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



117

Deployment

Table 4.1.23 and Figure 4.1.20 below show that 8th graders reported that Teacher
explanation
was always (M=4) deployed in their mathematics classes; and that Reading
a textbook, Individual work,
and Individual help were sometimes (3≤M<4) deployed.
There was a similarity between the perceptions of the teachers and the perceptions of
their pupils in that
Teacher explanation, Individual work, Individual help and Reading a
textbook
were perceived to be frequently deployed in mathematics classes at 8th grade.
Practical work, Using a computer, Whole-class discussion and Group discussion were
reported as never (1≤M<2) being deployed. The results of a repeated measure ANOVA
indicated that these findings were statistically significant. A relatively wide distribution
existed in the frequency of the perceived deployment of
Reading a textbook, Teacher
explanation
and Individual help.

Table 4.1.23: Mean scores and Standard Deviation; deployment; perceptions of 8th

graders

Practical
Work
(PW)

Using
Computer
(UC)

Reading a
Textb∞k
(RT)

Teacher
Explanation
(TE)

Individual
Work
(IW)

Individual
Help
(IH)

Whole-class
Discussion
(WD)

Group
Discussion
(GD)

N

2142

2144

2135

2134

2134

2134

2128

2124

M

1.42

1.34

3.04

4.00

3.84

3.10

1.86

1.53

SD

.61

.67

1.15

1.01__________

.90

1.09

.94________

.77_________

The result of a repeated measure ANOVA [F (8,16416)=3781.66, p<. 01]

Figure 4.1.20: Deployment of different teaching methods in mathematics classes;
perceptions of 8th graders

117



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