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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Individual work when they felt more frequent teacher’s praise for better results than
others, but for no other reasons (see Table 7.4.6, See details Appendices 7.4.1-7.4.8).

Table 7.4.6: Pupils’ perceptions of the frequency of deployment of teaching methods and
affective attitudes promoted by these teaching methods according to their perceived

NB. Teaching methods in bold are those where there were significant differences
between the groups. Full details see Appendices 7.4.1-7.4.8.

Pupils were asked to what extent they felt happy with receiving each type of praise.
Pupils of both age groups felt happy with praise given for improvement of results or
increased effort. Most 8^th graders felt happy when praise was given for improvement of
results. 50.7% of 5^th graders and 59.6% of 8^th graders expressed absolute agreement or
agreement about feeling happy when given praise for being better than others. 62.7% of
5^th graders and 73.9% of 8^th graders expressed absolute agreement or agreement about
feeling happy when given praise for improvement of results. 54.9% of 5^th graders and
52.5% of 8^th graders expressed absolute agreement or agreement about feeling happy
when given praise for making more effort than others. 66.4% of 5^th graders and 66.6% of
8^th graders expressed absolute agreement or agreement about feeling happy when
given praise for increased effort (see Table 7.4.7).

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