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

104

Figure 4.1.8: Pupils’ sense of security promoted by different teaching methods;
perceptions of 8^th grade teachers

A sense Ofprogress

Table 4.1.10 and Figure 4.1.9 below show that 8^th grade teachers believed (4<M<5) that
Individual work and Individual help most promoted their pupils’ sense of progress in
learning mathematics. They expressed neither agreement nor disagreement (3≤M<4)
that Practical work, Using a computer, Reading a textbook, Teacher explanation, Whole-
class discussion and Group discussion promoted sense of progress. The result of a
repeated measure ANOVA showed that these findings were statistically significant.

Table 4.1.10: Mean scores and Standard Deviation; a sense of progress; perceptions of

8^th grade teachers_________________________________________________________________

The result of a repeated measure ANOVA [F=(8,312)=19.76, p<. 01

Figure 4.1.9: Pupils’ sense of progress promoted by different teaching methods;
perceptions of 8^th grade teachers

104

<<   115   116   117   118   119   120   121   >>

More intriguing information