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1
Yusof, Jamilah. "Mathematics errors in fractions work: a longitudinal study of primary level pupils in Brunei." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1803.
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This study examined the different types of mathematical errors exhibited by primary level pupils in Brunei when working with fractions. In addition, the study examined pupils' attitudes towards the learning of fractions and investigated if there were gender differences among Bruneian pupils' performances with fractions and with their attitudes towards fractions. The study was longitudinal in nature and its two phases involved a single cohort of Primary 5 pupils followed through a full year period in four government-funded primary schools in Brunei Darussalam. Pupils' mathematical errors were assessed by means of researcher-developed paper-and-pencil tests, while pupils' attitudes towards the learning of fractions were measured by means of an adapted version of attitude questionnaire that has been used previously with Bruneian pupils. Guided by six research questions, a number of statistical analyses were carried out to ensure the validity and reliability of the instruments used. These included piloting and revising the instruments, the use of Cronbach's alpha with the items in the attitude questionnaire, and the calculation of the Pearson Product Correlation Coefficient between scales of the questionnaire. The data was analysed by calculating the percentages and means of occurrences of each type of error. Paired and independent sample t-tests were carried out in order to investigate gender differences in pupils' errors and the impact of further instruction on fraction at the P6 level, while the GLM test was administered in order to investigate if there were significant change in pupils' attitudes towards fractions from the pre- to the posttests. Qualitative information obtained through pupils' interviews, field notes and lesson observations was used to support the quantitative data.The study revealed that though pupils' achievement in the post-test improved, their performances on fraction work remained generally unsatisfactory. Many pupils in the study continued to have difficulty with the basic operations on fractions and resorted to the use of keyword strategies in dealing with word problems. Despite the pupils' unsatisfactory performance in the diagnostic tests, they generally held very positive attitudes towards the learning of fractions. No significant gender differences were observed either in pupils' performance in working with fractions tasks nor with their attitudes towards the learning of fractions. The findings of this study also highlight a number of issues for mathematics teachers to consider when dealing with fractions, and the findings also have implications for the quality of the instructional activities provided by the teachers, for the impact of language transfer in the medium of instruction - that is, from Bahasa Melayu to English at the pupils' Primary 4 level- and for the quality of the teacher training program in Brunei.
2
Pg, Haji Muhammad Dk Norhazlin. "A critical study of the educational system in Brunei Darussalam in the light of Al-Attas’ philosophy of education." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/818/.
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This study investigates the existence of duality in the Bruneian educational system. It highlights the efforts that have been made towards achieving ideal Islamic patterns of education through the implementation of the Integrated Education system from January 2004 to December 2005. The study found that the former Integrated Education system approximates the Al-Attas model of thought in education. Fieldwork research was conducted using a questionnaire and structured interview instruments to gather data. The questionnaire involved 113 general primary schools teachers and 234 parents of students at the primary six level. It was found that several factors led to the failure of the Integrated Education system such as misunderstanding and incorrect perceptions regarding the aims and curriculum structure of the system, lack of infrastructure and facilities, culture and attitudes and insufficient acknowledgement of the implementation of the system. The data findings also prove that majority of the general primary school teachers in Brunei Darussalam lack adequate knowledge on the issue of dualist education. Although Brunei currently runs the dual type of education, it is suggested that the implementation of Islamic elements across the curriculum should be continued and the Islamic Revealed Knowledge should be a compulsory subject up to the upper secondary level to all Muslim students.
3
Yusof, Jamilah. "Mathematics errors in fractions work : a longitudinal study of primary level pupils in Brunei /." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15027.
