5th and 8th grade pupils’ and teachers’ perceptions of the relationships between teaching methods, classroom ethos, and positive affective attitudes towards learning mathematics in Japan

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4.1: Descriptive statistics of the participants’ perceptions

4.1.1: Descriptive statistics of the responses of 5^th grade teachers

Enjoyment

Table 4.1.1 and Figure 4.1.1 outline the responses. They show that the teachers
believed that Practical work promoted their pupils’ enjoyment in learning mathematics
the most (4≤M<5). They expressed neither agreement nor disagreement (3<M<4) that
Using a computer, Individual work, Individual help, Whole-class discussion, and Group
discussion promoted their pupils’ enjoyment, and disagreement (2≤M<3) that Reading a
textbook and Teacher explanation promoted enjoyment. The results of a repeated
measure ANOVA showed that these differences were statistically significant.

Table 4.1.1: Mean scores and Standard Deviation; enjoyment; perceptions of 5^th grade
teachers

The result of a repeated measure ANOVA [F (8,368)=26.60, p<. 01]

Figure 4.1.1: Pupils’ enjoyment promoted by different teaching methods; perceptions of
5^th grade teachers

PW = Practical work, UC = Using a computer, RT= Reading a textbook, TE = Teacher explanation,
IW = Individual work, IH = Individual help, WD = Whole-class discussion, GD = Group discussion

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