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



228

Figure 7.2.2: Mean scores of 8th graders’ sense of security promoted by teaching
methods according to their attribution styles of success in mathematics learning

□ A b і I it у

□ E ffo rt

□ Luck

□ Teacher support

□ Home support

□ Task easiness

I=Reading a textbook, 2=Teacher explanation, S=IndividuaI work

5th graders’ affective attitudes towards mathematics learning as promoted by different
teaching methods, overall, did not vary according to their attribution of failure in
mathematics learning. However, 5th graders attributing their failure in mathematics
learning to lack of teacher support perceived that
Teacher explanation could promote
positive affective attitudes towards mathematics learning less. In contrast, 5th graders
attributing their failure in mathematics learning to lack of effort, task difficulty or lack of
luck perceived
Teacher explanation more positively (Table 7.2.3 and Figure 7.2.3). 5th
grader’s perceptions of the frequency of deployment of each teaching method did not
vary according to the way they attributed their failure (also see appendices Table
7.2.11).

Table 7.2.3: 5th graders’ affective attitudes towards mathematics learning promoted by
Teacher explanation varying ac∞rding to their attribution styles Offailure in mathematics
learning_________________________________________________________________________________

Enjoyment

Motivation_________

Senseofsecurity

Sense of proc

less

N

M

SD

N

M

SD

N

M

SD

N

M__

SD

Lack of ability

88

2.93

1.28

88

2.77

1.32

88

2.75

1.38

88

3.08

1.44

Lackofeffort

97

3.53

1.25

97

3.08

1.33

97

3.23

1.34

97

3.45

1.38

Lack of luck

9

3.33

1.80

___9

3.11

1.76

___9

3.67

1.66

9

4.11

1.36

Lack of teacher
support__________

7

1.43

1.13

7

1.14

.38

7

1.29

.76

7

1.29

.76

Lackof

Home support

10

2.50

1.51

10

2.50

1.18

10

2.30

1.42

10

2.80

1.32

Task difficulty

34

3.38

1.28

34

3.38

1.44

34

3.26

1.38

34

3.68

1.41

ANOVA______

F=5,317, p<.01

F=4.0

6, p<.01

F=4.535, p<.01

F=4.984, p<.C

1________

228



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