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

124

Table 4.2.2: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by Using a computer

	5^th grade teachers			8^ft grade teachers			5^lh graders________________			8^lh graders________________
	N____	Mean	SD	N____	Mean	SD	N____	Mean	SD	N____	Mean	SD
Enjoyment________	47	3.87	.90	40	3.68	1.00	1476	3.31	1.56	2155	3.05	1.52
Motivation__________	48	3.77	1.04	40	3.50	.78	1476	3.33	1.50	2147	2.90	1.39
Sense Ofsecurity	46	3.24	.85	38___	3.32	.66	1472	3.09	1.46	2138	2.61	1.28
Sense of progress	47____	3.15	.72	40____	3.05	.81	1469	3.11	1.37	2138	2.57	1.22
Repeated measure ANOVA	F(2.605,114.599)=13.001, p<.01			F(2.011,74.404)=6.629, p<.01			F(2.704,3950.298)=31.317, p<.01			F(2.609, 5541.027)=157.138, p<.01
Deployment_______	48____	1.77	-⁷⁸	42	1 48	∏4	1473	1.53	.80	2144	1.34	R⁷

Reading a textbook

In contrast to Practical work and Using a computer, Reading a textbook was seen to
promote a sense of security and sense of progress (see Figure 4.2.3 and Table 4.2.3).
There was also less difference between the responses of teachers and students.
Although Reading a textbook was relatively frequently adopted in mathematics classes,
overall Reading a textbook was not viewed very positively by any of the participants.

Figure 4.2.3: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by Reading a textbook

□ enjoyment

□ motivation

□ sense of security

□ sense of progress

I 5^th grade teachers ∣ 8^th grade teachers ∣ 5^lh graders

I 8^th graders

Table 4.2.3: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by Reading a textbook __________ ______________________

	5^lt1 grade teachers________			8^ltl grade teachers________			5^lh graders________________			8^lh graders________________
	N	Mean	SD	N____	Mean	SD	N____	Mean	SD	N	Mean	SD
Enjoyment________	48	2.52	.87	42	2.36	.93	1475	2.84	1.18	2154	2.62	1.19
Motivation__________	48	2.48	.95	42	2.45	.94	1476	2.77	1.28	2142	2.45	1.17
Senseofsecurity	47	3.15	.93	40____	3.08	1.00	1471	2.96	1.32	2141	2.79	1.24
Sense of progress	48	3.15	.85	42	3.05	.94	1473	3.42	1.34	2141	3.15	1.26
Repeated measure ANOVA	F(2.385,109.716)=26.140, p<.01			F(2.441, 95.183)=16.461, p<.01			F(2.827,4136.341)=159.355 p<,01________________________			F(2.800,5938.988)=295.240 p<.01
Deployment_______	48_____	3.50	1.11		3.12	1.27	1473	rɜŋ	-⁹⁷	2136		1.15

124

More intriguing information

1. Testing Panel Data Regression Models with Spatial Error Correlation
2. The name is absent
3. AN EMPIRICAL INVESTIGATION OF THE PRODUCTION EFFECTS OF ADOPTING GM SEED TECHNOLOGY: THE CASE OF FARMERS IN ARGENTINA
4. Spectral calibration of exponential Lévy Models [1]
5. The name is absent
6. HEDONIC PRICES IN THE MALTING BARLEY MARKET
7. The name is absent
8. Deletion of a mycobacterial gene encoding a reductase leads to an altered cell wall containing β-oxo-mycolic acid analogues, and the accumulation of long-chain ketones related to mycolic acids
9. Why unwinding preferences is not the same as liberalisation: the case of sugar
10. Demographic Features, Beliefs And Socio-Psychological Impact Of Acne Vulgaris Among Its Sufferers In Two Towns In Nigeria