Search

In the body of knowledge in mathematics education research, fractions are one of the researchers' concerns. The reason is because fractions are very difficult for students to understand. This study explores elementary school students' knowledge and obstacles in dealing with the multiplication of fractions. This study employs descriptive quantitative and qualitative approaches. Data were collected using the fractional knowledge test administered to 56 fifth-grade students and cognitive semi-structured interviews with six students depending on their test scores. The results of this study show that students' knowledge of fractions is restricted, with challenges interpreting context-based problems and the usage of "of" terms. Another finding shows that students' procedural knowledge is more dominant than conceptual knowledge. To develop students' knowledge of fractions, the portion of context-based learning must be an emphasis. The importance of developing research-based textbooks based on a suitable learning trajectory is highlighted.

The study explored the use of cooperative learning strategy in students' learning of Marketing for Tourism subject. The sample of this study consisted of 19 final year Diploma students from the Travel and Tourism services course. The study utilizes an action research approach, which involves the process of improving the method of teaching and students' learning through several repetitive cycles. The aim of the research is to investigate the use of cooperative learning by adopting the Jigsaw strategy in order to enhance students' understanding of the subject. The objectives of the study were achieved through the use of pre- and post-achievement tests, observations, semi-structured interviews and reflection. The findings of this study showed improvements in the students' test results. The outcome concurred with previous study findings that indicated the Jigsaw strategy supports better performance in students' learning. The students' perceptions of working together in a structured group improved as they enjoyed using the strategy, and the skills that contributed to the features of cooperative learning were developed throughout the process. The students also felt the need to rely on each other for information, being responsible, and by supporting each other improved their social and collaborative skills.

This study investigated the use of storytelling in teaching elementary science on the topic of 'Sense Organs' at the Grade 1 level. A total of 21 students from one of the elementary schools in Brunei Darussalam participated in the study. The qualitative analyses of the observations and video recordings resulted in the classifications of the challenges faced when storytelling was used in the lessons. The four identified categories were the language aspect, development aspect, external challenges and existing knowledge. These categories were then used to investigate further any aspect that would develop the challenges into the teaching and learning of science using storytelling. Despite identifying the challenges in using storytelling in teaching science, storytelling may enhance the students' understanding of science concepts.

The study was designed to assess the effectiveness of an alternative teaching approach strategy called the Hybrid Strategy. It was intended specifically in minimising the common errors made by students, which were Comprehension and Transformation errors, and aimed at helping students to perceive word problems as a story line to be completed using the Hybrid Strategy. This strategy is a step-by-step guidance to improve students' visualisations and perceptions of mathematical word problems. The strategy incorporates the use of pictorial representations for students' visualisation and interrogative words (who, what, where, when and how) using the mnemonic Mr. How and his 4 Warriors to prompt students' understanding when solving 1-step and 2-step word problems. The study involved 39 Year 5students from a local government school in the Brunei-Muara district of Brunei Darussalam. The four research instruments were used in collecting the data: diagnostic pre-test, diagnostic post-test, Newman's Error Analysis interviews and general observations during intervention lessons. Analyses from students' written test responses revealed that the students committed all five types of Newman error and the most common type of errors occurred in this study are Comprehension errors. Further analyses showed that the use of the Hybrid Strategy in minimising Comprehension and Transformation errors was successful. However, there was only a slight improvement of students' scores in their post-test, contributing to only a minor extent of the effectiveness of the Hybrid Strategy used in this study. Additionally, slight positive shifts of students' perceptions were observed towards solving mathematical word problems.

This study examined the use of analogies incorporated in biology teaching for the topic "transport in humans". An action research approach was utilized, comprising both quantitative and qualitative analyses, in a 10th grade secondary school classroom setting. Parameters such as mean, standard deviation and the covariance analysis from both pre and post tests disseminated revealed that using analogy, as a method of teaching was statistically significant in improving the students' conceptual understandings and their critical thinking in constructing knowledge from their environment. The quantitative findings were qualitatively supported with the students' worksheets and outcomes from the interviews. The ability of the students to think critically was observed in the intervention. With the guidance from the teacher, students can reflect upon scientific concept that they learned by successfully bridging between the target and the analogue.

