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

Table 4.1.21 and Figure 4.1.18 below show that 8^th graders expressed neither
agreement nor disagreement (3≤M<4) that Teacher explanation, Individual work and
Individual help promoted their sense of security. They expressed disagreement (2≤M<3)
that Practical work, Using a computer, Reading a textbook, Whole-class discussion and
Group discussion promoted it. A relatively wide distribution existed in the extent to which
sense of security was perceived to be promoted by all of the teaching methods
considered here. While 8^th graders did not feel that any teaching method positively
promoted a sense of security, those which were perceived as the least negative were
the teaching methods reported as frequently being deployed by the teachers of 8^th
graders, Teacher explanation, Individual work and Individual help.

Table 4.1.21: Mean scores and Standard Deviation; a sense Ofsecurity; perceptions of

8^th graders

The result ofa repeated measure ANOVA [F (8,17064)=448.59, p<. 01]

Figure 4.1.18: Sense of security promoted by different teaching methods; perceptions of
8^th graders

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