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



137

The results of independent t-tests outlined in Table 4.3.9 and Figure 4.3.8 show that 5th
graders were more likely to perceive that
Practical work, Using a computer, Reading a
textbook, Whole-class discussion
and Group discussion promoted sense of security
more than 8th graders.

The results of Independent t-tests detailed in Table 4.3.10 and Figure 4.3.8 show that 8th
graders were more likely to perceive that
Individual work and Individual help promoted
sense of security than 5th graders.

Table 4.3.10: Comparison between 5th and 8th graders: a sense Ofsecurity (2)

5lh graders

8lh graders

N

Mean

SD

N

Mean

SD

Individual

Work________

t=-9.058, dt=2982.577, Sig.<.01 I

1474

3.17

1.39

2141

3.58

1.27

Individual

Help___________

t=16.577, dt=3611, Sig. <.01

T473I

~^275

~L37

2140

TTi

-L33

Figure 4.3.8: Comparison between 5th and 8th graders: a sense Ofsecurity

□ 5th graders

D 8th graders

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 Ofprogress

The results of Independent t-tests detailed in Table 4.3.11 and Figure 4.3.9 show that 5th
graders were likely to perceive that
Practical work, Using a computer, Reading a
textbook, Whole-class discussion
and Group discussion promoted a sense of progress
more than 8th graders.

137



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