Students’ Conceptions of Learning Using Animations

This study explored the integration of animations in lessons designed using the Technological, Pedagogical, Content Knowledge (TPACK) framework to enhance students’ conceptual understanding in the processes of diffusion and osmosis. The study was conducted in a secondary school involving 22 Year 12 students. Data was collected using the Osmosis and Diffusion Conceptual Assessment (ODCA), which is a two-tier diagnostic test administered before and after the lessons. The lessons were designed using an action research cycle, integrated with the TPACK matrix. There were four cycles to address the students’ knowledge dimension, which scaffolds from lower order thinking to higher order thinking (declarative, procedural, schematic and strategic). The paired sample t-test was used to analyse the data and the findings revealed significant differences in the students’ conceptual understanding after the animation-integrated lessons were carried out. The intervention was successful as proven from the large effect size, together with the increased frequency of students having selected the correct responses in the ODCA

Improving Conceptual Knowledge and Soft Skills among Vocational Students through Inquiry-Based Learning in a Flipped Classroom

This study investigated the efficacy of inquiry-based learning (IBL) in a flipped classroom in enhancing vocational students’ conceptual knowledge and inquiry skills of vocational students. We conducted IBL interventions in a flipped classroom through a pre-experimental design (i.e., one-group pretest-posttest approach). A total of 14 second-year students of the HNTec in Agro-technology programme in one of the vocational schools in Brunei Darussalam were conveniently sampled. Data were collected through achievement tests and online interviews, and analysed using the paired sample t-test, the Wilcoxon-signed rank test, and thematic analysis.  The findings showed that the IBL intervention in a flipped classroom improved the conceptual knowledge and inquiry skills of vocational students. There were significant differences (p=0.001<0.05) between the pretest and posttest scores of students’ conceptual knowledge: declarative, procedural, and semantic, and the dimensions of inquiry skills: observation, questioning, hypothesising, investigation and interpretation. Students reported positive perceptions toward IBL in a flipped classroom although they faced accessibility and adaptability challenges. This study concluded that IBL in a flipped lesson environment enhances the conceptual knowledge and inquiry skills that are fundamental in developing soft skills among vocational students. Recommendations were made based on the need to ensure a simultaneous use of IBL and flipped pedagogical approaches in vocational education

Implementing Inquiry-based Learning and Examining the Effects in Junior College Probability Lessons

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.DOI: http://dx.doi.org/10.22342/jme.8.2.3964.157-16

Utilising the think-pair-share technique in the learning of probability

The main objective of this study is to investigate the effects of collaborative learning on students’ understanding of probability and their attitudes towards mathematics. The participants were 15 Year 10 students selected by convenience sampling at a secondary school in Brunei Darussalam. In total, six intervention lessons with the application of Think-Pair-Share strategy were conducted. Data collection methods included a series of tests (pre- and post-tests and delayed post-test), surveys, students’ interviews and lesson observations. The findings revealed improvements in the students’ test scores and they were able to retain their knowledge after a period of time. From the triangulated data, it was found that the students demonstrated an increase in their self-efficacy, participation, understanding and enjoyment levels after the intervention. Their enjoyment towards learning probability was derived from being able to communicate with their peers. The students showed more enthusiasm and participation in class as the lessons progressed

Graphic Organizer in Action: Solving Secondary Mathematics Word Problems

Mathematics word problems are one of the most challenging topics to learn and teach in secondary schools. This is especially the case in countries where English is not the first language for the majority of the people, such as in Brunei Darussalam. Researchers proclaimed that limited language proficiency and limited Mathematics strategies are the possible causes to this problem. However, whatever the reason is behind difficulties students face in solving Mathematical word problems, it is perhaps the teaching and learning of the Mathematics that need to be modified. For example, the use of four-square-and-a-diamond graphic organizer that infuses model drawing skill; and Polya\u27s problem solving principles, to solve Mathematical word problems may be some of the strategies that can help in improving students\u27 word problem solving skills. This study, through quantitative analysis found that the use of graphic organizer improved students\u27 performance in terms of Mathematical knowledge, Mathematical strategy and Mathematical explanation in solving word problems. Further qualitative analysis revealed that the use of graphic organizer boosted students\u27 confidence level and positive attitudes towards solving word problems