5th and 8th grade pupils’ and teachers’ perceptions of the relationships between teaching methods, classroom ethos, and positive affective attitudes towards learning mathematics in Japan

99

measure ANOVA showed that these differences were statistically significant. Compared
with the findings for sense of security and motivation there is a greater consensus in
teacher beliefs here.

Table 4.1.4: Mean scores and Standard Deviation; a sense of progress; perceptions of
5^th grade teachers

The result of a repeated measure ANOVA [F (8,368)=25.30, p<. 01]

Figure 4.1.4: Pupils’ sense of progress promoted by different teaching methods;
perceptions of 5^th grade teachers

I PW I UC I RT I TE I IW I IH I WD I GD I

Deployment Ofdifferent teaching methods

Table 4.1.5 and Figure 4.1.5 below Showthat Teacher explanation, Individual work, and
Individual help were nearly always (4<M<5) deployed by the teachers. They reported
that Reading a textbook and Whole-class discussion were sometimes (3≤M<4) deployed
and that Practical work and Group discussion were hardly ever (2≤M<3) deployed. They
reported that Using a computer was never (1<M<2) deployed in their mathematics
classes. The results of a repeated measure ANOVA showed that these differences were
statistically significant. There was a relatively large distribution (1.0<SD) for Reading a
textbook and Whole-class discussion. Previous sections show that the 5^th grade
teachers indicated overall that they believed that Individual work, Individual help and
Practical work were the most likely to positively promote each of the four attitudinal

99

<<   110   111   112   113   114   115   116   >>

More intriguing information