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 8th grade teachers

A sense Ofprogress

Table 4.1.10 and Figure 4.1.9 below show that 8th 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

8th grade teachers_________________________________________________________________

Practical
Work
(PW)

Using a
Computer
(UC)

Reading a
Textb∞k
(RT)

Teacher
Explanation
(TE)

Individual
Work
(IW)

Individual
Help
(IH)

Whole-class
Discussion
(WD)

Group
Discussion
(GD)

N

42

40

42

42

42

42

42

42

M

3.57

3.05

3.05

3.86

4.14

4.38

3.45

3.71

SD

.83

.81

.94

.72_________

.78

.62

.74

.71

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 8th grade teachers

104



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