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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A sense Ofsecurity

In relation to sense of security, 5^th graders neither agreed nor disagreed (3≤M<4) that
Practical work, Using a computer, Teacher explanation, Individual work, Whole-class
discussion and Group discussion promoted their sense of security. They disagreed
(2<M<3) that Reading a textbook and Individual help promoted it. These findings were
statistically significant. Overall, no teaching method was agreed or strongly agreed to
promote a sense of security, but there was a relatively large distribution of responses
(1.0<SD) across statements (seeTable 4.1.15 and Figure 4.1.13).

Table 4.1.15: Mean scores and Standard Deviation; a sense Ofsecurity; perceptions of
5^th graders

The result ofa repeated measure ANOVA [F (8,11712)=38.06, p<. 01]

Figure 4.1.13: Sense Ofsecurity promoted by different teaching methods; perceptions of
5^th graders

A sense of progress

Table 4.1.16 and Figure 4.1.14 below show that 5^th graders expressed neither
agreement nor disagreement (3≤M<4) that any of the teaching methods taken up in this
study promoted their sense of progress in learning mathematics. Overall, no teaching
method was agreed or strongly agreed to promote a sense of progress in learning
mathematics. However, there was a wide distribution of responses (1.0<SD).

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