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

143

A sense Ofprogress

Table 4.3.18 and Figure 4.3.14 show the teachers were more likely to perceive that
Individual work and Individual help promoted a sense of progress than their pupils.
These teaching methods had an effect size greater than .5.

Table 4.3.18: Comparison between 5^th grade teachers and their pupils; a sense of
progress

Figure 4.3.14: Comparison between 5^th grade teachers and their pupils; perceptions of
sense of progress

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

Deployment

Table 4.3.19 and Figure 4.3.15 show that the teachers were more likely to report that
Practical work, Teacher explanation, Individual work, Individual help and Whole-class
discussion were deployed in their classes than their pupils. The effect sizes are at least
.5 and in some cases greater than 1.

Table 4.3.19: Comparison between 5^th grade teachers and their pupils; deployment

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