Subject-Specific Responses to Educational Disruption: Analysis of Mathematics and Science Performance in a Bruneian Primary School
- AIOR Admin
- 5 days ago
- 1 min read
Pauline P. L. Chin
Meragang Sixth Form College, Brunei Darussalam
Between 2018 and 2024, Mathematics and Science results from a Brunei primary school show interesting patterns. The results fall into three groups: those from regular school days (2018-2019), those during COVID disruptions (2020-2021), and those after returning to classrooms (2022-2024). Each period showed different patterns in how students performed in these two subjects. Breaking down the data this way helped show which teaching methods worked best during normal schooling versus during disruptions. The research applies frameworks from constructivist learning, technological integration, and assessment practices to understand how teaching strategies affected student attainment during educational disruption. Results show Science maintained stronger resilience, with post-pandemic pass rates staying between 89-93% and improving alignment between practice tests and final examinations. Mathematics demonstrated greater vulnerability, with more variable performance before stabilising around 75%. During 2021, when alternative assessment methods were used, both subjects achieved perfect pass rates, though this effect was temporary. The stark difference between subjects suggests fundamental variations in how Science and Mathematics education respond to disruption. The study suggests teachers should consider different approaches for each subject in Brunei's schools. Making Mathematics lessons more connected to real-life situations and ensuring classroom activities better match test requirements could help students perform more consistently. With these improvements, students would likely develop stronger skills needed for their future studies and careers in technical fields.
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