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 8^th 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

5^th graders perceiving themselves failing in mathematics learning

Table 7.2.1 T. Mean scores and Standard Deviation of 5^th 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
Teacher explanation	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

8^th graders perceiving themselves failing in mathematics learning

Table 7.2.12: Mean scores and Standard Deviation of 8^th 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
Teacher explanation	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

More intriguing information

1. Eigentumsrechtliche Dezentralisierung und institutioneller Wettbewerb
2. The name is absent
3. FDI Implications of Recent European Court of Justice Decision on Corporation Tax Matters
4. The name is absent
5. A production model and maintenance planning model for the process industry
6. The quick and the dead: when reaction beats intention
7. The name is absent
8. The name is absent
9. The name is absent
10. The name is absent