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

	5^l1 grade teachers_______			8^ltl grade teachers________			5^th graders________________			8^lh graders________________
	N____	Mean	SD	N____	Mean	SD	N____	Mean	SD	N____	Mean	SD
Enjoyment________	48	3.79	.85	42____	3.76	.82	1472	2,44	1.23	2156	2.97	1.32
Motivation__________	48	3.81	.94	42	4.05	.73	1477	2.61	1.34	2149	3.26	1.35
Sense of security	47	4.21	.81	40	4.33	.73	1473	2.75	1.37	2140	3.51	1.33
Sense of progress	48	4.46	.77	42	4.38	.62	1475	3.20	1.39	2142	4.03	1.15
Repeated measure ANOVA	F(3,138)=18.581, p<.01			F(3,117)=10.920, p<.01			F(2.756,4029,844)=192.747 p<.01			F(2.824,6012.850)=573.563 p<.01
Deployment______	48	4.33	.63	42____	4.00	.86	1472	2.84	1.03	2134	I 3.10	1.09

Whole-class discussion

The pattern for Whole-class discussion was similar across all the attitudinal aspects for
teachers of both age groups, although 5^th grade teachers perceived that this teaching
method promoted sense Ofsecurity less positively than other aspects. Pupils of both age
groups perceived that Whole-class discussion promoted sense of progress more than
other aspects, although no average score was greater than 4 indicating only moderate
agreement (See Figure 4.2.7 and Table 4.2.7). Whole-class discussion was perceived
as being deployed with at least moderate frequency at 5^th grade, but lower at 8^th grade.
At both grade levels teachers perceived greater frequencies than their pupils.