A mathematics framework was developed to integrate problem-solving that incorporated simulation of real-life problems in the classrooms. The framework coined as the "RECCE-MODEL" emphasised understanding and thinking with a view on mathematics embedded in real-life. The "RECCE" which stands for Realistic, Educational, Contextual, Cognitive, and Evaluation encompass the underlying principles of teaching problem solving and guide teachers in planning, designing, developing, and facilitating real-life activity tasks in developing students' problem-solving competencies in mathematics lessons. It also explores students' cognitive competency in their application of abstract mathematical knowledge into real-life problems based on students' developmental status of their thinking and reasoning skills correlating to Meanings, Organise, Develop, Execute and Link ("MODEL"). This study investigated the affective development of the students through activity tasks developed by the sampled teachers using the principles within the framework. In total, 94 students from two high schools in Brunei Darussalam responded to a students' questionnaire constructed to address the MODEL aspect of the framework. In particular, the analyses involved the students' affective competencies that corresponded to a 19-item instrument within the questionnaire. The findings showed that Brunei high school students have stimulated beliefs and positive attitudes towards non-routine problem-solving in the learning of mathematics. Meanwhile, meaningful activities developed by the teachers encouraged the development of cognitive-metacognitive and affective competencies of the students. The "RECCE-MODEL" framework paved the way towards understanding the relationships between effective pedagogical approaches and students' learning, and between attitudes and cognitive abilities, and also for teachers to make better-informed decisions in the delivery of the curriculum.

This study examined how Year 12 students use their inquiry skills in solving conditional probability questions by means of Inquiry-Based Learning application. The participants consisted of 66 students of similar academic abilities in Mathematics, selected from three classes, along with their respective teachers. Observational rubric and lesson observation checklist were used as the data collection instruments. The results obtained were analyzed and then quantitatively reported. Findings from the observational rubric revealed that Year 12 students were able to understand most of the questions during the activity, but they only select and use one previously learned method to solve the questions during the activity. In addition, these students rarely seek and asked probing questions during the activity. They only used words, diagrams and numbers to interpret the solutions to the questions and make connections between them but with few mistakes detected.

The technological advancement occurring in the world today has a potency to create positive and negative side effects especially on children. The positive side may entail increased empathy and acceptance of diversity through modelling the prosocial behaviours, while the negative can be manifest in aggressive behaviour, risky sexual behaviour, and substance abuse. These challenges pose a need to draw a particular attention to children's rights of protection and care in relation to the use of technology. This paper sought to critically explore the way in which children adapt technology skills and the way they respond towards media influences. The findings revealed that the adaptive technology skills are needed in providing a considerable guidance for child protection and careful engagement towards digital information as part of their rights to natural growth and development.

This study investigated the use of interdisciplinary learning activity task to construct students' knowledge in Mathematics, specifically on the topic of scale drawing application. The learning activity task involved more than one academic discipline, which is Mathematics, English Language, Art, Geography and integrating the Brunei Darussalam national philosophy of the Malay Islamic Monarchy. A quantitative method using a pre-experimental design focusing on one-group pre- and post-test design was used for this study. The participants were selected from a convenient sample of 43 Year 9 students in one of the secondary schools in Brunei. The findings were also triangulated with the students' collected reflective journal artifact documents. Each student journal was analyzed using the identified learning activity stages within the RBC-model, where the R denotes "Recognizing," B is "Building with" and C means "Constructing." The results showed an improvement in the students' achievement, and they were able to construct the mathematics knowledge by means of collaboration among group members. Based on the findings, it is recommended that Mathematics teachers be encouraged and supported to design authentic and interdisciplinary learning activity that are learner centered catering to the different needs of our students and also to meet the 21st century skills demand.

