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



131


Motivation

The results of Independent t-tests detailed in Table 4.3.2 and Figure 4.3.2 below showed
that 5th grade teachers were likely to perceive that
Whole-class discussion promoted
their pupils’ motivation more than 8th grade teachers. There were no significant
differences for the Otherteaching methods.



Table 4.3.2: Comparison between teachers Ofdifferent age groups; motivation

5lh grade teachers__

8th grade teachers_________________

N

Mean

SD

N

Mean

SD

Whole-class
Discussion

t=3.000, dt=88, Sig. <.01

48

“У85

.87

42

"з.зіі

.84

Figure 4.3.2: Comparison between teachers of different age groups; motivation

A sense Ofsecurity

The results of Independent t-tests detailed in Table 4.3.3 and Figure 4.3.3 below showed
that 5th grade teachers were likely to perceive that
Practical work promoted sense of
security more than 8th grade teachers. There were no significant differences for the other
teaching methods.

Table 4.3.3: Comparison between teachers of both teaching age groups; a sense of
security

5lh grade teachers

8ft grade teachers_________________

N

Mean

SD

N

Mean

SD

Practical

Work________

t=3.166, df=73.108, Sig. <.01

47

4.11

.67

39

3.59

.82

131



More intriguing information

1. Beyond Networks? A brief response to ‘Which networks matter in education governance?’
2. Dendritic Inhibition Enhances Neural Coding Properties
3. The name is absent
4. Innovation Policy and the Economy, Volume 11
5. The name is absent
6. The name is absent
7. The name is absent
8. Can a Robot Hear Music? Can a Robot Dance? Can a Robot Tell What it Knows or Intends to Do? Can it Feel Pride or Shame in Company?
9. The name is absent
10. Parallel and overlapping Human Immunodeficiency Virus, Hepatitis B and C virus Infections among pregnant women in the Federal Capital Territory, Abuja, Nigeria