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



133

Deployment

The results of Independent t-tests detailed in Table 4.3.4 and Figure 4.3.5 below showed
that 5th grade teachers were more likely to deploy
Practical work, Whole-class discussion
and Group discussion than 8th grade teachers. Overall, the most deployed methods as
perceived by teachers were
Teacher explanation, Individual work and Individual help.

Table 4.3.4: Comparison between teac

hers of both teaching

; deployment

5lh grade teachers

8th grade teachers          ______

N

Mean

SD

N

Mean

SD

Practical
work________

t=4.879, df=88, Sig. <.01

48

2.96

.77

42

ТЇ2

.86

Whole-class
Discussion

t=5.946, df=88, Sig. <.01

Ts

T90

T∞

T42

T^52

Tis

Group
discussion

t=2.722, df=88, Sig. <.01

“48

~246

~92

^^42

:T

Toi

Figure 4.3.5: Comparison between teachers of both teaching age groups; deployment

PW = Practical work, UC = Using a ∞mputer, RT= Reading a textbook, TE = Teacher explanation,
IW = Individual work, IH = Individual help, WD = Whole-class discussion, GD = Group discussion

Summary

Overall the comparisons showed that 5,h grade teachers reported more frequent
deployment of
Practical work, Whole-class discussion and Group discussion. They were
more likely to perceive that these teaching methods promoted pupils’ positive attitudes
than 8th grade teachers. They were also more likely to perceive that:

• Practical work promoted enjoyment and sense of security;

• Whole-class discussion promoted motivation;

133



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