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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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

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