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



128

Table 4.2.7: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by
Whole-class discussion

5*1 grade teachers_______

8th grade teachers_______

5th graders________________

8ltl graders_________________

N_____

Mean

SD

N____

Mean

SD

N____

Mean

SD

N_____

Mean

SD

Enjoyment________

48

3.81

.82

42

3.48

.71

1479

3.16

1.21

2156

2.55

1.22

Motivation__________

48____

3.85

.87

42

3.31

.84

1479

3.13

1.24

2149

2.47

1.19

Senseofsecurity

47

3.57

.71

40

3.33

.73

1474

3.12

1.26

2140

2.41

1.14

Sense of progress

48

3.73

.76

42

3.45

.74

1476

3.33

1.28

2143

2.52

1.15

Repeated
measure ANOVA

F(2.527,116.246)=3.109,
p<.05

F(2.484, 96.892)=.868,
p>.05

F(2.884,4239.621)=19.525,
p<.01

F(2.782, 5926.642)=13.757,
p<.01

Deployment_______

48____

3.90

1.06

42

2.52

1.13

1459

3.26

1.10

2128

1.86

.94

Group discussion

The pattern for Group discussion was similar although not identical to that for Whole-
class discussion.
Teachers of both age groups perceived that Group discussion
promoted the four attitudinal aspects similarly, but particularly sense of progress. This
contrasted with pupils, particularly those in 8th grade (See Figure 4.2.8 and Table 4.2.8).
5th graders perceived that
Group discussion promoted sense of progress more than
other aspects, while 8th graders perceived that this teaching method promoted pupils’
enjoyment and motivation more than other aspects, although this difference was small.
Teachers and pupils of both age groups perceived that the frequency of the deployment
of
Group discussion was relatively low; this was particularly marked in the responses of
8th graders.

Figure 4.2.8: Perceptions of pupils’ affective attitudes towards mathematics learning as
promoted by
Group discussion

128



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