Full textAbstract:
This study examined the different types of mathematical errors exhibited by primary level pupils in Brunei when working with fractions. In addition, the study examined pupils' attitudes towards the learning of fractions and investigated if there were gender differences among Bruneian pupils' performances with fractions and with their attitudes towards fractions. The study was longitudinal in nature and its two phases involved a single cohort of Primary 5 pupils followed through a full year period in four government-funded primary schools in Brunei Darussalam. Pupils' mathematical errors were assessed by means of researcher-developed paper-and-pencil tests, while pupils' attitudes towards the learning of fractions were measured by means of an adapted version of attitude questionnaire that has been used previously with Bruneian pupils. Guided by six research questions, a number of statistical analyses were carried out to ensure the validity and reliability of the instruments used. These included piloting and revising the instruments, the use of Cronbach's alpha with the items in the attitude questionnaire, and the calculation of the Pearson Product Correlation Coefficient between scales of the questionnaire. The data was analysed by calculating the percentages and means of occurrences of each type of error. Paired and independent sample t-tests were carried out in order to investigate gender differences in pupils' errors and the impact of further instruction on fraction at the P6 level, while the GLM test was administered in order to investigate if there were significant change in pupils' attitudes towards fractions from the pre- to the posttests. Qualitative information obtained through pupils' interviews, field notes and lesson observations was used to support the quantitative data.The study revealed that though pupils' achievement in the post-test improved, their performances on fraction work remained generally unsatisfactory. Many pupils in the study continued to have difficulty with the basic operations on fractions and resorted to the use of keyword strategies in dealing with word problems. Despite the pupils' unsatisfactory performance in the diagnostic tests, they generally held very positive attitudes towards the learning of fractions. No significant gender differences were observed either in pupils' performance in working with fractions tasks nor with their attitudes towards the learning of fractions. The findings of this study also highlight a number of issues for mathematics teachers to consider when dealing with fractions, and the findings also have implications for the quality of the instructional activities provided by the teachers, for the impact of language transfer in the medium of instruction - that is, from Bahasa Melayu to English at the pupils' Primary 4 level- and for the quality of the teacher training program in Brunei.
4
Haji, Md Sum Hisham. "Educational dependency : a case study on Brunei Darussalam." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335887.
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5
Haji, Saim Hajah Sainah. "The administrative system of Brunei Darussalam : management, accountability and reform." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322383.
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6
Lampoh, Abdullah Awang. "Professional development of senior staff of secondary schools in Brunei Darussalam." Thesis, University of Bristol, 1997. http://hdl.handle.net/1983/506ac74c-7e8d-4fff-9788-3c4c8b935a1d.
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7
Karim, Haji Suhaimi bin Haji Abdul. "Towards an integrated information system for a public organisation in Brunei Darussalam." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/7526.
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Information systems, by nature, are open to interpretation from a number of viewpoints. This thesis emphasizes that information systems are not 'technical' systems that have behavioural and social consequences, they are 'social systems' that rely to an increasing extent on information technology for their functions. Hence any systems development methodologies used cannot deal simply with the problem of how one designs technically reliable and cost effective information systems. Instead it regards systems development as an example of multidimensional social change, the application of technology may not be a desirable solution to the situation. The choice of a development methodology should therefore take into account its sensitivity to the cultural, social, and political aspects of systems design. The aims of the thesis are three-fold. The first aim is to transform an idea or perception of needs into actionable drivers for change in a public sector organisation in Brunei Darussalam. The second aim is to identify and diagnose the problems associated with the management of information. Finally, the study aims to identify a suitable methodology that can be used to investigate a number of organisational issues. This work incorporates a practical case study of a problem situation at the Ministry of Religious Affairs, the sole government agency responsible for perpetuating and disseminating Islamic teaching in Brunei Darussalam. The methodology used to investigate the problem situation is Checkland's Soft System Methodology (SSM). This is well chosen as the case study deals with human activity systems that are not well defined. Systems intervention via a semi-structured and informal discussion interviews were used to identify the unstructured problem situation (stage 1) of the SSM. The SSM progressed through to the recommendation of actions that constitute culturally feasible and desirable change. In fact, although manual systems are less efficient and effective than their computer-based counterparts, they are preferred in the first instance. Only when the manual system has reached maturity should a computer-based replacement be considered.
8
Khalid, Omar Haji. "Special needs in inclusive schools in Brunei Darussalam : perceptions, concerns and practices." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365478.
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9
Abdul, Karim Haji S. H. "Towards an integrated information system for a public sector organisation in Brunei Darussalam." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/35186.
Full textAbstract:
Information systems, by nature, are open to interpretation from a number of viewpoints. This thesis emphasizes that information systems are not 'technical' systems that have behavioural and social consequences, they are 'social systems' that rely to an increasing extent on information technology for their functions. Hence any systems development methodologies used cannot deal simply with the problem of how one designs technically reliable and cost-effective information systems. Instead it regards systems development as an example of multidimensional social change, the application of technology may not be a desirable solution to the situation. The choice of a development methodology should therefore take into account its sensitivity to the cultural, social, and political aspects of systems design. The aims of the thesis are three-fold. The first aim is to transform an idea or perception of needs into actionable drivers for change in a public sector organisation in Brunei Darussalam. The second aim is to identify and diagnose the problems associated with the management of information. Finally, the study aims to identify a suitable methodology that can be used to investigate a number of organisational issues.
10
Goh, Adeline Yuen Sze. "Learning to become a Vocational and Technical Education (VTE) teacher in Brunei Darussalam." Thesis, University of Leeds, 2010. http://etheses.whiterose.ac.uk/21111/.
