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This mixed-method action research study aimed to examine the effect of the use peer of assessment in a Brunei Mathematics classroom in the learning of Geometry. This study offered insights into the use of a student-centred learning approach, which the participants held the role as an assessor of peer’s work, and the use of peer feedback as a potential learning source in changing students’ conception and understanding in the topic of Angle properties. The study revealed that the use of peer assessment had significance in improving students’ performance in the learning of Geometry and there was evidence of knowledge retention as a result from the intervention as seen in the improved post-test performance on similar mathematical problem. In addition, the mathematical works in the post-test still showed evidence of misunderstandings and misconception in the concept of Angle. Despite the unsatisfactory quality of peer feedback given by the participants, the assessing activity and the student’ role as the assessor had increased cognitive, metacognitive awareness and self-regulation in their learning. Overall, the participants showed positive perception and attitude towards the use of peer assessment as a learning tool in Mathematics and considered it as a means for knowledge sharing. There was still concern of emotional sensitivity and anonymity despite the effort to maintain the anonymity of the students’ work and identity as an assessor.

This study implemented the use of Problem-Based Learning (PBL) in Design and Technology lessons. The investigation involved students’ attitudes towards PBL. PBL is said to enhance students’ understanding and provide them with meaningful learning experience. The participants for this study were seven Year 11 students consisting of two males and five females from a secondary school in Brunei Darussalam. Data were collected using instruments such as pre- and post-tests, observation list, participant observation, reflection and interviews. The study found there were improvements in the collaboration between the students. They had the opportunities to think creatively to generate ideas for their project. Students’ attitudes became more positive with the implementation using PBL. It is suggested that future teachers to use this method. However, teachers’ confidence in using the PBL method will need to be further enhanced.