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

98

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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