Exploring the Learning Styles and Study Strategies used by Brunei High Mathematics Achievers

Halimaturradiah Metussin


The gender disparity in Brunei school leaver mathematics examination results is a source of concern for parents, teachers and the education system. The present survey (N = 315) compared the learning styles and study strategies of Brunei Year 13 (pre-university/foundation) students. The common practices of top math achievers (both genders) included using active reading, adequate preparations before tests, thinking deeply, and employing memory techniques. Overall, high math achievers were stronger in study strategies rather than learning styles compared to the average and low achievers. Females were dominant in the high achieving group while males outnumbered females among the low achievers. To improve weak students’ performance in mathematics, workshops that show students how to effectively engage in reading, concentration, note-taking, memorisation techniques, deep processing, and time management should be undertaken. In addition, students with high support needs should be encouraged to attend motivational talks, small group discussions, remedial classes, or one-to-one sessions with their mathematics teachers, counsellors, and educational psychologists. Further mixed-methods research was recommended to gain additional insights and solutions.

DOI: 10.5901/mjss.2016.v7n1p435

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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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