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



Table 7.2.10: Mean scores and Standard Deviation of 8th graders’ perceptions of frequency of
deployment of teaching methods according to their attribution styles of success in mathematics
learning            _______________________________________________________________________

Teacher explanation

Individual work

Individual help

Whole-class
Discussion

Group
Discussion

N

M

SD

_N___

M__

SD

_N___

M__

SD

_N___

M__

SD

N___

M__

SD

1

57

4.04

1.02

57

3.88

.96

57

3.18

1.30

57

1.82

1.04

57

1.35

.52

2

409

4.22

.84

409

4.05

.79

408

3.33

1.04

406

1.85

.88

409

1.54

.80

3

157

3.81

1.06

159

3.76

1.02

158

2.92

1.11

158

1.79

.90

157

1.46

.72

4

192

4.17

.87

193

3.84

.84

196

3.32

1.06

193

2.13

1.01

192

1.71

.93

5

207

4.06

.96

208

3.94

.82

208

3.09

1.06

206

1.97

.95

206

1.50

.69

6

49

4.27

1.00

49

3.86

∣1.12

48

2.90

1.19

49

1.61

1.04

49

1.37

.67

F=5.151, P=OOO

F=3.236, p=.007

F=5.089, p=.000

F=4,225, p=.001

F=3.365, p=.005

I=AbiIity, 2=Effort, 3=Luck, 4=Support from teacher, 5=Home support, 6=Task easiness

5th graders perceiving themselves failing in mathematics learning

Table 7.2.1 T. Mean scores and Standard Deviation of 5th graders’ perceived deployment
of Teacher explanation and their affective attitudes towards mathematics learning
promoted by this teaching method according to their attribution styles of failure in
mathematics earning___________________________________________________________

Teacher
explanation

Enjoyment_______

Motivation________

Sense of security

Sense of progress

Deployment

J_

M__

SD

_N__

M

SD

_N__

M

SD

N

M

SD

N

M

SD

Lack of ability

88

2.93

1.28

88

2.77

1.32

88

2.75

1.38

88

3.08

1.44

87

2.93

1.19

Lack of effort

97

3.53

1.25

97

3.08

1.33

97

3.23

1.34

97

3.45

1.38

97

3.19

1.25

Lack of luck

9

3.33

1.80

9

3.11

1.76

9

3.67

1.66

9

4.11

1.36

9

4.11

.93

Lack of support
form teacher

7

1.43

1.13

7

1.14

.38

7

1.29

.76

7

1.29

.76

7

2.14

1.07

Lack of home sup∣

10

2.50

1.51

10

2.50

1.18

10

2.30

1.42

10

2.80

1.32

10

3.40

1.27

Task difficulty

34

3.38

1.28

34

3.38

1.44

34

3.26

1.38

34

3.68

1.41

34

3.00

1.02

ANOVA______

F= 5.317, p<. 01

F=4.016, p<. 01

F=4.535, p<. 01

F=4.984, p<. 01

F=2.842, p<. 05

8th graders perceiving themselves failing in mathematics learning

Table 7.2.12: Mean scores and Standard Deviation of 8th graders’ affective attitudes promoted
by Teacher explanation and Group discussion according to their attribution styles of failure in
mathematics earning__________________________________________________________

Teacher
explanation

Enjoyment

Motivation

Sense of security

Sense of progress

Deployment

N

M

SD

_N__

M__

SD

N

M

SD

N

M

SD

N

M__

SD

Lack of ability

88

3.22

1.32

87

2.71

1.37

87

3.05

1.39

87

3.60

1.26

87

3.85

1.17

Lack of effort

487

3.35

1.22

485

3.22

1.21

482

3.41

1.20

482

3.82

1.06

485

3.93

1.05

Lack of luck

16

3.50

1.21

16

3.56

1.26

16

3.44

1.03

16

4.00

1.16

16

3.69

1.20

Lack of support fo
teacher__________

55

2.65

1.42

54

2.48

1.30

55

2.93

1.41

55

3.07

1.29

55

3.73

1.06

Lack of home sup

~24^

3.38

1.31

24

^^3∕Γ7^

1.37

~24~

3.38

1.31

24

3.71

1.08

24

3.96

.96

Task difficulty

58

3.21

1.28

58

3.28

1.25

58

3.36

1.29

58

3.93

1.01

58

3.64

1.12

ANOVA

F=1.512, p<1.0

F=2.293, p<. 01

F=1.257, p<1.0

F=2√

170, p<. 01

F=1.277, p<.5



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