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This thesis was devised to explore my central interest in finding out empirically how individuals learn to become Vocational and Technical Education (VTE) teachers in Brunei. This study was based on a case study of twelve participants which includes five males and seven females undergoing a one year full-time Post Graduate Certificate Technical Education course in Brunei. Each participant was interviewed twice: once at the beginning of the course and once at the end of the course. My main empirical findings show that social relationships in learning situations are important with regard to becoming a VTE teacher in Brunei. Within different learning situations, individuals were also proactive in taking control of their own learning. In addition, my findings illustrate that most, if not all, student teachers have learned and changed towards the end of the teacher training course. The process of becoming a VTE teacher could logically be seen as two separate stages; choosing and learning to become a VTE teacher. One of the thesis objectives was also to understand the relationship between career decision-making and learning in relation to the Brunei VTE teachers. Drawing from Hodkinson et al.'s (1996) careership theory and Hodkinson et al. 's (2008) integrated theory of learning cultures and cultural theory of learning, I conclude that the two stages are integrated in practice and should be viewed as an on-going learning process called an individual learning journey. Based on my empirical findings, I also conclude that Hodkinson et al.'s (2008) learning theories need to be extended in order to fully understand social relationships, individual agency within learning cultures and to take into account that learning cultures change even within the same learning situation when individual position and roles change. This thesis concludes by identifying some implications for research and practice that arise from the findings of this study.
11
Haji, Taha Zaitun. "Teaching primary mathematics in Brunei Darussalam : the interplay between teachers' beliefs and practices." Thesis, King's College London (University of London), 1995. https://kclpure.kcl.ac.uk/portal/en/theses/teaching-primary-mathematics-in-brunei-darussalam--the-interplay-between-teachers-beliefs-and-practices(b36e3a20-6949-46d1-9233-a0b618befc83).html.
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12
Haji, Shahminan Hajah Norbayah. "A critical exploration of deaf young people's underachievement in Brunei Darussalam." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7693.
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This study employs qualitative methods to explore the tensions experienced by deaf young people with hearing parents, hearing parents with little or no experience of deafness prior to the birth of their deaf children and language teachers with a lack of skills and knowledge of deafness in the implementation of an inclusive education system in Brunei Darussalam. The empirical evidence I used to develop and support my thesis involves data I have generated using a variety of data collection tools, and includes analysis of documents, interviews with 12 deaf people age 18-25 years old, 4 hearing parents and 4 teachers together with 8 hours of classroom observations. A thematic analysis was conducted to identify prevalent similarities in the participant’s responses. Underachievement among young deaf people was due to undeveloped language. Undeveloped language for communication is the major theme identified. This study argues that while certain barriers to participation in hearing inclusive classrooms and hearing environments may be being removed, perceptions of the deaf as being unable to communicate remain embedded in dominant disability discourse (Lang, 2001). The study’s conclusions are drawn within the context of proposing a framework for a holistic, integrated, community based educational support structure for Brunei Darussalam that meets the support requirements of deaf young people (DYP), parents and teachers within inclusive schools.
13
Khalid, Madihah. "Enhancing the mathematical achievement of technical education students in Brunei Darussalam using a teaching and learning package." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/2456.
Full textAbstract:
Mathematics plays a key role in many of today’s most secure and financially rewarding careers. In almost every sector of the economy, a substantial core of mathematics is needed to prepare students both for work and for higher education. The impact of computers and information technology in areas as diverse as manufacturing and advertising means that understanding mathematics becomes more important because it provides students with basic prerequisites in other useful areas such as problem-solving. Technical students in Brunei are trained with the skills needed in the world of industry and commerce to become competent workers and many of them continue to pursue higher education. They need the right balance of mathematics that can prepare them for both purposes. Considered to be academically weak, and coming from the system (high schools) whose teaching approaches benefit abstract learners, these students need to be motivated and have their interest in mathematics nurtured. This study is an attempt to improve the mathematical skills of technical students in Brunei by developing a teaching and learning package that can be used by mathematics instructors with their students. The package was designed to provide student-centred instruction and focuses on the learning environment aspects of “Teacher Support”, “Innovation”, “Cooperation”, “Task Orientation” and “Relevance”. These learning environment aspects were incorporated into each category of the ARCS motivational model (Keller, 1983b) for the purpose of enhancing motivation. It was anticipated that students’ mathematical understanding and attitude would be improved when their learning environment and thus their motivation was enhanced.When the package was implemented among a group of technical students, they experienced an approach to the teaching of mathematics that shifted from instruction fostering the procedures of practice and memorisation toward instruction that emphasised mathematical inquiry and conceptual understanding. Integrated curricula and cooperative learning techniques were used