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



254

Table 7.4.9: Mean s∞res and Standard Deviation of teachers’ perceptions of the extent
to which they praise their pupils in mathematics classes
f-th____I _ ɪ___L

5ιn grade teachers

8m grade teachers

N____

M___

SD

N

M___

SD

Better results than others
t=1.370, df=87, p>.05______________________

47

2.11

1.03

42

2.43

1.19

Improvement results than before
t=2.031, df=87, p>.01_______________________

”47

3.09

Т2Ї

”42

3.60

ТЇ5

More effort than others
t=.926, df=87, p>.05______________________

^^47

^∑94

^T42

”42

3.21

1.41

More effort than before
t=2.093, df=87, p>.01______________________

”47

4.49

.62

”42

4.14

.93

Repeated measure ANOVA

F(2.193,100.863)

=43.911, p<.01_________

F(3,123) =30.750,
p<.01________________

Figure 7.4.3: Mean scores of pupils’ perceptions of the extent to which mathematics
teachers praise pupils (age group comparison)

□ 8th grade
teachers

θ5th grade
teachers

0         1         2         3         4        5

I=Better results than others, 2=lmprovement results than before,
3=More effort than others, 4=More effort than before

5th grade teachers, overall, who gave result-based praise were likely to do so based on
both relative comparisons and absolute comparisons (r=. 464, p=. 001). 8th grade
teachers seemed to praise their pupils in an integrated way. There were positive
Comelations ranging from r=. 423 to r=. 671, between the various types of praise used.

The relationships between teachers’ reported frequency of adoption of praise and their
perceptions of the effects and deployment of different teaching methods were not
examined, due to the skewed distribution of responses. 10.6% of 5th grade teachers and
19.0% of 8th grade teachers replied that they always or nearly always praised pupils for

254



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