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



но

Table 4.1.16: Mean scores and Standard Deviation; a sense of progress; perceptions of
5th graders

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

1474

1469

1473

1476

1476

1475

1476

1474

M

3.38

3.11

3.42

3.82

3.46

3.20

3.33

3.23

SD

1.31

1.37________

1.34

1.20

1.34________

1.39

1.28

1.23________

The result ofa repeated measure ANOVA [F (8,11680)=70.79, p<. 01]

Figure 4.1.14: Sense of progress promoted by different teaching methods; perceptions
of 5th graders

Deployment

5th graders reported that Reading a textbook, Teacher explanation, Individual work, and
Whole-class discussion were sometimes (3<M<4) deployed in their mathematics
classes, while
Practical work, Individual help and Group discussion were hardly ever
(2<M<3) deployed.
Using a Computerwas reported as never (1≤M<2) being deployed in
their mathematics classes. The results of a repeated measure showed that these
differences were statistically significant. There were relatively large distributions
(1.0<SD) in the perceived frequency of deployment of
Teacher explanation, Individual
work, Individual help
and Whole-class discussion. Teacher explanation and Individual
work
were seen by 5th graders as being frequently deployed, although Individual help
was perceived as being less frequently deployed, compared to Teacher explanation and
Individual work (see Table 4.1.17 and Figure 4.1.15).

110



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