.

Thisstudy investigated the use of interdisciplinary learning activity task toconstruct students’ knowledge in Mathematics. A quantitative method using apre-experimental design focusing on one-group pre- and post-test design wasused for this study. The findings were also triangulated with the students’collected reflective journal artefact documents. Each student journal wasanalysed using the identified learning activity stages within the RBC-model,where the R denotes Recognising, B isBuilding with and C means Constructing.The results showed an improvement in the students’ achievement, and they wereable to construct the mathematics knowledge by means of collaboration amonggroup members.&nbsp