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This study aimed to identify undergraduates' learning style, their attitudes towards hypermedia-based learning (HBL), their navigational pattern and the navigational tools used during HBL sessions, and the differences in the above processes based on their learning styles. A questionnaire was used to collect data on their attitudes towards HBL. Kolb learning style inventory was used to determine the learning styles of the undergraduates. Observations and self-reports were used to determine navigational pattern and navigational tools utilized in HBL. Subjects consisted of 15 undergraduates taking a social psychology course in the Cognitive Science Program at Universiti Malaysia Sarawak. Subjects were required to navigate HBL social psychology web site http://www.trinity.edu/~mkearl/socpsy.html. Findings indicated that all the subjects have positive attitudes towards HBL regardless of their learning styles. Diverger and assimilator learning styles subjects was "prudent" navigator, while converger and accommodator learning style subjects were "daring" navigator. Two main navigational tools used were the hyperlinks and back buttons and this pattern were the same regardless of the subjects learning style.

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Pembelajaran kolaboratif merujuk kepada organisasi bilik darjah di mana pelajar bekerjasama dalam kumpulan yang kecil melakukan aktiviti yang dikongsikan tetapi mempunyai matlamat yang sama. Kajian ini mengkaji keberkesanan pembelajaran kolaboratif dalam pengajaran topik “Penaakulan Matematik” tingkatan empat dan kesan jantina kepada keberkesanan kaedah pengajaran ini di sebuah sekolah menengah kerajaan Malaysia. Kajian ini juga melihat kesan jantina ke atas minat pelajar terhadap pembelajaran matematik dan persepsi kepada kaedah pengajaran. Kajian ini dijalankan menggunakan kajian berbentuk ujian pra–pasca kuasi–eksperiment dengan satu kumpulan kajian dan satu kumpulan kawalan. Kajian ini menggunakan dua kelas di sebuah sekolah menengah kerajaan di Kuching, Sarawak, Malaysia. Kelas kajian telah diajar menggunakan pembelajaran kolaboratif manakala kelas kawalan telah diajar menggunakan pembelajaran secara lisan. Alat ukur kajian adalah ujian pra, ujian pasca dan borang soal selidik. Keputusan kajian menunjukkan kumpulan pembelajaran kolaboratif menunjukkan keputusan yang lebih baik berbanding dengan kumpulan pembelajaran tradisional. Tambahan pula. pelajar perempuan mendapat keputusan yang lebih baik jika dibandingkan dengan pelajar lelaki dalam kedua–dua kaedah pengajaran. Majoriti pelajar juga lebih gemar pembelajaran kolaboratif dan kumpulan kolaboratif menunjukkan minat yang tinggi dalam pembelajaran matematik. Akan tetapi, keputusan menunjukkan bahawa tiada kesan jantina terhadap kaedah pengajaran, minat pelajar terhadap pembelajaran matematik dan persepsi kepada kaedah pengajaran. Kata kunci: Kolaboratif; pembelajaran kolaboratif; keberkesanan; jantina; penaakulan Matematik Collaborative learning refers to the form of classroom organization in which students work together, in small groups, on a shared activity and with a common goal. This study focused on looking at the effectiveness of collaborative learning in the teaching of form four mathematical reasoning, and the possible effects of gender on the instructional methods in a Malaysian government secondary school. This study also looked at the gender effects on interest toward learning mathematics and perceptions of the teaching methods. The study was carried out using a pretest–posttest quasi-experiment research design with one treatment group and one control group. The study used two intact classes at a government secondary school in Kuching, Sarawak, Malaysia. The treatment class was taught using collaborative learning while the control class was taught using lecture–based instruction. The research instruments used in the study to collect data consisted of a pretest, posttest and questionnaire. The result showed that the collaborative learning group outperformed the traditional instructional group. In addition, female students obtained better results compared to male students in both of the instructional method. Majority of the students also preferred collaborative learning and collaborative learning group also showed higher interest in learning mathematics. However, the result showed that there were no gender effects on the instructional methods, interest toward learning mathematics and perceptions of the teaching methods. Key words: Collaborative; collaborative learning; effectiveness; gender; mathematical reasoning