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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No statistically significant difference was found in their perceptions of pupils’ affective
attitudes promoted by other teaching methods. No statistically significant difference was
found in their perceived frequency of any teaching methods.

5^th grade teachers attempting to enhance their pupils’ mathematics self-concept
positively perceived that

• Individual work could promote their pupils’ enjoyment (t=2.983, df=44, p<. 01);

• Teacher explanation could promote their pupils’ sense of progress (t=2.851, df=44,
p<. 01) more than other 5^th grade teachers.

No statistically significant difference was found in the perceptions of affective attitudes
promoted by other teaching methods. No statistically significant difference was found in
their perceived frequency of any teaching methods.

No statistically significant differences were found between the responses of these two
groups in relation to their perceived frequency of any teaching methods or perceptions of
how these promoted pupils’ positive affective attitudes among the responses of 8^th grade
teachers.

Summary of 7.1

Pupils’ general self-concept and mathematics self-concept as measured by SDQ-I and
SDQ-II were similar across the two ages. A strong emphasis on effort for achievement
was found in 8^th graders, although pupils’ perceptions of being good at mathematics
deteriorated as their grades proceeded. There were strong relationships between
mathematics self-concept and perceptions of being good at mathematics.

Pupils with higher general self-concept, mathematics self-concept and perceptions of
mathematics performance, overall, perceived more frequent deployment of all teaching
methods and more positive affective attitudes towards mathematics learning being
promoted by the adoption of almost all teaching methods. This was especially so at 5^th
grade. At 5^th grade, Using a Computerwas the only teaching method where this was not
the case. 5^th graders perceiving themselves as good at mathematics believed that
Individual help was given less than other 5^th graders, although they felt that this teaching
method could promote their positive affective attitudes more than other 5^th graders.

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