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 5th 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 8th 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 5th 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 8th 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 5th 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 8th graders, teaching methods,
which promoted pupils’ sense of progress, fell into two groups. One group consisted of
154
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