to link both the mathematics understanding of materials and their composition to the application of materials in the world of work. The use of technology to pursue mathematical investigations by way of learning aids was encouraged because the impact of technology on education today cannot be ignored. A group of students from two classes were involved in the implementation of the package to determine its effectiveness, for a duration of eight weeks. By applying the pre-experimental design methodology to the study, pre-test and post-test were used to measure students’ cognitive and affective changes. Mathematics proficiency in the categories of procedural skills, conceptual understanding and problem solving abilities were measured and examined by comparing students’ pre- and post-test results. Other forms of assessment such as projects and graded class-work (and homework) and also the communication that took place between the students during discussions were analysed to further validate their mathematical understanding. The learning environment and attitude factors mentioned were identified and validated through surveys, observations and interviews. A learning environment instrument called the College Classroom Environment Inventory (CCEI) was adapted for the purpose of measuring students’ perception of the learning environment.Another instrument named the Attitude Towards Mathematics survey was designed to measure students’ attitude towards mathematics. Both instruments were created, validated and then used to measure students’ affective changes (before and after package implementation) and thus evaluate the efficacy of the package. Besides the quantitative data obtained, the qualitative data from observations and interviews was used to confirm, explain and verify results. The results obtained from this study demonstrated students’ improved cognitive outcome in all areas of mathematical proficiency measured. As for the affective outcome, there were improvements in students’ perception of the classroom environment and also in the attitude category of “Importance” where more post-test than pre-test students agreed on the importance of mathematics in everyday life. The result also indicated associations between cognitive outcomes and a number of the learning environment scales. Students who experienced the package also demonstrated better mathematical understanding compared to those who did not. Students, instructors, curriculum developers and administrators should benefit from the results of this study. The study also provides a starting point for more research of this kind to be carried out for the benefit of technical students in Brunei in particular, and for mathematics students generally.
14
Haji, Masri Masairol. "Performance measurement systems in service SME : a Brunei case study." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/performance-measurement-systems-in-service-sme-a-brunei-case-study(b3a9cc7b-13dc-479e-9433-ca12ab982438).html.
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The purpose of this study was to investigate the practice of performance measurement systems (PMS) in Small and Medium-sized Enterprises (SME) operating in the service sector in Brunei Darussalam. A further aim was to find the drivers and barriers of PMS adoption for such companies. Quantitative and qualitative methods were applied in this research. Documentary data, questionnaires, and interviews were used to collect the data. 357 questionnaires were sent out to service SME and a total of 62 responses were received. 29 managers from four case study companies were interviewed and semi-structured questions were used during the interviews. The results from the questionnaires showed that 26 per cent of the sample practice advanced PMS, 16 per cent still use a traditional PMS and the rest use a balanced system. The results of the interviews showed two additional drivers and one additional barrier to those found in the literature review. Business process and external stakeholders were identified as the additional drivers of PMS adoption and the former was also identified as the additional factor that could block such adoption. The additional findings indicated that organizational strategy, appropriate management style and management experience and qualifications were the core factors that could either drive or block the adoption of PMS. The lack of a clear mission and vision influenced all the other blocking forces. At the same time, the existence of a clear policy, such as a mission and vision statement, influenced the other driving forces. Furthermore, exercising an appropriate management style which takes into account the current organizational culture of the company has a significant positive impact on the acceptance of performance measurement. The employment of a qualified and experienced management team that understands the concept of performance measurement is also valuable in ensuring that the design of the PMS is appropriate and the implementation successful. A practical framework based on the findings was created to overcome the key identified problems associated with PMS adoption. From these findings, the research results offer both useful and actionable implications for practitioners such as managers and external consultants involved in PMS, particularly in Brunei. Consideration was given to the breadth of the interviews and the use of other documentary data, as well as the limitations of the case study method employed in the research. This should ensure the findings will be useful for companies currently implementing PMS or those intending to in the future. Given the context of this research, the findings will predominantly be of use in developing countries.
15
Jones, Gary Michael. "A study of bilingualism and implications for language policy planning in Negara Brunei Darussalam." Thesis, Aberystwyth University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388882.
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Lim, Siew Bee. "An interactive model for in-service development of primary science teachers in Brunei Darussalam." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298775.
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17
Jaidin, Jainatul Halida. "Conceptions of learning held by upper primary children in government shcools in Brunei Darussalam." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30349/.
