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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conception of the effects of different teaching methods compared to the perceptions of
their teachers (see Figure 4.4.3 in appendix). 8^th graders appeared to have similar
perceptions to 5^th graders in that teaching methods fell into two groups. One group
consisted of Whole-class discussion, Group discussion, Practical work and Using
computer, and the other consisted of Reading textbook, Teacher explanation, Individual
work and Individual help. The degree of coherence in each group was much greater than
that reported by 8^th grade teachers (see Figure 4.4.4 in appendix).

Motivation

Figure 4.4.5 shows that there were significant moderate positive correlations between
several teaching methods in the perceived promotion of motivation in the responses of
5^th grade teachers. They appeared to have a relatively integrated perception of the
effects of the teaching methods. There were positive relationships between Teacher

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