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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

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dc.contributor.authorMasitah Shahrill
dc.contributor.authorSalwa Mahalle
dc.contributor.authorRohani Matzin
dc.contributor.authorMalai Hayati Sheikh Hamid
dc.contributor.authorLawrence Mundia
dc.date.accessioned2025-11-21T00:47:15Z
dc.date.available2025-11-21T00:47:15Z
dc.date.issued2013
dc.description.abstractThe survey assessed the learning styles and study strategies used by 135 randomly selected Brunei secondary school students and compared them by educational level, math ability, and gender. Junior students (Forms 1-3) rely heavily on the use of the written-expressive learning style than their senior counterparts (Forms 4-5). In addition, the more able math students dominantly use the auditory-language learning style than their less able peers. Furthermore, high math achievers were better and more efficient users of the text book reading, note-taking, and memory study strategies than low achievers. Moreover, female students were more effective and superior users of the visual-language and auditory-visual-kinesthetic learning styles including the text book reading, note-taking, memory, test preparation, and concentration study strategies. These are perhaps some of the reasons why females perform better at math than males. Overall, the findings seem to have wide-ranging implications for teaching students with high support needs in mathematics.
dc.format.extent8
dc.identifier.issn1913-9020
dc.identifier.urihttps://repository.ubd.edu.bn/handle/123456789/3698
dc.language.isoen
dc.publisherSultan Hassanal Bolkiah Institute of Education (SHBIE)
dc.relation.ispartofseriesVolume 6; No.10
dc.subject.lcshLearning styles—Brunei
dc.subject.lcshStudy skills—Brunei—Secondary school students
dc.subject.lcshMathematics—Study and teaching—Brunei
dc.subject.lcshAcademic achievement—Brunei—Secondary schools
dc.subject.lcshSecondary school students—Brunei—Psychology
dc.titleA Comparison of Learning Styles and Study Strategies Used by Low and High Math Achieving Brunei Secondary School Students: Implications for Teaching
dc.typeArticles
dspace.entity.typePublication
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