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The current study examined the conceptions of learning held by upper primary children in government schools in Brunei. Previous studies have shown that the conceptions of learning held by students influence the ways in which they approach learning tasks and, in turn, impact on their learning outcomes. However, the majority of these studies were carried out with university and secondary school students, with little research involving primary school children. A phenomenographic research approach was used to describe the qualitatively different ways in which a group of sixteen upper primary children experienced learning in two government schools in Brunei. Data were gathered using scenariobased semi]structured interviews. Iterative cycles of analysis revealed three categories of description depicting three qualitatively different ways in which the children experienced the phenomenon. The three categories of description were: learning as acquiring information (Category 1), learning as remembering information (Category 2) and learning as doing hands]on activities (Category 3). These categories indicate a variation in the ways in which upper primary children experience learning in government schools in Brunei. The conceptions of learning held by the children provide a platform from which educators and policy]makers can consider possibilities for meaningful learning in government schools in Brunei.
18
Jaidin, Jainatul Halida. "Conceptions of learning held by upper primary children in government schools in Brunei Darussalam." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30349/1/Halida_Jaidin_Thesis.pdf.
Full textAbstract:
The current study examined the conceptions of learning held by upper primary children in government schools in Brunei. Previous studies have shown that the conceptions of learning held by students influence the ways in which they approach learning tasks and, in turn, impact on their learning outcomes. However, the majority of these studies were carried out with university and secondary school students, with little research involving primary school children. A phenomenographic research approach was used to describe the qualitatively different ways in which a group of sixteen upper primary children experienced learning in two government schools in Brunei. Data were gathered using scenariobased semi�]structured interviews. Iterative cycles of analysis revealed three categories of description depicting three qualitatively different ways in which the children experienced the phenomenon. The three categories of description were: learning as acquiring information (Category 1), learning as remembering information (Category 2) and learning as doing hands�]on activities (Category 3). These categories indicate a variation in the ways in which upper primary children experience learning in government schools in Brunei. The conceptions of learning held by the children provide a platform from which educators and policy�]makers can consider possibilities for meaningful learning in government schools in Brunei.
19
Khalid, Madihah. "Enhancing the mathematical achievement of technical education students in Brunei Darussalam using a teaching and learning package." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15984.
Full textAbstract:
Mathematics plays a key role in many of today’s most secure and financially rewarding careers. In almost every sector of the economy, a substantial core of mathematics is needed to prepare students both for work and for higher education. The impact of computers and information technology in areas as diverse as manufacturing and advertising means that understanding mathematics becomes more important because it provides students with basic prerequisites in other useful areas such as problem-solving. Technical students in Brunei are trained with the skills needed in the world of industry and commerce to become competent workers and many of them continue to pursue higher education. They need the right balance of mathematics that can prepare them for both purposes. Considered to be academically weak, and coming from the system (high schools) whose teaching approaches benefit abstract learners, these students need to be motivated and have their interest in mathematics nurtured. This study is an attempt to improve the mathematical skills of technical students in Brunei by developing a teaching and learning package that can be used by mathematics instructors with their students. The package was designed to provide student-centred instruction and focuses on the learning environment aspects of “Teacher Support”, “Innovation”, “Cooperation”, “Task Orientation” and “Relevance”. These learning environment aspects were incorporated into each category of the ARCS motivational model (Keller, 1983b) for the purpose of enhancing motivation. It was anticipated that students’ mathematical understanding and attitude would be improved when their learning environment and thus their motivation was enhanced.When the package was implemented among a group of technical students, they experienced an approach to the teaching of mathematics that shifted from instruction fostering the procedures of practice and memorisation toward instruction that emphasised mathematical inquiry and conceptual understanding. Integrated curricula and cooperative learning techniques were used to link both the mathematics understanding of materials and their composition to the application of materials in the world of work. The use of technology to pursue mathematical investigations by way of learning aids was encouraged because the impact of technology on education today cannot be ignored. A group of students from two classes were involved in the implementation of the package to determine its effectiveness, for a duration of eight weeks. By applying the pre-experimental design methodology to the study, pre-test and post-test were used to measure students’ cognitive and affective changes. Mathematics proficiency in the categories of procedural skills, conceptual understanding and problem solving abilities were measured and examined by comparing students’ pre- and post-test results. Other forms of assessment such as projects and graded class-work (and homework) and also the communication that took place between the students during discussions were analysed to further validate their mathematical understanding. The learning environment and attitude factors mentioned were identified and validated through surveys, observations and interviews. A learning environment instrument called the College Classroom Environment Inventory (CCEI) was adapted for the purpose of measuring students’ perception of the learning environment.
