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



134

• Group discussion promoted enjoyment.

No significant differences were found in the reported frequencies of deployment of Using
a computer, Reading a textbook, Teacher explanation, Individual work
and Individual
help.
In addition, no significant differences were found in the perceptions of the extent to
which these teaching methods positively promoted pupils’ attitudes.

4.3.2: Comparison of the perceptions of pupils of different age groups

Enjoyment

The results of a series of Independent t-tests outlined in Table 4.3.5 and Figure 4.3.6
below showed that 5th graders were more likely to perceive that
Practical work, Using a
computer, Reading a textbook, Whole-class discussion
and Group discussion promoted
their enjoyment than 8th graders. As before a significant level of <. 01 was adopted.

Table 4.3.5:Comparison between 5th and 8th graders: enjoyment (1)

5lh graders__________________________

8lh graders_________________________

N_______

Mean

SD

N_______

Mean

SD

Practical
work________

t=10.235, df=3633, Sig.<.01

1479

3.29

1.33

2156

2.82

1.36

Using
Computer

t=4.990, df=3106.694, Sig. <.01

^4476

"ЇЗЇ

T56

2155

^∑05

-i~52

Reading
Textbooks

t=5.506, df=3180.092, Sig. <.01

І475

^∑84

ТІ8

^^2154

^^∑62

1.19

Whole-class
Discussion

t=14.982, df=3195.813, Sig. <. 01

1479

~3J6

Т2Ї

2156

~∑55

^T22

Group
discussion

t=8.951, df=3303.573, Sig.<.01     ^

1479

^∑12

^T23

2156

“274

^T31

The results of Independent t-tests detailed in Table 4.3.6 and Figure 4.3.6 show that 8th
graders were more likely to perceive that
Individual work and Individual help promoted
their enjoyment than 5th graders. Overall, enjoyment was seen to be most promoted by
Teacher explanation by both age groups.

134



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