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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The findings for 8^th graders were similar to those for 5^th graders with moderately positive
relationships between the four attitudinal aspects. These were not however related to the
extent of deployment of the method (see Figure 4.3.20 in appendix). For pupils, the
effects on the four attitudinal aspects as promoted by Individual work were moderately
correlated in a positive direction. However, for teachers of both age groups, pupils’
attitudinal aspects promoted by Individual work were sparsely correlated. This again
indicates discrepancies between the perceptions of pupils and teachers.

Individual help

For 5^th grade teachers, there were significant moderate positive correlations among the
responses made regarding the effects on the four attitudinal aspects as promoted by
Individual help (see Figure 4.5.21 in appendix). In comparison with the 5^th grade
teachers, for 8^th grade teachers, there were fewer and lower correlations in relation to
the impact of Individual help (see Figure 4.5.22 in appendix). There were significant
moderate positive correlations among the responses of 5^th graders between the effects
on the four attitudinal aspects promoted by Individual help. These were not related to
perceived deployment of Individual help (see Figure 4.5.23 in appendix). The pattern for
8^th graders mirrored that of the 5^th graders (see Figure 4.5.24 in appendix). Individual
help was seen to promote positive attitudes towards learning mathematics by all
respondent, although for 8^th grade teachers, pupils’ enjoyment and sense of progress
and motivation and sense of progress were not related.

Whole-class discussion

There was a strong significant positive correlation between enjoyment and motivation
and moderate correlations among the responses of 5^th grade teachers related to the
effects on the four attitudinal aspects as promoted by Whole-class discussion. There
were also significant correlations between the frequency of deployment of this teaching
method and pupils’ perceived enjoyment, and motivation (see Figure 4.5.25 in
appendix). The pattern of relationships for 8^th grade teachers is in stark contrast to that
of 5^th grade teachers (see Figure 4.5.26). There were significant moderate positive
correlations between pupils’ enjoyment and motivation, motivation and sense of
progress, and sense of security and sense of progress as promoted by Whole-class

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