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 7.5.5: The multiple correlation coefficient of stepwise multiple regression of 5^thgrade teachers

	Unstandardised coefficient__________________		Standadised Coefficients	t	Sig._________
	B_________	Std-Error	Beta________	t	Sig._________
(Constant)_________________	- .827	.628		-1.317	.197
Improving General self- concept___________________	.731	.077	.794 ’	9.450	.000
Notion of friction_____________	.306	.101	.245 ~	3.042	.005
Sense of progress promoted by Practical work	.254	.101	.203	2.515	.017
Motivation promoted by Practical work_______________	-.391	.094	-.358	-4.141	.000
Enjoyment promoted by Practical work_______________	.432	.143	.268	3.020	.005

The responses of 48 5^th grade teachers were analysed. The Multiple R value was .907,
the adjusted R value was .795 (ANOVA: F=28.858, p<. 01) (see Table 7.5.5). The
responses of 42 8^th grade teachers were analysed. Table 7.5.6 showed that the Multiple
R value was .924, and the adjusted R value was .822 (ANOVA: F=26.404, p<. 01) (see
Table 7.5.6).

Table 7.5.6: The multiple correlation coefficient of stepwise multiple regression of 8^thgrade teachers

	Unstandardised coefficient _________		Standadised Coefficients	t	Sig._________
	B________	Std-Error	Beta________	t	Sig._________
(Constant)_________________	3.048	.600		5.079	.000
Improving General self- concept___________________	.675	.106	.639	6.340	.000
Praise based on more effort than others_________________	.121	.058	.180	2.094	.046
Sense of security promoted by Individual work___________	-.199	.087	-.173	- 2.300	.029
Enjoyment promoted by Individual work______________	- .359	.101 ^	- .276	- 3.568	.001
Sense of security promoted by Whole-class discussion	-.288	.100 ~	- .234	-2.891	.007
Improving pupils’ satisfaction___________________	.247	.102	.259	2.422	.022

The variables were highly successful in predicting teachers’ attempts to promote pupils’
mathematics self-concept, at both grades. In both cases, for 5^th and 8^th grade teachers,
the extent to which they attempted to enhance their pupils’ mathematics self-concept
was strongly predicted by the extent of their attempting to enhance pupils’ general self-
concept at both grades. The extent Ofteachers attempting to improve pupils’ satisfaction
in the classroom positively predicted enhancing pupils’ mathematics self-concept at 8^th

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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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