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

259

failing, the perceived frequency of deployment of Reading a textbook, perceived
satisfaction in mathematics classes, feeling happy with the teacher’s praise for better
results than others and sense of progress promoted by Using a computer positively
predicted pupils’ mathematics self-concept, although the contributions of each were
relatively low. The Multiple R value was .361, the adjusted R square was .112 (ANOVA:
F=7.030, p<. 01). See Table 7.5.2 for details. The variables were less successful in
predicting the mathematics self-concept of those who perceived themselves as failing.

Table 7.5.2: The multiple correlation coefficient of stepwise multiple regression of 5^th
graders perceiving their mathematics learning as failing

The responses of 1261 8^th graders perceiving their mathematics learning as successful
were analysed. For pupils perceiving their mathematics learning as successful at 8^th
grade as at 5^th grade, perceived satisfaction was the most important factor predicting
mathematics self-concept. General self-concept, enjoyment promoted by Practical work,
motivation promoted by Individual work, attribution of success to ability or task easiness
and perceived competitiveness in classroom predicted their mathematics self-concept to
a lesser extent. Pupils’ attribution of success to luck, perceived difficulty and
cohesiveness in a classroom, feeling happy with teacher’s praise for enhancement of
effort contributed negatively. The Multiple R value was .561, the adjusted R value was
.306 (ANOVA: F=39.520, p<. 01). See Table 7.5.3 for details.

259

<<   270   271   272   273   274   275   276   >>

More intriguing information