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

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Table 4.3.11: Comparison between 5^th and 8^th graders: a sense of progress (1)

The results of Independent t-tests outlined in Table 4.3.12 and Figure 4.3.9 show that 8^th
graders were likely to perceive that Individual work and Individual help promoted sense
of progress more than 5^th graders.

Table 4.3.12: Comparison between 5^th and 8^th graders: a sense of progress (2)

Figure 4.3.9: Comparison between 5^th and 8^th graders: a sense Ofprogress

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 = Grouo discussion

Deployment

The results of Independent t-tests detailed in Table 4.3.13 and Figure 4.3.10 show that
5^th graders were likely to perceive that Practical work, Using a computer, Reading a

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