This small-scale action research study examines the students' ability in using their mathematical skills when performing order of operations in numerical expressions. In this study, the "hierarchy-of-operators triangle" by Ameis (2011) was introduced as an alternative BODMAS approach to help students in gaining a better understanding behind the concept of the order of operations. The study involved 21 students from Year 9 (or equivalent to 8th Grade in American schooling) in one of the government secondary schools in Brunei Darussalam. Mixed method research design was adopted for this study. Data were collected and analyzed from the students' pre- and post-test scores as well as from the interviews. Comparisons of the scores showed positive progress and greater improvement in the students' performance. The interviews were necessary in order to gain the students' feedback in the implementation of the alternative approach. Most of the students who were interviewed responded that it was easier for them to remember the triangle rather than using the mnemonic as a tool to remember the order of operations.

Purpose: This paper aims to share how it was possible to change the way business was conducted in a short period in order to continue the academic semester and seek alternatives to manage the day-to-day university affairs in the midst of a pandemic crisis at a higher education setting. As a result, the authors' experiences have created new norms and opportunities for the university. Design/methodology/approach: The coronavirus disease 2019 (COVID-19) pandemic in Brunei Darussalam is an evolving situation with extraordinary challenges for staff and students of the university. Although the campus remains open and essential services were continuously provided, the university had to implement and adapt to new norms instinctively to minimise the potential pathways for community spread of the coronavirus and at the same time minimise interruption in teaching and learning. Findings: Firstly, structured blended learning will be the basis of teaching and learning, alongside ensuring the highest quality of online education and successful achievement of the intended learning objectives. Secondly, blended learning will open more opportunities to offer programmes in a more flexible, personalised, student-centric and lifelong learning manner, with the option of taking a study hiatus at students' convenience. Thirdly, there will be more global classrooms and the exchange of online modules with international partner universities. Fourthly, short programmes such as the Global Discovery Programmes will be modified and improvised to become an online learning experience. And finally, there will also be the opportunity to understand and consider the physical and mental well-being and durability of the university community in overcoming a national crisis situation. Originality/value: This paper is intended to be a conceptual paper where the authors describe novel experiences during the pandemic. The authors' views, interventions and experiences may result into a new model for higher education that will reposition students to the new global markets and economy.

The power of reflection is highly acknowledged to promote learning and develop expertise, yet reflective skills are rarely explicitly taught in schools. As a result, encouraging reflection among learners is often difficult to accomplish, especially in the Technical and Vocational Education and Training (TVET) setting. By employing the Technological Pedagogical Content Knowledge (TPACK) construct, this research investigated the use of structured reflection through digital learning portfolios (e-portfolio) and explores its relation to students' learning. Using mixed methods design, this study examined a group of students from one of the TVET institutions in Brunei over an eight-week period as they practiced reflection through e-portfolio designed to guide the students to reflect upon their own learning. The students' e-portfolio notes were converted to Students' Reflective Scores (SRS) as a measure of level of reflection. The data gathered revealed that although student performance can have a moderate effect on students' level of reflection, building structured opportunities to reflect and integrate learning can develop students' ability to reflect better. The quality of students' reflection had significantly increased throughout the study period as more students exhibited higher-order thinking in their e-portfolio. Meanwhile, the key themes emerging from the semi-structured interview data revealed that while students see reflection in detached ways, the intervention had provided the opportunity for students to enhance both their cognitive and metacognitive skills. The students' responses also implied that operational feasibility of e-portfolio for Brunei TVET might depend on teachers' input, students' motivation, type of e-portfolio software chosen, and connectivity setting.

Problem-based learning (PBL) provides an appealing framework for teaching and learning not only within the subject of geography but also across other disciplines. It promotes a healthy environment for active learning with its diverse sets of activities, helping students carry out investigative inquiry in the learning processes. This study examines the potential benefits of adopting a PBL approach in teaching and learning in secondary geography classrooms. It takes into account the inputs needed from both teacher and students in determining the success of the approach implementation. The study shows how, through careful planning and preparation, PBL activities can effectively enhance students' engagements and improve their grasp of geographical content knowledge. However, the teacher's shortcomings in performing the role of facilitator did highlight a limitation for the research, which hindered the success of the implementation. Future research should continue to actively examine experiences from teachers in PBL applications, discussing the circumstances to identify the conditions necessary for successful implementation of PBL within a variety of contexts.

