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



126

Figure 4.2.5: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by
Individual work


Table 4.2.5: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by
Individual work

5lh grade teachers

8lh grade teachers

5lh graders

8ttl graders__

N

Mean

SD

N____

Mean

SD

N____

Mean

SD

N____

Mean

SD

Enjoyment________

48____

3.54

.74

42

3.52

.71

1479

2.92

1.32

2156

3.24

1.26

Motivation__________

48

3.69

.75

42

3.55

.63

1479

3.03

1.40

2148

3.33

1.29

Sense of security

47

3.96

.72

40

3.93

.76

1474

3.17

1.39

2141

3.58

1.27

Sense of progress

48____

4.15

.68

42____

4.14

.78

1476

3.46

1.34

2143

3.79

1.16

Repeated
measure ANOVA

F(2,281,104.948)=11.339
p<.01

F(2.520, 98.270)=10.078,
p<.01

F(2.929,4305.291)=93.754
p<.01

F(2.853,6077.845),
p<.01

Deployment_______

48____

4.50

.65

42_____

4.17

ππ

1467

P-48

1.00

2134

3.84

.90

Individual help

There was a marked contrast between pupils’ and teachers’ responses. Teachers
believed that this promoted senses of security and progress much more than their
pupils, particularly the 5th graders. The effect was not so strong in relation to 8th graders.
Teachers of both age groups reported that the frequency of deployment of
Individual
help
was high. However, 8th graders reported the frequency moderate, and 5th graders
reported it as relatively low. This may explain why they perceived that it was not strong
in its effect on their attitudes to learning.

Figure 4.2.6: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by
Individual help

□ enjoyment
□ motivation
□ sense of security
□ sense of progress

I 5th grade teachers 8th grade teachers 5th graders 8th graders





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