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 5^th
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 8^th graders.

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

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

Figure 4.3.8: Comparison between 5^th and 8^th 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 5^th
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 8^th graders.

137

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