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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neither agreement nor disagreement (3<M<4) that Using a computer, Reading a
textbook, Teacher explanation, Individual work, Whole-class discussion, and Group
discussion promoted a sense of security. The results of a repeated measure ANOVA
showed that these differences were statistically significant. There was a relatively large
distribution (1.0<SD) for Teacher explanation.

Table 4.1.3: Mean scores and Standard Deviation; a sense Ofsecurity; perceptions of 5^th

Figure 4.1.3: Pupils’ sense of security promoted by different teaching methods;
perceptions of 5^th grade teachers

grade teachers

The result ofa repeated measure ANOVA [F (8,360)=15.64, p<. 01]

A sense Ofprogress

Table 4.1.4 and Figure 4.1.4 below show that 5^th grade teachers expressed their
agreement (4≤M<5) that Individual work and Individual help promoted their pupils’ sense
of progress in learning mathematics, closely followed by Practical work. They expressed
neither agreement nor disagreement (3<M<4) that Using a computer, Reading a
textbook, Teacher explanation, Whole-class discussion and Group discussion promoted
their pupils’ sense of progress in learning mathematics. The results of a repeated

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