Effects of Drama-Based Geometry Instruction on Student Achievement, Attitudes, and Thinking Levels

Date

2009-03-01

Author

DUATEPE PAKSU, ASUMAN
Ubuz, Behiye

Metadata

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The authors investigated the effects of drama. based instruction on students' geometry achievement, geometric thinking level, attitudes toward mathematics and geometry, and retention of achievement, in comparison with traditional teaching. The sample involved 102 7th-grade students from a public school. Multivariate analyses of covariance revealed that drama-based instruction had a significant effect on students' achievement, retention of achievement, thinking level, and attitudes, regardless of gender, mathematics grade in previous year, and prior attitudes and thinking levels. Drama-based instruction made learning easy and understanding better by providing the opportunity to contextualize geometric concepts and problems, act as a character (role playing), and communicate and study in a collaborative learning environment. It improved attitude by getting Students' attention with an exciting, motivating, and interesting learning environment.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/39202

Journal

JOURNAL OF EDUCATIONAL RESEARCH

DOI

https://doi.org/10.3200/joer.102.4.272-286

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

A. DUATEPE PAKSU and B. Ubuz, “Effects of Drama-Based Geometry Instruction on Student Achievement, Attitudes, and Thinking Levels,” JOURNAL OF EDUCATIONAL RESEARCH, pp. 272–286, 2009, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/39202.