This paper aims to explore how the use of lesson study approach with a constructivist framework could enhance Year 9 students' conceptions of pressure specifically on the topic of manometer reading in determining gas pressure. A diagnostic test was first administered to three Year 10 classes to help teachers identify student difficulties in learning the topic. Four cycles of lesson study was carried out on four classes, three from one school and an additional confirmatory cycle conducted in a class from a different school. Four tests of pre-, post, delayed and confirmatory were conducted in order to identify students' misconceptions and their conceptual understanding. The results of the study showed that with the use of the improved lesson design positive progress were achieved on the understanding of pressure to assist the reading of manometers to determine gas pressure.

A teachers' practice cannot be characterised by a single lesson, hence comparison is best made with lesson sequences that better sample the diversity of a teacher's practice. In this study, we video recorded lesson sequences in four Year 8 mathematics classrooms, as well as interviewed each of the four teachers in Brunei Darussalam. Because of our methodology and based on the findings from the richness in the data that was collected, there were some features in the video and interview data that emerged. One of the features is the significant short utterances made by the students as well as their respective teachers, and the extent of the teachers' own and their students' questioning behaviours in the lessons as perceived by the teachers themselves during the video-stimulated recall interviews. In the four Brunei classrooms that we studied, most of the lessons were so rushed, the teachers did most of the talking and when teachers and students do interact, it almost always involved faster-paced exchanges between them. Thus, restricting students to single words ("yes" or "no") or short choral responses. Overall, the findings appear to indicate that short utterances implied that there were less (or even no) opportunities for fuller student participation in classroom discussions.

The cross-sectional field survey examined the roles of mathematics anxiety, self-esteem, proactive coping, and test stress in mathematics achievement among 204 (151 females) randomly selected Year 8-10 Brunei secondary school students. The negative dimensions of mathematics anxiety, self-esteem, and proactive coping correlated negatively with mathematics achievement and were both poor predictors of and barriers to mathematics achievement. Both test stress components (intrusive and avoidance) also related negatively with mathematics grades and were poor predictors of mathematics achievement. In addition, females scored significantly higher on negative self-esteem and intrusive stress variables than males. Furthermore, mathematically less able students scored significantly higher on the negative mathematics anxiety and negative self-esteem domains than more able peers. Moreover, positive proactive coping was a good predictor of mathematics achievement. Overall, the findings have practical significance indicating psychological areas where attention, counselling efforts and educational interventions need to be directed to help the at-risk and vulnerable students.

The survey assessed the learning styles and study strategies used by 135 randomly selected Brunei secondary school students and compared them by educational level, math ability, and gender. Junior students (Forms 1-3) rely heavily on the use of the written-expressive learning style than their senior counterparts (Forms 4-5). In addition, the more able math students dominantly use the auditory-language learning style than their less able peers. Furthermore, high math achievers were better and more efficient users of the text book reading, note-taking, and memory study strategies than low achievers. Moreover, female students were more effective and superior users of the visual-language and auditory-visual-kinesthetic learning styles including the text book reading, note-taking, memory, test preparation, and concentration study strategies. These are perhaps some of the reasons why females perform better at math than males. Overall, the findings seem to have wide-ranging implications for teaching students with high support needs in mathematics.

Human resource development is one of the major goals of Brunei's current development plan to be achieved under Wawasan 2035 policy. The University of Brunei Darussalam's foundation program aims to increase students' access to higher education among disadvantaged and underrepresented groups. The present field survey investigated how the coping strategies and help-seeking behaviors of 146 (103 females and 43 males) Brunei foundation students would assist. Participants from government secondary schools scored significantly higher on the productive coping and reference to others coping styles than peers from private schools. Main effective predictors of achievement included productive coping, referencing to others, and using resources (library, Internet, peers, lecturers, and self-efficacy). Two-way interactions of the male gender with the library, Internet, lecturers, peers, and self-efficacy would help improve men's achievement. The interaction of Internet and nonproductive coping also predicted achievement. Interventions for vulnerable and at-risk students were recommended to increase the success rate.