Another instrument named the Attitude Towards Mathematics survey was designed to measure students’ attitude towards mathematics. Both instruments were created, validated and then used to measure students’ affective changes (before and after package implementation) and thus evaluate the efficacy of the package. Besides the quantitative data obtained, the qualitative data from observations and interviews was used to confirm, explain and verify results. The results obtained from this study demonstrated students’ improved cognitive outcome in all areas of mathematical proficiency measured. As for the affective outcome, there were improvements in students’ perception of the classroom environment and also in the attitude category of “Importance” where more post-test than pre-test students agreed on the importance of mathematics in everyday life. The result also indicated associations between cognitive outcomes and a number of the learning environment scales. Students who experienced the package also demonstrated better mathematical understanding compared to those who did not. Students, instructors, curriculum developers and administrators should benefit from the results of this study. The study also provides a starting point for more research of this kind to be carried out for the benefit of technical students in Brunei in particular, and for mathematics students generally.
20
Ahmad, Ashri bin Haji. "Quality assurance of the assessment process in Brunei Darussalam vocational and technical education : stakeholders' perceptions and future challenges /." Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070917.103229.
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Rahman, Junaidi Haji Abd. "Reflection on writing in portfolio assessment : a case study of EFL primary school pupils in Brunei Darussalam." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/3090/.
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This research focuses on the reflection practices of 45 young learners of English in Brunei Darussalam. The purpose of the research was to ascertain the feasibility of employing a reflection exercise, as a core component of a writing portfolio assessment procedure, in the context of Brunei Darussalam. The research adopted a case study approach which was specifically aimed at: a) examining the reflection criteria used by pupils; b) identifying any developmental pattern of reflection in the use of these criteria: and c) determining the correlation between writing performance and the pattern of progression in reflection. The findings of the study suggest that the pupils made use of a number of criteria which can be grouped into three categories according to the extent of their approximation to the concept of reflection and their focus on the writing pieces being reflected on. In terms of progression, it was found that a large number of pupils were considered mixed in their reflection, a third showed positive progression, while a small number failed to progress. The correlation between the pupils' writing performance and their progression in reflection was found to be significant, especially among female pupils. The implications of the findings, among others, are that: a) the concept of reflection within portfolio assessment is generally practicable among the young learners in the context of Brunei Darussalam; b) some evidence for positive progression in the use of the selection criteria categories essentially illustrates the pupils' ability to shift the focus of their reflection; c) the evidence to suggest the link between performance in writing and progression in reflection calls for more investigation possibly with the involvement of a larger population sampling. These implications are significant not only for the research community, where there is a clear lack of research of this kind with young learners or learners of English as a foreign language; but also for the Brunei Darussalam context where portfolio assessment is one new approach to assessment being recommended to schools.
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com, ashri_ha@hotmail, and Ashri Haji Ahmad. "Quality Assurance of the Assessment Process in Brunei Darussalam Vocational and Technical Education: Stakeholders' Perceptions and Future Challenges." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070917.103229.
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Quality and quality assurance in education have become global issues in the last decade. Educational institutions around the world are focusing on designing and implementing quality assurance systems to ensure students a high quality of education. In many countries, including Brunei Darussalam, the development of a national system of quality assurance in education has sometimes brought confusion and controversy. The main reason for this stems from the conflicting perspectives of different interest groups: mainly governments, administrators and academic staff, but students, employers and the general public also have significant voices. All, of course, are committed to quality but each regards quality in a slightly different way.
This study set out to explore the perceptions of two groups of stakeholders, administrators and teachers, about the quality assurance system and in particular, the quality assurance of the assessment process in vocational and technical education (VTE) in Brunei Darussalam. The study examined the stakeholders understanding of the term quality and the significance of quality assurance measures. It assessed the extent to which these measures have been utilised by the Department of Technical Education (DTE) and its Vocational and Technical Education Institutions (VTEIs) and it also examined the challenges facing DTE and its VTEIs in ensuring quality VTE.
A mixed-method research approach was used in this investigation, including document analysis, semi-structured interviews and questionnaires. The results provide insights into stakeholders perceptions of quality and a range of purposes for quality assurance system implementation. The effectiveness of the current system based on an external moderation system generated mixed views. The study identified the lack of a structured comprehensive quality assurance system for the assessment process in the DTE and VTEIs and highlighted ways in which quality assurance of the assessment process measures are currently formulated. Both groups of stakeholders agreed that there are challenges confronting the DTE and its VTEIs. Several recommendations were made to improve the current quality assurance measures. The study was timely in light of the increased interest in shaping quality assurance mechanisms in VTE in Brunei Darussalam.
Overall this study carries implications for a better understanding of quality in VTE and issues related to the implementation of a quality assurance system.
