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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Figure 4.1.11: Enjoyment promoted by different teaching methods; perceptions of 5^th
graders

Motivation

When motivation was considered, a similar pattern emerged (see Table 4.1.14 and
Figure 4.1.12). 5^th graders 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 their motivation. They disagreed (2<M<3)
that Reading a textbook and Individual help promoted motivation. These differences
were statistically significant. Overall, no teaching method was agreed or strongly agreed
to promote motivation. In all cases there was a wide distribution of scores (1.0<SD).

Table 4.1.14: Mean scores and Standard Deviation; motivation; perceptions of 5^th
graders

The result ofa repeated measure ANOVA [F (8,11760)=58.58, p<. 01]

graders

Figure 4.1.12: Motivation promoted by different teaching methods; perceptions of 5^th

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