128
Table 4.2.7: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by Whole-class discussion
5*1 grade teachers_______ |
8th grade teachers_______ |
5th graders________________ |
8ltl graders_________________ | |||||||||
N_____ |
Mean |
SD |
N____ |
Mean |
SD |
N____ |
Mean |
SD |
N_____ |
Mean |
SD | |
Enjoyment________ |
48 |
3.81 |
.82 |
42 |
3.48 |
.71 |
1479 |
3.16 |
1.21 |
2156 |
2.55 |
1.22 |
Motivation__________ |
48____ |
3.85 |
.87 |
42 |
3.31 |
.84 |
1479 |
3.13 |
1.24 |
2149 |
2.47 |
1.19 |
Senseofsecurity |
47 |
3.57 |
.71 |
40 |
3.33 |
.73 |
1474 |
3.12 |
1.26 |
2140 |
2.41 |
1.14 |
Sense of progress |
48 |
3.73 |
.76 |
42 |
3.45 |
.74 |
1476 |
3.33 |
1.28 |
2143 |
2.52 |
1.15 |
Repeated |
F(2.527,116.246)=3.109, |
F(2.484, 96.892)=.868, |
F(2.884,4239.621)=19.525, |
F(2.782, 5926.642)=13.757, | ||||||||
Deployment_______ |
48____ |
3.90 |
1.06 |
42 |
2.52 |
1.13 |
1459 |
3.26 |
1.10 |
2128 |
1.86 |
.94 |
Group discussion
The pattern for Group discussion was similar although not identical to that for Whole-
class discussion. Teachers of both age groups perceived that Group discussion
promoted the four attitudinal aspects similarly, but particularly sense of progress. This
contrasted with pupils, particularly those in 8th grade (See Figure 4.2.8 and Table 4.2.8).
5th graders perceived that Group discussion promoted sense of progress more than
other aspects, while 8th graders perceived that this teaching method promoted pupils’
enjoyment and motivation more than other aspects, although this difference was small.
Teachers and pupils of both age groups perceived that the frequency of the deployment
of Group discussion was relatively low; this was particularly marked in the responses of
8th graders.
Figure 4.2.8: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by Group discussion

128
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