Senior Assistant Professor, Sultan Hassanal Bolkiah Institute of Education
Dr. Hajah Sallimah Haji Mohd. Salleh is currently a Senior Assistant Professor at the Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam. Her research interests include teachers technology enriched/enhanced instruction and technological, pedagogical and content knowledge (TPACK), teachers' context beliefs and attitudes towards technology integration, and quantitative research methods, particularly structural equation modeling analyses of data.
PhD in Education , University of Southern Queensland, Australia
Technology Enriched Instruction/Implementation in Teaching and Learning
Teachers' Technological, Pedagogical and Content knowledge (TPACK)
Teachers' beliefs and intentions
Teacher initial preparation
This research project consists of five designed-based studies to inform the applicability of the proposed Innovative Inter-disciplinary Curriculum and Assessment Model (IICA) in (a) disseminating interest and motivation in studentsâ€™ learning of science and mathematics, (b) instilling spiritual and social awareness embedded in the scientific and mathematical concepts, (c) promoting studentsâ€™ understanding of science and mathematic concepts, and (d) improving students achievement in science and mathematics curriculum. The activities planned are: (1) Designing curriculum using a modified technological, pedagogical and content knowledge framework with personalized multi-model assessments or the Personalized Pedagogy, Assessment and Technology (PPAT) matrix; (2) Implementing and evaluating the CUP strategy for the teaching and learning (pedagogy) of the content in selected schools; (3) Investigating studentsâ€™ understanding of the content through the social-semiotics and language integration; (4) Investigating the outcomes of multi-model formative assessments of studentsâ€™ learning of science and mathematics concepts, and (5) Examining the effect of teacher-student interactions on studentsâ€™ mathematising development. The outcome of the research project will be i) the Model for Innovative Inter-disciplinary Curriculum and Assessment for curriculum and assessment design, which can be replicated and disseminated to teachers as part of their continuous professional development. ii) innovative teaching and learning resources developed through the implementation of the IICA model. iii) books and journal articles publications on IICA model in international reputable publication houses.
Google Scholar Citations
Google Scholar h-index
Google Scholar i10-index
1. Salleh, S. M., Musa, J., Jaidin, J. H. & Shahrill, M. (2021). Technology Enriched Instruction for the Development of 21st Century Skills: Developing TVET Teachers’ Beliefs through Professional Development. Journal of Technical Education and Training. 13(2). 25-33. https://doi.org/10.30880/jtet.2021.13.02.003.
2. Nadiah, N., Salleh, S., & Laxman, K. (2021). The impact of video-based Predict-Observe- Explain (POE) on secondary school students’ scientific literacy. International Jounal of E – Learning. 20(3). 295-321. https://www.learntechlib.org/primary/p/219040/.
3. Moosa, V., Salleh, S. & Hamid, L. (2020). Professional Professional learning communities assessment - Revised: A measure of schools as learning organisations. Pertanika Journal of Social Sciences and Humanities. 28(4). 3047-3068. https://doi.org/10.47836/pjssh.28.4.31.
4. Hamid, S.H., Salleh, S. M., Laxman. (2020). A Study on the factors influencing students’ acceptance of laerning management systems (LMS) : A Brunei Case Study. International Journal of Technology in Education and Science. 4(3). 203-217.
5. Ebil, S. H., Salleh, S. M., Shahrill M. (2020). The use of e-Portfolio for self-reflection to promote learning:A case of TVET students. Education and Information Technologies, 25(6), 5797-5814. https://doi.org/10.1007/s10639-020-10248-7.
1. Salleh, S. & Laxman, K. (2014). Investigating the factors influencing teachers’ use of ICT in teaching in Bruneian secondary schools. Education and Information Technologies. 19 (4). pp. 747-762. (Scopus indexed: SJR (2015):0.528, Q2, H- Index= 23)
2. Salleh, S. (2016). Examining the influence of teachers’ beliefs towards technology integration in classroom. The International of Information and Learning Technology. 33(1). 17-35. https://doi.org/10.1108/IJILT-10-2015-0032.
3. Salleh, S. & Laxman, K. (2018). Bruneian Youth’s intentions to study Entrepreneurship in Higher Education: An exploratory study. International Journal of Higher Education and Sustainability. 2(2). 150-170. https://doi.org/10.1504/IJHES.2018.096114.
3. Ebil, S. H., Salleh, S. M., Shahrill M. (2020). The use of e-Portfolio for self-reflection to promote learning: A case of TVET students. Education and Information Technologies, 25(6), 5797-5814. https://doi.org/10.1007/s10639-020-10248-7.
4. Salleh, S. ; & Laxman, K. (2015). Examining the effect of external factors and context-dependent beliefs of teachers in the use of ICT in teaching using an Elaborated Theory of Planned Behaviour. Journal of Educational Technology Systems. 43(3), 289-319.
5. Salleh, S. & Laxman, K. (2014). Headmasters and information and communication technology: Approaches in making the connection. Research and Practice in Technology Enhanced Learning. 9(2). pp. 349-362.