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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Johnson et al. reviewed the effects of pupils’ perceptions of classroom ethos on their
affective attitudes. A review of this research (Johnson et al., 1974) corroborated that co-
operative grouping promoted intrinsic motivation in that it led to less anxiety, greater
task-involvement, and more positive emotional tone than did competition (e.g. Haines et
al., 1967; Phillips et al., 1956). Co-operative learning styles promoted pupils’ self-
esteem, high academic self concept and good interpersonal relations more than
competitive and individualistic learning (Johnson, et al. 1993; Johnson et al, 1999).
Children preferred school to be based on co-operation (Johnson, et al., 1976; Johnson,
1976; Johnson, et al., 1973).

Shwalb et al. (1985a.b) studied Japanese children’s perceptions of co-operation and
competition in the classroom. Their study suggested that although females are more co-
operative and males are more competitive in orientation, both genders preferred co-
operation to competition. The findings suggested that children formed a positive and
stable attitude towards co-operation prior to the 5^th grade, while their perceptions of
competition moved from general factors to distinctive factors as they grew older. Shwalb
et al (1995) reported that group competition was rated more positively than competition
between individuals. For instance, Lynn (1988) suggested that entrance examinations
can be motivators for both teachers and pupils, because competition occurs between
schools, rather than between individual pupils, although some have observed that there
is some friction due to the competition for entrance examination in junior high school
(Mochizuki, 1993) and have been worried about the negative effect of competition due to
entrance examinations on pupils’ affective attitudes (Azuma, 1986). Shwalb et al.
(1985a.b) found that Japanese teachers believed that students’ co-operation and
competition was manifested in different styles according to their developmental stage.
Elementary school children experience co-operation and competition in a group. For
instance, friendliness, harmony and concern with peers’ work were frequently observed
features of co-operation, and seeking teachers’ attention, being first and fast and being
in the best group were frequently observed features of competition found at elementary
school. Both co-operation and competition became personal and individual at junior high
school. Sharing problems with peers was the most distinct feature of co-operation, and
self-assertion and individual striving were the distinct features of competition at junior
high school. Teachers up to high school level in their study did not perceive competition
in examinations and grades as a distinctive feature of competition.

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