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



141

Table 4.3.15: Comparison between 5th grade teachers and their pupils; enjoyment

5th grade teachers________

5th graders__________________

Effect size d_________

Practical work__________________

M=4.48, SD=.58

M=3.29,SD=1.33

.89_________________

Individual help___________________

M=3.79, SD=.85

M=2.44,SD=1.23

1.10_______________

Whole-class discussion_________

M=3.81, SD=. 82

M=3.16,SD=1.21

.54         _______

Group discussion______________

M=3.83, SD=. 69

M=3.12,SD=1.23

.58_________________

Figure 4.3.11: Comparison between 5th grade teachers and their pupils; enjoyment

PW = Practical work, UC = Using a computer, RT= Reading a textbook, TE = Teacher explanation,
IW = Individual work. IH = Individual help. WD = Whole-class discussion. GD = Group discussion

Motivation

Table 4.3.16 and Figure 4.3.12 show that 5th grade teachers were likely to perceive that
Practical work, Individual help, Whole-class discussion and Group discussion promoted
motivation more than their pupils. As for enjoyment, pupils perceived only Teacher
explanation and Reading a textbook more positively. These differences were very small.

Table 4.3.16: Comparison between teachers of 5th graders and their pupils; motivation

5th grade teachers

5tt, graders

Effect size d

Practical work________

M=4.38, SD=. 79

M=3.26, SD=1.34

.84____________________

Individual help________

M=3.81, SD=.94

M=2.61, SD=1.34

.90______________________

Whole-class
discussion____________

M=3.85, SD=.87

M=3.13, SD=1.24

.58

Group discussion

M=3.75, SD=.81      ~

M=3.12, SD=1.24

.51                          ^

141



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