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

	5^th graders__________________		8^th 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~
	8^th	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	^5^s	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
	^8^s	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_________
	8^lh	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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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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