127
Table 4.2.6: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by Individual help
5l1 grade teachers_______ |
8ltl grade teachers________ |
5th graders________________ |
8lh graders________________ | |||||||||
N____ |
Mean |
SD |
N____ |
Mean |
SD |
N____ |
Mean |
SD |
N____ |
Mean |
SD | |
Enjoyment________ |
48 |
3.79 |
.85 |
42____ |
3.76 |
.82 |
1472 |
2,44 |
1.23 |
2156 |
2.97 |
1.32 |
Motivation__________ |
48 |
3.81 |
.94 |
42 |
4.05 |
.73 |
1477 |
2.61 |
1.34 |
2149 |
3.26 |
1.35 |
Sense of security |
47 |
4.21 |
.81 |
40 |
4.33 |
.73 |
1473 |
2.75 |
1.37 |
2140 |
3.51 |
1.33 |
Sense of progress |
48 |
4.46 |
.77 |
42 |
4.38 |
.62 |
1475 |
3.20 |
1.39 |
2142 |
4.03 |
1.15 |
Repeated |
F(3,138)=18.581, p<.01 |
F(3,117)=10.920, p<.01 |
F(2.756,4029,844)=192.747 |
F(2.824,6012.850)=573.563 | ||||||||
Deployment______ |
48 |
4.33 |
.63 |
42____ |
4.00 |
.86 |
1472 |
2.84 |
1.03 |
2134 |
I 3.10 |
1.09 |
Whole-class discussion
The pattern for Whole-class discussion was similar across all the attitudinal aspects for
teachers of both age groups, although 5th grade teachers perceived that this teaching
method promoted sense Ofsecurity less positively than other aspects. Pupils of both age
groups perceived that Whole-class discussion promoted sense of progress more than
other aspects, although no average score was greater than 4 indicating only moderate
agreement (See Figure 4.2.7 and Table 4.2.7). Whole-class discussion was perceived
as being deployed with at least moderate frequency at 5th grade, but lower at 8th grade.
At both grade levels teachers perceived greater frequencies than their pupils.
Figure 4.2.7: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by Whole-class discussion
3.5∙
3∙
1.5
0.5
□ enjoyment
□ motivation
□ sense of security
□ sense of progress
I 5th grade teachers ∣ 8lh grade teachers ∣ 5ltl graders
I 8lh graders
127