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



145

Table 4.3.20: Comparison between 8th grade teachers and their pupils; enjoyment

Teachers of 8ltl graders

8ttl graders______________________

Effect size d

Practical work

M=3.93, SD=1.05

M=2.82, SD=1.36

.82______________________

Individual help

M=3.76, SD=. 82_______

M=2.97, SD=1.32

.60____________________

Whole-class discussion

M=3.48, SD=. 71_______

M=2.55, SD=1.22

.76______________________

Figure 4.3.16: Comparison between 8th grade teachers and their pupils; perceptions of
enjoyment

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

Motivation

Table 4.3.21 and Figure 4.3.17 show that 8th grade teachers were more likely than their
pupils to perceive that
Practical work, Using a computer, Individual help, Whole-class
discussion
and Group discussion promoted motivation, with an effect size greater than
.5. All ofthe teacher responses in relation to motivation were higher than those of their
pupils.

Table 4.3.21: Comparison between 8th grade teachers and their pupils; motivation

8th grade teachers

8tt, graders

Effect size d

Practical work

M=3.95, SD=. 76_______

M=2.66, SD= 1.29

1.0______________________

Using a computer

M=3.50, SD=. 78_______

M=2.90, SD=1.39

.58____________________

Individual help

M=4.05, SD=. 73

M=3.26, SD=1.35

.59____________________

Whole-class discussion

M=3.31, SD=. 84

M=2.47, SD=1.19

.71______________

Group discussion

M=3.55, SD=. 86_______

M=2.68, SD=1.28

.68___________________

145



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