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



251

Table 7.4.7: Division of pupils feeling happy with teachers’ praise with higher agreement
and lower agreement

5th graders__________________

8th graders

Lower happiness

Higher
happiness

Lower happiness

Higher
happiness

Better results than others

M=3.39,SD=1.34,Mediaπ=4.00

M=3.64,SD=1.29,Median=4.00

49.3%__________

50.7%

40.4%

59.6%

Improvement results than
before_____________________

M=3.71,SD=1.26,Median=4.00

M=3.96,SD=1.19,Median=4.00______

37.3%_________

62,7%_________

26.1%_________

73.9% ______

More effort than others

M=3.51,SD=1.30,Median=4.00

M=3.49,SD=1.24,Median=4.00______

45.1%_________

54.9%

47.5%

52.5%

More effort than before

M=3.82,SD=1.29,Median=4.00

M=3.80,SD=1.23,Median=4.00

33.6%__________

66.4%_________

33.4%_________

66.6%_________

Table 7.4.8: Pupils’ perceptions of the frequency Ofdeployment Ofteaching methods and
affective attitudes promoted by these teaching methods according to their feeling happy
with the teacher’s praise

Enjoyment

Motivation

Sense Ofsecurity

Sense        of

progress_________

Deployment

Happy

Better results
than others

5⅛

p<.01

PW,RT,TE,
IW1IH1GD

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

PW,UC,RT,TE,
IW1IH, WD,GD

PW,UC,RT,TE,
IH1WD1GD

RT1TE1IW1IH

Other

UC,WD

IW___________

PW,UC,WD,GD~

8th

p<.01

UC,RT,TE,
IW,IH,WD1GD

PW,UC,RT,TE,
IW, IH1WD, GD

PW,UC,RT,TE,
IW, IH, WD1 GD

PW,UC,RT,TE,
IW1IH, WD,GD

RT,TE,
IW1IH1WD

Other

PW

PW,UC,GD

Happy
Improvement of
results

^5s

p<,01

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

PW,RT,TE,
IW1IH1WD1GD

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

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

PW,RT,TE,
IW1IH1WD1GD

Other

UC_________

UC__________

UC_________

UC_________

UC

^gS

p<.01

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

PW,UC,RT,TE,
IW1IH, WD, GD

PW,UC,RT, TE,
IW1IH, WD, GD

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

PW,RT, TE,
IW, IH1WD, GD

Other

UC

Happy

More effort than
others

p<.01

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

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

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

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

"τξ
IW,IH,WD

Other

UC_________

UC__________

UC________

UC_________

PW,UC,RT,GD

^8s

p<.01

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

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

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

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

PW,RT,TE,
IH1WD1 GD

Other

RT

UC1IW

Happy

More effort than
before

p<.01

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

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

PW,RT,TE,
IW1IH1WD1GD

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

PW1RT1TE1

IW1IH1WD1GD

Other

UC_________

UC__________

UC_________

UC_________

8lh

p<.01

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

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

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

PW,UC,RT,TE,
IW1IH, WD, GD

PW1UC1RT1TE1

IW1IH1WD1 GD

Other

IW

NB. Teaching methods in bold are those where there were significant differences
between the groups. Full details see Appendices 7.4.9-7.4.16.

Table 7.4.8 indicates that there were significant differences in relation to the deployment
and perceived effects on attitudes in relation to almost every teaching method between
pupils who were happy to receive praise.

251



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