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

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________	PW₁UC₁IH₁ GD
	^^5th	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 TE₁IW₁IH₁WD₁ GD	PW₁UC₁TE₁ IH₁ WD₁ GD
	~~8*	Other	PW₁UC				RT₁IW_________
Improvement of results		p<.01	PW, RT,TE, IH, WD, GD	PW, RT,TE, IH₁WD, GD	PW₁ RT₁TE₁ IH₁WD₁ GD	PW₁ RT₁TE₁WD₁ 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	^5^s	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
	8^th	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	^^5^s	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 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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