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

218

(55.3%). 8^th graders were divided into those who scored at least 33 (47.6%) or below 32
(52.4%).

Mathematics self-concept - The total mean score for mathematics self-concept at 5^th
grade was 24.01 (SD=8.38, median=24). 5^th graders were divided into those who scored
at least 25 (48.5%) or below 24 (51.5%). The total mean score for mathematics self-
concept at 8^th grade was 27.07 (SD=8.94, median=27). 8^th graders were divided into
those who scored at least 28 (48.3%) or below 27 (51.7%).

Perceived mathematics performance - Pupils of both grades were divided into three
groups; pupils perceiving themselves as good, average or poor at mathematics, as
explained in Figure 7.1.1. The percentage of pupils perceiving themselves as good,
average, and poor was 37.7%, 44.8% and 17.5% at 5^th grade, and 21.5%, 37.0% and
41.5% at 8^th grade.

Table 7.1.2: Pupils’ perceptions of the frequency Ofdeployment Ofteaching methods and
affective attitudes promoted by these teaching methods according to their perceptions of
the self

NB. Teaching methods in bold are those where there were significant difference
between the groups. The teaching methods in red are those where students with lower
scores of factors perceive more frequent deployment and more positive affective
attitudes. For full details see Appendices 7.1.1 - 7.1.6.

218

<<   <   229   230   231   232   233   234   235   >   >>