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 Ofprogress

Table 4.1.22 and Figure 4.1.19 below show that 8^th graders believed strongly (4≤M<5)
that Individual help promoted their sense of progress. They neither agreed nor disagreed
(3<M<4) that Reading a textbook, Teacher explanation, and Individual work promoted it,
and they expressed disagreement (2<M<3) that Practical work, Using a computer,
Whole-class discussion and Group discussion promoted it. These differences were
statistically significant. A relatively wide distribution of responses existed in the extent to
which sense of progress was perceived to be promoted by all of the teaching methods
considered. 8^th graders felt that only Individual help positively promoted a sense of
progress. This was one of the teaching methods reported as frequently being deployed
by the teachers of 8^th graders.

Table 4.1.22: Mean scores and Standard Deviation; a sense of progress, perceptions of
8^th graders

The result of a repeated measure ANOVA [F(8,17064)=800.79, p<.01]

Figure 4.1.19: Sense of progress promoted by different teaching methods, perceptions
of 8^th graders

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