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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Table 7.1.3: Mean scores and Standard Deviation of 5^th graders’ affective attitudes
towards mathematics learning promoted by Individual help and the perceived frequency
of dep oyment of Individual help according to perceived mathematics performance

8^th graders’ general self-concept did not affect their perceptions of the four aspects of
affective attitudes as promoted by Practical work and Using a computer, enjoyment as
promoted by Reading a textbook or sense of progress as promoted by Whole-class
discussion. No significant differences were found in 8^th graders’ perceptions of the
frequency of deployment of Practical work and Group discussion ac∞rding to their
general self-concept. Overall, there were slightly fewer differences than at 5^th grade
although the pattern was similar (see Appendices 7.1.2).

8^th graders with higher mathematics self-concept perceived that positive affective
attitudes were promoted by Reading a textbook, Teacher explanation and Individual
work more than 8^th graders with lower mathematics self-concept, although mathematics
self-concept, overall, did not affect perceptions of positive attitudes as promoted by
Practical work, Whole-class discussion, Group discussion and Individual help. 8^th
graders with lower mathematics self-concept perceived that Using a computer could
promote their sense of security and sense of progress, although they perceived less
frequent deployment of this teaching method. No significant difference was found in their
perceptions of enjoyment and motivation as promoted by Using a computer according to
their mathematics self-concept. Overall, there were fewer differences than at 5^th grade
(see Appendices 7.1.4).

8^th graders perceiving themselves as poor at mathematics perceived less frequent
deployment of Individual work, Individual help and Teacher explanation than 8^th graders
perceiving themselves average or good at mathematics. They also perceived that less
positive affective attitudes towards mathematics learning were promoted by these
teaching methods than other 8^th graders, although no significant difference was found in
enjoyment promoted by Individual help. There were few differences between the
perceptions of 8^th graders perceiving themselves as average and good at mathematics.
8^th graders perceiving themselves poor at mathematics perceived that Practical work,

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