221
and Using a computer promoted their enjoyment less and Whole-class discussion
promoted their enjoyment and sense of security less than 8th graders perceiving
themselves as good or average at mathematics. They also perceived less frequent
deployment of Using a computer. Overall, there were fewer differences than at 5th grade
(see Appendices 7.1.6).
Teachers’ perceptions
Teachers were asked to rate the extent to which they attempted to enhance their pupils’
self-concept and mathematics self-concept, respectively, in mathematics classes.
Teachers of both age groups on average reported that they attempted to enhance pupils’
general self-concept and mathematics self-concept sometimes. Although 5th grade
teachers reported they attempted to enhance their pupils’ self-concept and mathematics
self-concept more than 8th grade teachers, this difference was not statistically significant
(see Table 7.1.4).
Table 7.1.4: Mean scores and Standard Deviation of teachers’ attempts to enhance
pupils’ general self-concept and mathematics self-concept
5m grade teachers |
8tn grade teachers | |||||
N_____ |
M____ |
SD |
N_____ |
M____ |
SD | |
General self-concept |
43 |
3.40 |
.95 |
41 |
3.22 |
.88 |
Mathematics self-concept |
^46 |
3.59 |
T83 |
^41 |
3.34 |
~88 |
There was a relatively high correlation between teachers’ attempts to enhance pupils’
general self-concept and their attempts to enhance pupils’ mathematics self-concept, at
both age groups (5th grade: r=. 706, p=. 000; 8th grade: r=. 736, p=. 000).
To further the analysis teachers were divided into two groups based on their scores on
the extent to which they attempted to enhance pupils’ general self-concept and pupils’
mathematics self-concept. 5th grade teachers who reported attempting to enhance their
pupils’ general self-concept positively perceived that
• Whole-class discussion could promote pupils’ enjoyment (t=3.292, df=41, p<. 01)
and sense Ofsecurity (t=4.170, df=40, p<. 01);
• Individual help could promote pupils’ sense of progress (t=2.817, df=29.937, p<. 01)
more than other 5th grade teachers,
221
More intriguing information
1. Antidote Stocking at Hospitals in North Palestine2. Mean Variance Optimization of Non-Linear Systems and Worst-case Analysis
3. The name is absent
4. Federal Tax-Transfer Policy and Intergovernmental Pre-Commitment
5. Comparative study of hatching rates of African catfish (Clarias gariepinus Burchell 1822) eggs on different substrates
6. The Evolution
7. Cultural Neuroeconomics of Intertemporal Choice
8. Developing vocational practice in the jewelry sector through the incubation of a new ‘project-object’
9. An Economic Analysis of Fresh Fruit and Vegetable Consumption: Implications for Overweight and Obesity among Higher- and Lower-Income Consumers
10. The demand for urban transport: An application of discrete choice model for Cadiz