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



102

promoted enjoyment. These differences were statistically significant. A large distribution
(SD<1.0) existed in their perceptions of the extent to which
Practical work and Using a
computer
promoted enjoyment. Overall, 8th grade teachers tended to believe that none
of the teaching methods in common use promoted enjoyment in their students (see
Table 4.1.7 and Figure 4.1.6).

Table 4.1.7: Mean scores and Standard Deviation; enjoyment; perceptions of 8th grade
teachers

Practical
Work
(PW)

Using a
Computer

(UC)

Reading a
Texlbook
(RT)

Teacher
Explanation
(TE)

Individual
Work
(IW)

Individual
Help
(IH)

Whole-class
Discussion
(WD)

Group
Discussion
(GD)

N

42

40

42

42

42

42

42

42

M

3.93

3.68

2.36

3.33

3.52

3.76

3.48

3.38

SD

1.05

1.00________

.93

.79__________

.71__________

.82_________

.71

.79

The result of a repeated measure ANOVA [F (8,312)=11.68, p<. 01]

Figure 4.1.6: Pupils’ enjoyment promoted by different teaching methods; perceptions of
8th grade teachers

Motivation

Table 4.1.8 and Figure 4.1.7 below show that on average 8th grade teachers believe
(4<M<5) that
Individual help promoted their pupils’ motivation. They expressed neither
agreement nor disagreement (3<M<4) that
Practical work, Using a computer, Teacher
explanation, Individual work, Whole-class discussion
and Group discussion promoted
motivation. Of these the most likely to promote motivation were
Individual help and
Practical work. They disagreed (2≤M<3) that Reading a textbook promoted motivation.
The results of a repeated measure ANOVA showed that these differences were
statistically significant. Overall, few of the teaching methods adopted were perceived as
likely to promote motivation, the exception being
Individual help.

102



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