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

243

these factors were found at either grade. Teachers of both age groups, especially 8^th
grade teachers, acknowledged a relationship between improvement of pupils’
satisfaction and reduction of pupils’ difficulties. They reported that they attempted to
improve satisfaction and reduce difficulties in mathematics classes sometimes.

Pupils reported moderate levels of cohesiveness. Perceived cohesiveness was
correlated with satisfaction at both levels. Relationships between the extent of attempts
to improve cohesiveness and satisfaction, and cohesiveness and reducing difficulties
were found among the perceptions of 5^th grade teachers, but not 8^th grade teachers.
Pupils of both age groups, overall, felt moderate levels of competitiveness in
mathematics classes, while teachers expressed neutral feelings about using competition
for promoting pupils’ motivation. Both pupils and teachers reported very little friction in
mathematics classes. 5^th graders experienced more friction and competitiveness than 8^th
graders. These elements were positively correlated at 5^th grade.

Perceived satisfaction and cohesiveness in class were positively correlated with the
perceived frequency of deployment of all teaching methods and positive affective
attitudes promoted by different teaching methods at both grades. Using a computer was
the teaching method, which was least likely to be affected by perceptions of satisfaction
and ∞hesiveness. Individual teaching methods, especially doing individual work, was
also less affected by pupils’ perceptions of class cohesiveness. For 8^th graders,
enjoyment and motivation promoted by Practical work were less affected by their
perceived satisfaction in doing mathematics.

5^th graders’ perceived difficulty was negatively correlated with perceived affective
attitudes promoted by all teaching methods except for Using a computer and Individual
help. Friction was negatively correlated with positive affective attitudes promoted by
Reading a textbook, Teacher explanation, Whole-class discussion and Group
discussion, but levels of friction did not affect perceived frequency of deployment of any
teaching methods. 5^th graders’ reported competitiveness in class, overall, did not affect
their perceptions Ofteaching methods, except for Using a computer and doing Individual
work. However, 5^th graders perceiving higher competitiveness reported less Individual
help.

243

<<   <   254   255   256   257   258   259   260   >   >>