Introduction: When faced with challenges or complications, we typically turn to coping. Coping is a multifaceted and multidimensional construct, with many coping mechanisms developed in the form of questionnaires to measure a number of coping styles. Consequently, when we are not able to resolve a problem, we normally seek help from another person. The goal of this current study is to investigate students' coping strategies and help-seeking behaviors while pursuing their studies at a university in Brunei. Method: A questionnaire consisting of questions related to demographic, coping and help-seeking behaviors were disseminated to 395 university students. The final sample analyzed consisted of 352 students (270 females and 82 males). The analyses of the quantitative data involved procedures such as descriptive statistics, inferential statistics and nonparametric statistics. Results: A two-Way ANOVA and multiple regression analysis identified task-oriented coping and gender as the main effects are significantly related to academic achievement. Both variables had high effect sizes and statistical power. Hierarchical stepwise multiple regression analysis confirmed task-focused coping and female gender as the variables most significantly related to academic success. Binary logistic regression analysis further showed that task-and-emotion based coping was significantly related to achieving at or above the 75th percentile. Task-oriented students had higher odds for performing above the third quartile (OR = 1.043, 95% CI for OR = 1.019-1.069). Self-dependent students were 1.9 times more likely to achieve higher than other peers (OR = 1.930, 95% CI = 0.791-4.708). Students who sought help from lecturers were more likely to perform better than others (OR = 1.163, 95% CI = 0.530-2.552). Similarly, students who consulted peers had high likelihood for good achievement (OR = 1.049, 95% CI = 0.484-2.272). Discussion and Conclusion: The task-oriented coping style was the best achievement predictor for all students with high support needs. The help-seeking resources consulted most by distressed students were self, lecturers, and peers. Students who utilized these three sources of help had high likelihood to obtain good academic results. Moreover, male students need more assistance than the females.

Many educational institutions, especially higher education institutions, are considering to embrace smartphones as part of learning aids in classes as most students (in many cases all students) not only own them but also are also attached to them. The main question is whether embracing smartphones in classroom teaching enhances the learning or perhaps an interference. This paper presents the finding of our study on embracing smartphone in classroom teaching. The study was carried out through a survey and interview/discussion with a focus group of students. We found that they use their smartphones to access teaching materials or supporting information, which are normally accessible through the Internet. Students use smartphones as learning aids due many reasons such as they provide convenience, portability, comprehensive learning experiences, multi sources and multitasks, and environmentally friendly. They also use smartphones to interact with teachers outside classes and using smartphones to manage their group assignments. However, integrating smartphones in a classroom-teaching environment is a challenging task. Lecturers may need to incorporate smartphones in teaching and learning to create attractive teaching and optimum interaction with students in classes while mitigating or at least minimising distractions that can be created. Some of the challenges are distraction, dependency, lacking hands on skills, and the reduce quality of face-to-face interaction. To avoid any disturbances in using smartphones within a classroom environment, proper rules of using smartphones in class should be established before teaching, and students need to abide to these rules.

Educational stakeholders in Brunei are not exempted from the search for innovative instructional approaches as a tool to stem the tide of poor performance of students in mathematics. This study was designed to contribute to this national project by examining the impact of a digital escape game intervention on students' mathematics performance and affective constructs. Using a mixed methods approach, we generated both quantitative and qualitative data from 32 secondary school students who took part in the intervention study. The comparison between the pre-test and post-test scores of students shows a substantial improvement in the performance of students with different ability levels. Further analysis of the generated interview and questionnaire data reveals that the digital escape game reinforces students' interest in and enjoyment of mathematics, provides an avenue for students' collaborative learning and enhances students' communication skills while working together on mathematics tasks. These findings highlight the potential of the digital escape game in not only stemming the tide of poor performance in mathematics but also in enhancing students' motivational and social skills. In addition to students' positive perceptions of the digital escape game, there are some reservations about the clarity of instruction and the duration of the intervention. We discuss the implications of these findings for the teaching and learning of mathematics within and outside the Bruneian borders. [ABSTRACT FROM AUTHOR]

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.