23
Haji, Ahmad Ashri. "Quality assurance of the assessment process in Brunei Darussalam vocational and technical education: stakeholders' perceptions and future challenges." Thesis, Haji Ahmad, Ashri (2007) Quality assurance of the assessment process in Brunei Darussalam vocational and technical education: stakeholders' perceptions and future challenges. Professional Doctorate thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/91/.
Full textAbstract:
Quality and quality assurance in education have become global issues in the last decade. Educational institutions around the world are focusing on designing and implementing quality assurance systems to ensure students a high quality of education. In many countries, including Brunei Darussalam, the development of a national system of quality assurance in education has sometimes brought confusion and controversy. The main reason for this stems from the conflicting perspectives of different interest groups: mainly governments, administrators and academic staff, but students, employers and the general public also have significant voices. All, of course, are committed to quality but each regards quality in a slightly different way.
This study set out to explore the perceptions of two groups of stakeholders, administrators and teachers, about the quality assurance system and in particular, the quality assurance of the assessment process in vocational and technical education (VTE) in Brunei Darussalam. The study examined the stakeholders' understanding of the term quality and the significance of quality assurance measures. It assessed the extent to which these measures have been utilised by the Department of Technical Education (DTE) and its Vocational and Technical Education Institutions (VTEIs) and it also examined the challenges facing DTE and its VTEIs in ensuring quality VTE.
A mixed-method research approach was used in this investigation, including document analysis, semi-structured interviews and questionnaires. The results provide insights into stakeholders? perceptions of quality and a range of purposes for quality assurance system implementation. The effectiveness of the current system based on an external moderation system generated mixed views. The study identified the lack of a structured comprehensive quality assurance system for the assessment process in the DTE and VTEIs and highlighted ways in which quality assurance of the assessment process measures are currently formulated. Both groups of stakeholders agreed that there are challenges confronting the DTE and its VTEIs. Several recommendations were made to improve the current quality assurance measures. The study was timely in light of the increased interest in shaping quality assurance mechanisms in VTE in Brunei Darussalam.
Overall this study carries implications for a better understanding of quality in VTE and issues related to the implementation of a quality assurance system.
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Fung, Gilbert C. W. "Information and communications technology in vocational and technical education in Brunei Darussalam 1999-2001 : evaluating the need for innovation and change." Thesis, University of Greenwich, 2005. http://gala.gre.ac.uk/6173/.
Full textAbstract:
This research study, conducted between the periods 1999-2001, examined issues of change in the innovation process of Information and Communications Technology (ICT) in the context of Vocational and Technical Education (VTE) institutions in Brunei Darussalam. The study identified and analysed the factors and/or conditions that support success of ICT implementation; investigated what values, perceptions and attitudes VTE teachers in Brunei Darussalam have towards ICT; analysed the approaches and strategies for institutional management of change and decision-making about the implementing ICT in VTE institutions; documented with a view to informing policy makers and ICT implementers on models of best practices and made recommendations for change. A qualitative case-study method, semi-structured interviews constituted the main data-collection technique for gathering and analysing data, supplemented by a survey questionnaire and documentary analysis. 22 people were interviewed, a further 89 people participated in the questionnaire. The study revealed that the VTE system in Brunei Darussalam was in its early stages in its implementation of ICT; there was a lack of planning and policy to drive the impetus for change within institutions. A number of inter-related factors that hamper change and innovation of ICT were identified such as inadequate physical resources; ineffective staff development programmes; shortage of staff skilled and knowledgeable in ICT; ineffective management of change and lack of role clarity of among some of the VTE staff. The study concluded with a number of recommendations for change, for on-going professional development of VTE teachers and for further research.
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Jamain, Hajah Noraiman Al-Ain Binti Haji. "What is the best practice that can be incorporated to assist the effective use of interactive whiteboard in primary classroom in Brunei Darussalam?" Thesis, University of Hull, 2014. http://hydra.hull.ac.uk/resources/hull:10506.
