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Both teachers and pupils perceived that the effects on all attitudinal aspects promoted by
Reading a textbook were moderately correlated in a positive direction. For teachers of
both age groups and 8th graders, the frequency of deployment of Reading a textbook
was positively correlated with the effects on pupils’ four attitudinal aspects. For 5th
graders, the frequency of deployment of Reading a textbook was positively correlated
with enjoyment and sense of security, but not with motivation or sense of progress.
Overall, there was greater consensus between pupils and teachers in relation to
Reading a textbook than Practical work or Using a computer (see Figure 4.5.9 above;
Figure 4.5.10; Figure 4.5.11; Figure 4.5.12 in Appendix).
Teacher explanation
For 5th grade teachers, the perceived effects of pupils’ attitudinal aspects promoted by
Teacher explanation were, overall, significantly moderately correlated in a positive
direction, while pupils’ motivation and sense of progress as promoted by Teacher
explanation were not correlated (see Figure 4.5.13 in appendix). There were significant
moderate positive correlations among the responses of 8th grade teachers between
enjoyment and motivation, enjoyment and sense of security, motivation and sense of
security and motivation and sense of progress as promoted by Teacher explanation. For
8th grade teachers, pupils’ enjoyment and sense of progress, and sense of security and
sense of progress were not correlated (see Figure 4.5.14 in appendix).
For 5th graders, the impact of Teacher explanation on their attitudes was more cohesive
than perceived by their teachers. The correlations were generally higher and there were
more of them (see Figure 4.5.15 in appendix). The pattern of relationships identified for
8th graders was similar to 5th graders. There were significant moderate positive
correlations among the responses of both 5th graders and 8th graders between the
perceived effects on their four attitudinal aspects promoted by Teacher explanation. The
correlations were similar between age groups (see Figure 4.5.16 in appendix). Pupils at
both grades perceived Teacher explanation as having a more coherent positive affect on
their attitudes towards learning mathematics than their teachers.
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