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



115

A sense Ofsecurity

Table 4.1.21 and Figure 4.1.18 below show that 8th graders expressed neither
agreement nor disagreement (3≤M<4) that
Teacher explanation, Individual work and
Individual help promoted their sense of security. They expressed disagreement (2≤M<3)
that
Practical work, Using a computer, Reading a textbook, Whole-class discussion and
Group discussion promoted it. A relatively wide distribution existed in the extent to which
sense of security was perceived to be promoted by all of the teaching methods
considered here. While 8th graders did not feel that any teaching method positively
promoted a sense of security, those which were perceived as the least negative were
the teaching methods reported as frequently being deployed by the teachers of 8th
graders,
Teacher explanation, Individual work and Individual help.

Table 4.1.21: Mean scores and Standard Deviation; a sense Ofsecurity; perceptions of

8th graders

Practical
Work
(PW)

Using
Computer
(UC)

Reading a
Textb∞k
(RT)

Teacher
Explanation
(TE)

Individual
Work
(w)

Individual
Help
(IH)

Whole-class
Discussion
(WD)

Group
Discussion
(GD)

N

2141

2138

2141

2141

2141

2140

2140

2138

M

2.53

2.61

2.79

3.44

3.58

3.51

2.41

2.58

SD

1.20

1.28________

1.24

1.23     ~

1.27________

1.33

1.14

1.20

The result ofa repeated measure ANOVA [F (8,17064)=448.59, p<. 01]

Figure 4.1.18: Sense of security promoted by different teaching methods; perceptions of
8th graders

115



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