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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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, 8^th 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 8^th grade
teachers

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
8^th grade teachers

Motivation

Table 4.1.8 and Figure 4.1.7 below show that on average 8^th 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.

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