Lawrence Mundia
Lawrence Mundia
Associate Professor, Universiti Brunei Darussalam
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Cited by
Cited by
Attitudes to and concerns about inclusive education: Bruneian inservice and preservice teachers
L Bradshaw, L Mundia
International journal of special education 21 (1), 35-41, 2006
Comparison of Brunei preservice student teachers’ attitudes to inclusive education and specific disabilities: Implications for teacher education
FS Haq, L Mundia
The Journal of Educational Research 105 (5), 366-374, 2012
The Assessment of Math Learning Difficulties in a Primary Grade-4 Child with High Support Needs: Mixed Methods Approach.
L Mundia
International Electronic Journal of Elementary Education 4 (2), 347-366, 2012
Investigating the relationship between the student’s ability and learning preferences: Evidence from year 7 mathematics students
R Othman, M Shahrill, L Mundia, A Tan, M Huda
The New Educational Review 44, 125-138, 2016
Barriers to mathematics achievement in Brunei secondary school students: Insights into the roles of mathematics anxiety, self-esteem, proactive coping, and test stress
MHS Hamid, M Shahrill, R Matzin, S Mahalle, L Mundia
International Education Studies 6 (11), e-Version First (1-14), 2013
The Importance and Limitations of Participation in Development Projects and Programmes
M Mubita, A., Libati, M., & Mulonda
European Scientific Journal, 13 (5), 238, 2017
The Benefits of Adopting a Problem-Based Learning Approach on Students' Learning Developments in Secondary Geography Lessons.
MIM Caesar, R Jawawi, R Matzin, M Shahrill, JH Jaidin, L Mundia
International Education Studies 9 (2), 51-65, 2016
Problems in learning mathematics: Comparison of Brunei junior high school students in classes with and without repeaters
L Mundia
Journal of Mathematics Research 2 (3), 150, 2010
Implementation of SPN21 Curriculum in Brunei Darussalam: A Review of Selected Implications on School Assessment Reforms.
L Mundia
International Education Studies 3 (2), 119-129, 2010
Understanding pre‐service teachers’ construct of disability: a metacognitive process
L Bradshaw, L Mundia
Disability & Society 20 (5), 563-574, 2005
The prevalence of depression, anxiety and stress in Brunei preservice student teachers
L Mundia
The Internet Journal of Mental Health 6 (2), 711-726, 2010
A Comparison of Learning Styles and Study Strategies used by Low and High Math Achieving Brunei Secondary School Students: Implications for Teaching
M Shahrill, S Mahalle, R Matzin, MHS Hamid, L Mundia
International Education Studies 6 (10), 39-46, 2013
Factors contributing to effective mathematics teaching in secondary schools in Brunei Darussalam
SFZH Ismail, M Shahrill, L Mundia
Procedia-Social and Behavioral Sciences 186, 474-481, 2015
Social desirability, non‐response bias and reliability in a long self‐report measure: illustrations from the MMPI‐2 administered to Brunei student teachers
L Mundia
Educational Psychology 31 (2), 207-224, 2011
Brunei trainee teachers' coping strategies for stressful situations
L Mundia
International Journal of Psychological Studies 2 (1), 79, 2010
A Comparison of Learning Styles and Study Strategies Scores of Brunei Secondary School Students by Test Anxiety, Success Attributions, and Failure Attributions: Implications …
R Matzin, M Shahrill, S Mahalle, MHS Hamid, L Mundia
Review of European Studies 5 (5), e-Version First (119-127), 2013
To flip or not to flip: The challenges and benefits of using flipped classroom in geography lessons in Brunei Darussalam
N Nawi, R Jawawi, R Matzin, JH Jaidin, M Shahrill, L Mundia
Rev. Eur. Stud. 7, 133, 2015
Policy changes in Brunei teacher education: Implications for the selection of trainee teachers
L Mundia
The Educational Forum 76 (3), 326-342, 2012
A comparison of Brunei and Hong Kong-SAR student teachers' self-efficacy in implementing inclusive education practices: implications for teacher education
K Tait, L Mundia
Asian Social Science 10 (1), 51-60, 2013
Implementing the flipped classroom model in the teaching of history
SWA Latif, R Matzin, R Jawawi, MA Mahadi, JH Jaidin, L Mundia, ...
Journal of Education and Learning (EduLearn) 11 (4), 374-381, 2017
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