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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Motivation

In relation to motivation, Table 4.1.20 and Figure 4.1.17 below show that 8^th graders
neither agreed nor disagreed (3≤M<4) that Teacher explanation, Individual work, and
Individual help promoted their motivation. They disagreed (2≤M<3) that Practical work,
Using a computer, Reading a textbook, Whole-class discussion and Group discussion
promoted motivation. These findings were statistically significant. A relatively wide
distribution existed in the extent to which their motivation to learn mathematics was
perceived to be promoted by different teaching methods. While 8^th graders did not feel
that any teaching method actually promoted motivation, those, which were perceived as
the least negative were the ones reported as most frequently deployed by the teachers
of 8^th graders: Teacher explanation, Individual work and Individual help.

Table 4.1.20: Mean scores and Standard Deviation; motivation; perceptions of 8^th

graders

The result ofa repeated measure ANOVA [F (8, 17096)=197.43, p<. 01]

Figure 4.1.17: Motivation promoted by different teaching methods; perceptions of 8^th
graders

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