The Influence Of Effective Teaching Style Of Primary School Math Teachers On Students’ Classroom Participation

The purpose of this study is to explore the relationship among effective teaching style of primary school mathematics teachers,students’ academic self-efficacy and classroom participation,and to verify whether academic self-efficacy plays an intermediary role between effective teaching style and classroom participation.This study consists of three sub studies.The first is to develop an effective teaching style questionnaire for primary school students.Due to the lack of effective teaching style questionnaire for primary school students,the former questionnaire on the structure and adjectives of teachers’ effective teaching style,which was compiled by predecessors,was revised into a questionnaire for primary school students.In the second study,teachers’ effective teaching style,students’ academic self-efficacy and classroom participation were explored through cross-sectional study The relationship between effective teaching style,academic self-efficacy and classroom participation,as well as the mechanism of the three factors,is preliminarily investigated to find out the mediating effect of academic self-efficacy on effective teaching style and classroom participation.The third study further explores the stability and causal relationship of effective teaching style,academic self-efficacy and classroom participation through(nearly 5 months)follow-up research,so as to determine the cause and effect of the three factors through vertical mediations to verify the mediating effect of academic self-efficacy between effective teaching style and classroom participation.The results are as follows:The results of study 1 show that: through project analysis,exploratory / confirmatory factor analysis and reliability and validity test,the questionnaire of effective teaching style of primary school mathematics teachers has good reliability and validity indexes,which meets the requirements of psychometrics,and is an effective tool to evaluate the effective teaching style of primary school mathematics teachers.The questionnaire consists of four dimensions: rigorous logic type,caring and sharing type,humorous and active type,and innovative and exploratory type,with a total of 18 topics.The results of study 2 show that: academic self-efficacy plays a partial mediating role between four effective teaching styles(humor active,rigorous logic,caring sharing and innovative exploration)and classroom participation.The results of study 3 show that T2’s academic self-efficacy plays a completely mediating role between T1’s three effective teaching styles(humor active,rigorous logic,caring sharing)and T3’s classroom participation.Research conclusions: 1.The revised "Primary Mathematics Teachers Effective Teaching Style Questionnaire" is an effective measurement tool for the study of effective teaching styles for elementary school mathematics teachers;2.The effective teaching styles of mathematics teachers(humor active,rigorous logic,caring sharing)can affect primary school students’ self-efficacy and then affect their classroom participation.