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

154

Group discussion; Teacher explanation and Reading a textbook; and Individual work and
Individual help. No significant relationships were found linking these groups (see Figure
4.4.10 in appendix).

For 5^th graders, as for their teachers, teaching methods that promoted pupils’ sense of
security fell into three groups. Practical work, Group discussion and Whole-class
discussion; Reading a textbook and Teacher explanation; and Individual work and
Individual help. The first and the second groups were related through a correlation
between Whole-class discussion and Reading a textbook (see Figure 4.4.11 in
appendix). For 8^th graders, teaching methods, which promoted pupils’ sense of security,
were divided into two clear groups. One group consisted of Using a computer, Practical
work, Whole-class discussion and Group discussion. The other group consisted of
Reading a textbook, Teacher explanation and Individual help (see Figure 4.4.12 in
appendix).

A sense Ofprogress

For 5^th grade teachers, teaching methods, which promoted pupils’ sense of progress, fell
into two groups. There was a positive correlation between Whole-class discussion and
Group discussion, and between Reading a textbook and Teacher explanation. Individual
help was perceived to be related to Whole-class discussion in terms of promoting pupils’
sense of progress (see Figure 4.4.13 in appendix). For 8^th grade teachers, teaching
methods that promoted pupils’ sense of progress, were divided into three groups. There
was a significant moderate positive correlation between Practical work and Using a
computer; the two kinds of discussion style teaching methods; and between Individual
help, Teacher explanation and Individual work (see Figure 4.4.14 in appendix).

For 5^th graders, teaching methods, which promoted pupils’ sense of progress, fell into
three groups. There were significant moderate positive correlations between Whole-
class discussion, Group discussion and Practical work; Teacher explanation and
Reading a textbook; and Individual work and Individual help. The first and second
groups were linked by a significant positive correlation between Practical work and
Reading a textbook (see Figure 4.4.15 in appendix). For 8^th graders, teaching methods,
which promoted pupils’ sense of progress, fell into two groups. One group consisted of

154

<<   <   165   166   167   168   169   170   171   >   >>