но
Table 4.1.16: Mean scores and Standard Deviation; a sense of progress; perceptions of
5th graders
Practical |
Using a |
Reading a |
Teacher |
Individual |
Individual |
Whole-class |
Group | |
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
More intriguing information
1. Multi-Agent System Interaction in Integrated SCM2. The name is absent
3. Feeling Good about Giving: The Benefits (and Costs) of Self-Interested Charitable Behavior
4. HOW WILL PRODUCTION, MARKETING, AND CONSUMPTION BE COORDINATED? FROM A FARM ORGANIZATION VIEWPOINT
5. A Location Game On Disjoint Circles
6. Disturbing the fiscal theory of the price level: Can it fit the eu-15?
7. A Dynamic Model of Conflict and Cooperation
8. Smith and Rawls Share a Room
9. The name is absent
10. Ronald Patterson, Violinist; Brooks Smith, Pianist