Exploring factors that improve mathematics achievement in Brunei |
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| Institution: | 1. Sultan Hassanal Bolkiah Institute of Education, University of Brunei Darussalam, Gadong, BE1410, Bandar Seri Begawan, Brunei;2. Centre for Strategic and Policy Studies, Ministry of Education, Gadong, BE1318, Bandar Seri Begawan, Brunei |
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| Abstract: | The low pass rate in Brunei Year 13 mathematics is a source of concern for many stakeholders. Success in mathematics is required for students wishing to attend university and pursue courses in the sciences and technology. Many different factors contribute to success and failure in mathematics. This field survey (N = 330 randomly selected Year 13 students representing 179 females and 151 males) determined the extent to which coping mechanisms, study strategies, learning styles, and self-efficacy were related to academic achievement in mathematics. Stepwise multiple regression analysis with backward elimination identified six statistically significant main effect variables with links to mathematics achievement (task-oriented coping, textbook reading, concentration, self-efficacy, time management, and activist learning style). Two-way interactions of the male and female genders with deep processing and reflector learning styles were also significantly associated with mathematics achievement. Other significant interaction variables were beneficial to both genders. |
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| Keywords: | Coping mechanisms Study strategies Learning styles Self-efficacy Mathematics achievement Brunei |
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