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

97

Motivation

When motivation was explored, 5^th grade teachers expressed their agreement (4≤M<5)
that Practical work promoted their pupils’ motivation to learn mathematics the most (see
Table 4.1.2 and Figure 4.1.2). They expressed neither agreement nor disagreement
(3≤M<4) that Using a computer, Teacher explanation, Individual work, Individual help,
Whole-class discussion, and Group discussion promoted motivation and disagreement
(2<M<3) that Reading a textbook promoted motivation. The results of a repeated
measure ANOVA showed that these differences were statistically significant. There was
a wider distribution for responses to Using a computer, suggesting that there was less
consensus on this point.

Table 4.1.2: Mean scores and Standard Deviation; motivation; perceptions of 5^th grade
teachers

The result ofa repeated measure ANOVA [F (8,368)=24.81, p<. 01]

Figure 4.1.2: Pupils’ motivation promoted by different teaching methods; perceptions of
5^th grade teachers

A sense Ofsecurity

In relation to promoting pupils’ sense of security, 5^th grade teachers expressed their
agreement (4<M<5) that Practical work and Individual help promoted their pupils’ sense
of security in learning mathematics (Table 4.1.3 and Figure 4.1.3). They expressed

97

<<   <   108   109   110   111   112   113   114   >   >>