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



138

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

5lh graders                  _____

8lh graders__________________________

N_______

Mean

SD

N_______

Mean

SD

Practical
Work

t=14.490, df=3073.156, Sig. <.01

1474

∏T38I

1.31

2143

2.75

1.26

Using a
Computer

t=12.081, df≡2898.757, Sig. <.01

1469

“злі

1^37

^2138

~∑57

^T22

Reading a
Textbook

t=6.171, df=3022.550, Sig. <.01

1473

"У42

“T34

ТІ41

3∕5

~T26

Whole-class
Discussion

t=19.534, df=2950.471, Sig. <.01

1476

~3.33I

^T28

2143

^∑52

ТЇ5

Group

Discussion

t=14.914, df≡3614, Sig. <.01

1474

-323

T23

2142

^"∑62

"ТЇ9

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

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

5ltl graders____________________________

8ltl graders____________________________

N

Mean

SD

N

Mean

SD

Individual

Work______

t= 7.868, df=2867.825, Sig. < 01

1476

^146

1.34

2143

3.79

1.16

Individual

Help________

t= 18.842, df=2760.664, Sig. <.01

1475

~^320

US

2142

^4^03

^Tl5

Figure 4.3.9: Comparison between 5th and 8th 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
5th graders were likely to perceive that
Practical work, Using a computer, Reading a

138



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