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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Figure 4.4.1 Correlations between teaching methods in terms of promoting pupils’
enjoyment, perceptions of 5^th grade teachers

The responses of 8^th grade teachers with respect to enjoyment fell into two groups. One
included discussion type teaching methods, and the other individualised methods. For
8^th grade teachers, Practical work and Reading textbook were negatively correlated (see
Figure 4.4.2).

Figure 4.4.2: Correlations between teaching methods in terms of promoting pupils’
enjoyment, perceptions of 8^th grade teachers

For 5^th graders, teaching methods, which promoted enjoyment, were separated into two
groups. One group consisted of Practical work, Group discussion and Whole-class
discussion, and the other consisted of Teacher explanation, Reading a textbook.
Individual work and Individual help. 5^th graders appeared to have a much less integrated

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