136
The results of Independent t-tests detailed in Table 4.3.8 and Figure 4.3.7 show that 8th
graders were more likely to perceive that Individual work and Individual help promoted
motivation than 5th graders.
Table 4.3.8: Comparison between 5th and 8th graders: motivation (2)
|
5№ graders__ |
8th graders____________________ | ||||||
|
N______ |
Mean |
SD |
N |
Mean |
SD | ||
|
Individual |
t= 6.687, df=3002.869, Sig. <.01 |
^1479 |
3.03 |
1.40 |
2148 |
3.33 |
1.29 |
|
Individual Help________ |
t= 14.175, df=3624, Sig.<.01 |
1477 |
"∑61 |
∣H |
2149 |
1.2C |
"T35 |
Figure 4.3.7: Comparison between 5th and 8th graders: motivation
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
A sense Ofsecurity
Table 4.3.9: Comparison between 5th and 8th graders: a sense Ofsecurity (1)
|
5lh graders |
8lh graders | ||||||
|
N |
Mean |
SD |
N |
Mean |
SD | ||
|
Practical |
t=15.242, df=2995.078, Sig. <.01 |
1473 |
3.18 |
1.30 |
2141 |
2.53 |
1.20 |
|
Using a |
t≈10.149, df≈2884.117, Sig. <.01 |
1472 |
^^ЗЛ9 |
^T46 |
2138 |
^^∑61 |
-L28 |
|
Reading a Textbook______ |
t=3.817, df=3610, Sig.<.01 |
1471 |
~2°6 |
1.32 |
2141 |
~279 |
"Ї24 |
|
Whole-class |
t=17.515, df=3612, Sig. <.01 |
1474 |
3.12 |
1.26 |
2140 |
T^41 |
ТЇ4 |
|
Group Discussion |
t=12.982, df=3610, Sig. <.01 |
1474 |
IiTi |
U3 |
2138 |
^∑58 |
^^T20 |
136
More intriguing information
1. Citizenship2. The name is absent
3. Ein pragmatisierter Kalkul des naturlichen Schlieβens nebst Metatheorie
4. The name is absent
5. Altruism with Social Roots: An Emerging Literature
6. The name is absent
7. Optimal Tax Policy when Firms are Internationally Mobile
8. Innovation Policy and the Economy, Volume 11
9. Improving Business Cycle Forecasts’ Accuracy - What Can We Learn from Past Errors?
10. Text of a letter