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



114

Motivation

In relation to motivation, Table 4.1.20 and Figure 4.1.17 below show that 8th 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 8th 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 8th graders:
Teacher explanation, Individual work and Individual help.

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

graders

Practical
Work
(PW)

Using
Computer
(UC)

Reading a
Textb∞k
(RT)

Teacher
Explanation
(TE)

Individual
Work
(IW)

Individual
Help
(IH)

Whole-class
Discussion
(WD)

Group
Discussion
(GD)

N

2149

2147

2142

2148

2148

2149

2149

2148

M

2.66

2.90

2.45

3.20

3.33

3.26

2.47

2.68

SD

1.29

1.39________

1.17

1.22__

1.29

1.35________

1.19

1.28________

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 8th
graders

114



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