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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Table 4.1.8: Mean scores and Standard Deviation; motivation; perceptions of 8^th grade
teachers

The result of a repeated measure ANOVA [F (8,312)=15.75, p<. 01]

Figure 4.1.7: Pupils’ motivation promoted by different teaching methods; perceptions of
8^th grade teachers

I PW I UC I RT I TE I IW I IH I WD I GD I

A sense Ofsecurity

Table 4.1.9 and Figure 4.1.8 below show that on average 8^th grade teachers believed
(4≤M<5) that Individual help promoted their pupils’ sense of security in learning
mathematics most. They expressed neither agreement nor disagreement (3<M<4) that
Practical work, Using a computer, Reading a textbook, Teacher explanation, Individual
work, Whole-class discussion and Group discussion promoted a sense of security. Of
these the most positive responses were in relation to Individual help, followed by
Individual work. The results of a repeated measure ANOVA showed that these findings
were statistically significant. There was greater variation in responses for Reading a
textbook.

Table 4.1.9: Mean scores and Standard Deviation; a sense of security; perceptions of 8^th
grade teachers

The result ofa repeated measure ANOVA [F (8,288)=10.97, p<. 01]

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