263
Table 7.5.5: The multiple correlation coefficient of stepwise multiple regression of 5th
grade teachers
Unstandardised |
Standadised |
t |
Sig._________ | ||
B_________ |
Std-Error |
Beta________ | |||
(Constant)_________________ |
- .827 |
.628 |
-1.317 |
.197 | |
Improving General self- |
.731 |
.077 |
.794 ’ |
9.450 |
.000 |
Notion of friction_____________ |
.306 |
.101 |
.245 ~ |
3.042 |
.005 |
Sense of progress promoted by Practical work |
.254 |
.101 |
.203 |
2.515 |
.017 |
Motivation promoted by Practical work_______________ |
-.391 |
.094 |
-.358 |
-4.141 |
.000 |
Enjoyment promoted by Practical work_______________ |
.432 |
.143 |
.268 |
3.020 |
.005 |
The responses of 48 5th grade teachers were analysed. The Multiple R value was .907,
the adjusted R value was .795 (ANOVA: F=28.858, p<. 01) (see Table 7.5.5). The
responses of 42 8th grade teachers were analysed. Table 7.5.6 showed that the Multiple
R value was .924, and the adjusted R value was .822 (ANOVA: F=26.404, p<. 01) (see
Table 7.5.6).
Table 7.5.6: The multiple correlation coefficient of stepwise multiple regression of 8th
grade teachers
Unstandardised |
Standadised |
t |
Sig._________ | ||
B________ |
Std-Error |
Beta________ | |||
(Constant)_________________ |
3.048 |
.600 |
5.079 |
.000 | |
Improving General self- |
.675 |
.106 |
.639 |
6.340 |
.000 |
Praise based on more effort |
.121 |
.058 |
.180 |
2.094 |
.046 |
Sense of security promoted |
-.199 |
.087 |
-.173 |
- 2.300 |
.029 |
Enjoyment promoted by Individual work______________ |
- .359 |
.101 ^ |
- .276 |
- 3.568 |
.001 |
Sense of security promoted |
-.288 |
.100 ~ |
- .234 |
-2.891 |
.007 |
Improving pupils’ satisfaction___________________ |
.247 |
.102 |
.259 |
2.422 |
.022 |
The variables were highly successful in predicting teachers’ attempts to promote pupils’
mathematics self-concept, at both grades. In both cases, for 5th and 8th grade teachers,
the extent to which they attempted to enhance their pupils’ mathematics self-concept
was strongly predicted by the extent of their attempting to enhance pupils’ general self-
concept at both grades. The extent Ofteachers attempting to improve pupils’ satisfaction
in the classroom positively predicted enhancing pupils’ mathematics self-concept at 8th
263
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