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
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