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
5^th graders

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 5^th graders

Deployment

5^th 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 5^th 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

<<   <   121   122   123   124   125   126   127   >   >>