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%). 8th 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 5th
grade was 24.01 (SD=8.38, median=24). 5th 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 8th grade was 27.07 (SD=8.94, median=27). 8th 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 5th grade, and 21.5%, 37.0% and
41.5% at 8th 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

Enjoyment

Motivation

Sense Ofsecurity

Sense        of

progress__________

Deployment

General self-
concept

5th

p<.01

PW,RT,TE,
IW, WD,GD

PW,RT, TE,
IW,IH,WD,GD

PW,RT, TE,
IW,lH,WD,GD

PW,RT, TE,
IW,IH,WD,GD

PW,RT, TE,
IW,IH,WD,GD

Other

UC,IH,

UC_______

UC_______

UC______

UC________

8th

p<.01

TE,
IW,IH,WD,GD

RT,TE,
IW,IH, WD, GD

RT,TE,
IW,IH, WD, GD

RT,TE,
IW,IH,
GD

UC,RT,TE,
IW,IH,WD

Other

PW,UC, RT

PW,UC

PW,UC

PW,UC, WD

P W,G D

Mathematics
self-concept

5⅛

p<.01

PW,RT, TE,
IW,IH,WD,GD

PW,RT, TE, -

IW,IH,WD,GD

PW,RT, TE,
IW,IH,WD,GD

PW,RT, TE,
IW,IH,WD,GD

RT,TE,
IW,WD,GD

Other

UC

UC

UC______

UC

PW,UC,IH

8th

p<.01

RT,TE,
IW___________

RT,TE,
IW_____________

UC. RT,TE,

IW___________

UC1 RT,TE,
IW___________

UC,TE,
IW,IH____________

Other

PW,UC,
IH,WD,GD

PW,UC,
IH,WD,GD

PW,
IH,WD,GD

PW,
IH,WD ,GD

PW,RT,
WD,GD______

Mathematics
Performance

5th

p<.01

PW,RT, TE,
IW,IH,WD,GD

PW,RT, TE,
IW,IH,WD,GD

PW,RT, TE,
IW,IH,WD,GD

PW,RT, TE,
IW,IH,WD,GD

PW,RT, TE,
IW, IH, WD,GD

Other

UC_______

UC

UC

UC_______

UC

8'h

p<.01

PW,UC,TE,
IW,WD_______

TE,
IW,IH_____________

TE,
IW,IH,WD

TE,
IW,IH____________

uc,TE,
IW,
IH

Other

RT,IH,GD

PW,UC,RT

WD,GD_______

PW,UC,RT,
GD________

PW,UC,RT
WD,GD

PW,RT,
WD,GD______

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



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