A Comparison of Learning Styles and Study Strategies Used by Low and High Math Achieving Brunei Secondary School Students: Implications for Teaching

Shahrill, Masitah; Mahalle, Salwa; Matzin, Rohani; Hamid, Malai Hayati Sheikh; Mundia, Lawrence

doi:10.5539/ies.v6n10p39

Cited by 30 publications

(15 citation statements)

References 8 publications

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“…To be effective, however, the questions used (both oral and written) should be stated or phrased in a simple and friendly manner. Evidence from research on learning styles and study strategies of students from a developing country who speak English as a second language demonstrates the significance of using language properly in exposition and questioning (Shahrill, Matzin, Mahalle, Hamid, & Mundia, 2013). Shahrill and colleagues found that the successful students in mathematics depended largely on language-based expressive learning styles and study strategies such as speaking, writing, and reading.…”

Section: International Perspectives On Questioning and Classroom Intementioning

confidence: 99%

Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk” in Mathematics Lessons

Shahrill¹,

Clarke²

2014

IES

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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.

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Section: International Perspectives On Questioning and Classroom Intementioning

confidence: 99%

Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk” in Mathematics Lessons

Shahrill¹,

Clarke²

2014

IES

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“…In those two hours within a week, how much time do teachers spend interacting privately with their students on the content of their lessons or students interacting publicly on their mathematical ideas? For a long time, classroom interaction in Bruneian mathematics classrooms has always been dominated by public presentation by the teachers and students working individually on their mathematical tasks (Abd Salam, 2011;Clements, 2002;Lim, 2000Sakdiah, 2005;Shahrill, 2009;Shahrill & Clarke, 2014;Shahrill et al, 2013).…”

Section: Introduce the Problemmentioning

confidence: 99%

Examining Classroom Interactions in Secondary Mathematics Classrooms in Brunei Darussalam

Salam¹,

Shahrill²

2014

ASS

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This study examined the classroom interactions in three secondary mathematics classrooms in Brunei Darussalam. Investigations were conducted on whether the types of classroom interactions (be it public or private) may have any direct effects on Year 10 students' learning of mathematics. The participants involved in this study were three mathematics teachers and 78 Year 10 students. Data were collected by video-recording a sequence of three lessons for each of the three classes, the use of lesson feedback forms (which included a questionnaire on code-switching) distributed to the students and student interviews. The results of the study revealed that majority of the lesson time for all three classes were spent on public interaction (78.9%) rather than private interaction (10.4%). Moreover, it was found that the types of interaction have no direct effect on the students' learning; rather it is how the teacher carried out these interaction types that can affect the students' learning. From the results of the questionnaires on code-switching, there was an almost evenly divided preference for code-switching (Malay and English) and using 'English only' as the medium of instruction among the student participants. It seems that code-switching is only useful in helping the students to understand the lesson better; however it does not necessarily mean that the secondary students learned better when the teacher code-switched during the lesson.

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“…This implied that a study to investigate the development of students" skills must be long term and it must be continuous in order to check on their progress. Students" learning styles and strategies in studying varies Shahrill et al, 2013;Othman et al, 2016) and some students may not be able to grasp the ideas quickly, but if they were given more time they may be able to do so.…”

Section: Recommendationsmentioning

confidence: 99%

Developing Students’ Mathematical Skills Involving Order of Operations

Rahman¹,

Shahrill²,

Abbas³

et al. 2017

International Journal of Research in Education and Science

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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 8 th 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.

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A Comparison of Learning Styles and Study Strategies Used by Low and High Math Achieving Brunei Secondary School Students: Implications for Teaching

Cited by 30 publications

References 8 publications

Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk” in Mathematics Lessons

Brunei Teachers’ Perspectives on Questioning: Investigating the Opportunities to “Talk” in Mathematics Lessons

Examining Classroom Interactions in Secondary Mathematics Classrooms in Brunei Darussalam

Developing Students’ Mathematical Skills Involving Order of Operations

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