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



250

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

frequency о

rteac

ιer,s praise______________________________________________

Enjoyment

Motivation

Sense Ofsecurity

Sense        of

progress_________

Deployment

Better results
than others

^^5th

p<.01

PW, RT, TE,
IW1IH, WD, GD

PW, RT, TE,
IW, IH1WD, GD

PW, RT,TE,
IH, WD, GD

PW1 RT1 TE1

GD________

PW1UC1
IH1 GD

Other

UC_________

UC__________

UC,IW________

UC1IW1IH1WD

RT1TEJW1WD

~~8*

p<.01

RT, TE,
IW, IH, WD, GD

PW,UC,RT,TE,
IW, IH, WD, GD

PW,UC1RT1TE

IW1IH1WD1 GD

PW1UC1RT1 TE1
IW1IH1WD1 GD

PW1UC1TE1

IH1 WD1 GD

Other

PW1UC

RT1IW_________

Improvement of
results

p<.01

PW, RT,TE,
IH, WD, GD

PW, RT,TE,
IH1WD, GD

PW1 RT1TE1

IH1WD1 GD

PW1 RT1TE1
WD1 GD

PW1

IH1WD1 GD

Other

uc,ιw

UC1IW_________

UC,IW________

UC,IW,IH

UC1RT1TE1IW

p<.01

TE,
IW1IH, WD, GD

PW,UC,RT,TE,
IW, IH, WD, GD

PW1UC1RT1TE1

IH1WD1GD

PW1UC1RT1TE1

IW1IH1WD1GD

PW1TE1

IH1WD1GD

Other

PW,UC,RT

IW

UC1RT1IW

More effort than
others

^5s

p<.01

PW,RT,TE,
WD, GD

PW,RT, TE,
IW, IH, WD, GD

PW1RT1TE1

IH1WD1 GD

PW1RT1TE1

WD1 GD

IH1WD1 GD

Other

UCJWJH

UC__________

UC1IW1________

UC1IW1IH

UC1RT1TE1IW

8th

p<.01

RT,TE,
IW,IH, WD,GD

PW,UC,RT,TE,
IW,IH, WD,GD

PW1UC1RT1TE1

IH1WD1GD

PW1UC1RT1TE1

IW1IH1WD1GD

PW1UC1TE1

IH1WD1GD

Other

PW1UC

IW

RT1IW

More effort than
before

^^5s

p<.01

PW,RT,TE,
IH, WD,GD

PW,RT,TE,
IW, IH,WD,GD

PW1RT1TE1

IH1WD1 GD

PW1RT1TE1

IW1IH1WD1GD

PW1UC1

IH1WD1 GD

Other

uc,ιw________

UC__________

uc,ιw_________

UC_________

RT1TEJW

~8*

p<.01

RT,TE,
IW, IH, WD,GD

PW,UC,RT,TE,
IW, IH1WD1GD

PW1UC1RT1TE1

IH1WD1GD

PW1UC1RT1TE1

IW1IH1WD1 GD

PW1UC1TE1

IH1WD1GD

Other

PW,UC

IW

RTJW

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 8th graders felt happy when praise was given for improvement of
results. 50.7% of 5th graders and 59.6% of 8th graders expressed absolute agreement or
agreement about feeling happy when given praise for being better than others. 62.7% of
5th graders and 73.9% of 8th graders expressed absolute agreement or agreement about
feeling happy when given praise for improvement of results. 54.9% of 5th graders and
52.5% of 8th graders expressed absolute agreement or agreement about feeling happy
when given praise for making more effort than others. 66.4% of 5th graders and 66.6% of
8th graders expressed absolute agreement or agreement about feeling happy when
given praise for increased effort (see Table 7.4.7).

250



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