Full textAbstract:
A step taken towards the use of technology in education in Brunei Darussalam has been by providing primary schools with technologies that can help support teaching in the classroom. This includes providing the interactive whiteboard (IWB). At the present time, almost all primary schools in Brunei Darussalam are provided with at least one IWB with the hope that it will be integrated effectively in all subject areas. This study investigates the perceptions of primary school teachers on the use of IWB to be able to assist the effective use of the IWB in Brunei Darussalam. A total of seven government primary schools located in Brunei Muara district were involved in this study. The study is based on data collected from both quantitative and qualitative approaches, which are questionnaire, lesson observations and interviews. The questionnaire sample consists of 75 primary school teachers, which categorised respondents into regular IWB user, low IWB user and no longer using the IWB. Lesson observations were conducted with seven regular IWB users and sixteen teachers participated in the interview. Interviews were conducted with regular and low IWB users as well as teachers who no longer use the IWB. The findings showed the different issues raised by participants relating to the implementation of IWB in primary schools in Brunei Darussalam. These includes accessibility; factors that influence or cause barriers to usage; teachers’ perceived benefits of IWB; challenges teachers faced in using IWB; and IWB resources. It was also revealed that primary school teachers in Brunei Darussalam generally have a positive attitude towards the implementation of the IWB in the classroom. However, they lack the skills and knowledge in integrating use of the IWB effectively into their classroom practice and are still at the early stage of IWB implementation. Additionally, findings suggest that primary school teachers in Brunei Darussalam lack professional development and support when implementing the IWB in the classroom. Furthermore, the significance of the findings of this study was the importance of change management to successfully integrate the use of the IWB in the primary classroom.
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Haji, Tahamit Naiyirah. "Cultural and religious barriers to setting up sex and relationship education in a muslim country : a case study of Brunei Darussalam." Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/15306/.
Full textAbstract:
Sex and Relationship Education (hereafter, SRE) - a comprehensive sex education has a long debate in the Western worlds. This study explores the cultural and religious barriers of setting up SRE in a Muslim country, Brunei Darussalam. Using semi-structured interviews, I focus on key informants’ and young people’s perspectives on teenage pregnancy for instance, the policy context of school exclusion due to teenage pregnancy. I argue that the negative perceptions of SRE are stemmed from cultural taboo and customary practices of the country. This further suggests that these practices impose stigma effects that represent persistent patterns of dissolutions in reducing the rate of teenage pregnancy and HIV/AIDS transmission among young people. The other themes examine: perceptions of the respondents of the customary practice of social exclusion policy; positive and negative reactions to SRE; gender differences in sex and relationship; young people lack of knowledge associated with SRE; social issues associated with teenage pregnancy; attitudes toward NGOs; perceptions of the current school-based sex education and positive and negative attitudes towards SRE. This study also calls for pedagogical implications for future practice in the education sector. Finally, this study concludes with a brief discussion of the study.
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Shak, Juliana. "Nudging young ESL writers : engaging linguistic assistance and peer interaction in L2 narrative writing at the upper primary school level in Brunei Darussalam." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:7723ad72-5ccb-4933-b239-a21b33b053aa.
Full textAbstract:
Motivated primarily by a cognitive approach, with consideration of interactional processes from a sociocultural perspective, the present study examined the use of linguistic assistance and peer interaction to facilitate second language (L2) writing of young ESL learners. A total of 257 Year 5 children (age 10) from twelve intact classes (from six different schools) took part in this eight-week intervention-based study. Using a quasi-experimental design, the classes were randomly assigned to one of three treatment groups or the control group. Pretests, interim tests, immediate posttests and delayed posttests were administered. As the study concerned both the processes and products of L2 development, peer interaction and children's written production were taken as the two primary sources of data for this study. For the written production, four criteria were used to rate learners’ writings: Quality of ideas, Story shape and structure, Vocabulary and spelling and Implicit grammar. Partial correlation was employed to examine if there were any statistical relationships between treatment and learners’ written performance while controlling for prior attainment. Results show that the provision of enhanced and basic linguistic assistance may have a positive influence on only certain aspects of L2 writing, while opportunities for peer interaction does not appear to have an impact on learners’ L2 performance. For peer interaction, a subset of 60 learners were selected from the two treatment groups which received basic and enhanced linguistic assistance, to compare their dialogic performance. Based on quantitative analyses of their recorded interactions, the findings suggest that the provision of varying degrees of linguistic assistance may affect, not the content of peer discussions, but how peer assistance is given during task. The results also show that through the provision of linguistic assistance, peer interaction mediates the participants’ performance on Quality of ideas, Story shape and structure and Implicit grammar in their subsequent individual writing.
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Kitson, Rosalind M. "Starting school in Negara Brunei Darussalam the voices of children, parents, teachers and principals." 2002. http://arrow.unisa.edu.au:8081/1959.8/25020.
Full textAbstract:
This study provides a comprehensive perspective of the transition to school in the South East Asian Sultanate of Brunei Darussalam. It is a cross-cultural, critical case study, grounded in qualitative research, which examines the school entrance policies, practices and procedures that are in place to assist children to make this significant transition in their lives.Thesis (PhDEducation)--University of South Australia, 2002