Table 3.
The differences between teachers’ groups with high and low frequency using reproductive (command and practice) and productive (guided discovery and divergent) teaching styles. Data are means (±SD).
| Types of motivation | Group 1 (n = 31) |
Group 2 (n = 50) |
t | p | Group 3 (n = 38) |
Group 4 (n = 30) |
t | p |
|---|---|---|---|---|---|---|---|---|
| External | 2.29 (1.01) | 2.16 (.92) | .58 | .06 | 2.21 (.86) | 2.43 (1.00) | -1.12 | .27 |
| Introjected | 4.01 (.61) | 3.27 (.85) | 4.6 | .00 | 3.68 (.91) | 3.75 (.73) | -.43 | .67 |
| Intrinsic | 4.79 (.35) | 4.34 (.51) | 4.7 | .00 | 4.45 (.60) | 4.67 (.44) | 1.99 | .06 |
Group 1 – the teachers with low frequency in use of reproductive styles
Group 2 – the teachers with high frequency in use of reproductive styles
Group 3 – the teachers with low frequency in use of productive styles
Group 4 – the teachers with high frequency in use of productive styles