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Teachers’ Devotion to Review Lessons: Insights to the Mathematics Lessons in Brunei Darussalam

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dc.contributor.authorMasitah Shahrill
dc.date.accessioned2025-12-22T02:02:35Z
dc.date.available2025-12-22T02:02:35Z
dc.date.issued2018
dc.description.abstractThe aim of this study is to examine to what extent are the mathematics lessons of four teachers in Brunei Darussalam were dedicated to reviews. In total, 20 video-recorded lessons were collected and coded following the definitions provided by the TIMSS 1999 Video Study. The results indicated that 40% of the lessons were devoted entirely on review with 25% belonging to one teacher in particular. From the interview analysis, one of the key issues that emerged was the pressure of examinations in Brunei that led to the profound emphases on the pace of teaching placed by three teachers in relation to their review lessons. There exists a culture in Brunei where every teacher is obliged to do a lot of preparatory work before the examinations. However, there is also a possibility that the type of instruction that seems characteristic of the majority of the four Brunei classrooms may be a defensible, viable, and effective local solution to the problem on how to maximise test or examination performance. Importantly, this style of teaching may just be in harmony with the school culture.
dc.format.extent9
dc.identifier.urihttps://repository.ubd.edu.bn/handle/123456789/3748
dc.language.isoen
dc.publisherSultan Hassanal Bolkiah Institute of Education (SHBIE)
dc.relation.ispartofseries1028
dc.subject.lcshQuestioning techniques in teaching
dc.subject.lcshScaffolding (Education)
dc.subject.lcshTeaching—Methodology
dc.subject.lcshStudents—Cognitive processes
dc.subject.lcshSecondary school teaching—Brunei Darussalam
dc.titleTeachers’ Devotion to Review Lessons: Insights to the Mathematics Lessons in Brunei Darussalam
dc.typeArticles
dspace.entity.typePublication
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