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

236

Friction - Overall, pupils experienced very low levels of friction in their mathematics
classes, although the percentage of pupils perceiving friction in mathematics classes
was higher at 5^th grade than 8^th grade. The mean friction score of 5^th graders was .72
(SD=. 96, Median = .00). 5^th graders were divided into those perceiving some friction
(48.0%) and those perceiving none (52.0%). The mean friction of 8^th graders was .50
(SD=. 93, Median =. 00). 8^th graders were divided into those perceiving some friction
(31.5%) and those perceiving none (68.5%).

Competitiveness - Overall, pupils experienced moderate level of competitiveness in
mathematics classes, although the percentage of pupils with higher competitiveness
scores was greater at 5^th grade than 8^th grade. The mean competition score of 5^th
graders was 2.44 (SD=1.56, median = 3.00). 5^th graders were divided into those who
scored at least 3 (52.1%) or below (47.9%). The mean competition scores of 8^th graders
was 2.12 (SD=1.51, median = 2.00). 8^th graders were divided into those who scored at
least 3 (45.3%) or below (54.7%).

Overall, pupils of both age groups with higher satisfaction and cohesiveness scores
reported at least the same or more frequent deployment of all of the teaching methods.
Their affective attitudes were reported as being promoted at least the same or more by
all teaching methods except for Using a computer. Pupils of both age groups with lower
satisfaction perceived that Using a computer could promote positive affective attitudes at
least the same or more than pupils with higher satisfaction. 5^th graders perceiving higher
cohesiveness and 8^th graders perceiving higher satisfaction perceived more frequent
deployment of Using a computer.

5^th graders’ perceived frequency of deployment of Reading a textbook and Individual
help, and 8^th graders’ perceived frequency of deployment of Teacher explanation and
Individual work were not affected by their perceived satisfaction in mathematics classes.
8^th graders’ enjoyment and motivation promoted by Practical work were unlikely to be
affected by their perceived satisfaction in mathematics classes. Pupils’ affective attitudes
promoted by individual learning methods and their perceptions of the frequency of these
teaching methods were less likely to be affected by perceived cohesiveness in the
classroom at both grades.

236

<<   <   247   248   249   250   251   252   253   >   >>