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



113

This was especially the case for Teacher explanation and Individual work, and may be
because with these methods, pupils are given the same amount of time to perform tasks
but actually perform them at different individual speeds. Teachers may give individual
help to a different extent for each pupil in a class.

4.1.4: Descriptive statistics of the responses of 8th graders

Enjoyment

Table 4.1.19 and Figure 4.1.16 below show that 8th graders expressed neither
agreement nor disagreement (3<M<4) that
Using a computer, Teacher explanation, and
Individual work promoted their enjoyment in learning mathematics. They disagreed
(2<M<3) that
Practical work, Reading a textbook, Individual help, Whole-class discussion
and Group discussion promoted enjoyment. These differences were statistically
significant. A relatively wide distribution existed in the extent to which enjoyment was
perceived to be promoted by the different teaching methods. While 8th graders did not
feel that any teaching method actually promoted enjoyment, those which were the least
negative were reported as frequently being deployed by the teachers:
Teacher
explanation, Individual work
and Individual help.

Table 4.1.19: Mean scores and Standard Deviation; enjoyment, perceptions of 8th

graders

Practical
Work
(PW)

Using
Computer

(UC)

Reading a
Textbook
(RT)

Teacher
Explanation
(TE)

Individual
Work
(IW)

Individual
Help
(IH)

Whole-class
Discussion
(WD)

Group
Discussion
(GD)

N

2156

2155

2154

2156

2156

2156

2156

2156

M

2.32

3.05

2.62

3.37

3.24

2.97

2.55

2.74

SD

1.36

1.52_________

1.19

1.24

1.26

1.32

1.22

1.31

The result of a repeated measure ANOVA [F (8, 17208)=113.55, p<. 01]

Figure 4.1.16: Enjoyment promoted by different teaching methods; perceptions of 8th
graders

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



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