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

Date

2009-03-01

Author

DUATEPE PAKSU, ASUMAN
Ubuz, Behiye

Metadata

Show full item record

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

Item Usage Stats

155
views

0
downloads

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

Suggestions

OpenMETU
Core

Effect of constructed web-supported instruction on achievement related to research methods Emmungil, Levent; Geban, Ömer; Department of Secondary Science and Mathematics Education (2004) This study examined the effect of constructed web-supported instruction on students̕ achievement related to research methods. Also, in this study, constructed web site was tracking the activities of students, namely entrance and exit time, logs of each entrance to the tests as well as the results of each entrance, and posts to the forum. Another intention of the study was to construct a web support system for traditionally offered courses in order to decrease both instructor and students efforts to communic...
Role of locus of control and critical thinking in handling dissatisfaction in romantic relationships of university students Çırakoğlu, Okan Cem; Tezer, Esin; Department of Educational Sciences (2006) In the present study, the role of locus of control and critical thinking in handling dissatisfactions in the romantic relationships of university students was examined. Five hundred and eighty university students (373 females, 207 males) from different faculties of five universities located in Ankara voluntarily participated in the study. Convenient sampling procedure was used in all phases of the study. A pilot study was conducted to adapt My Responses to Relationship Problems Scale (MRRPS) into Turkish. C...
Contribution of motivational beliefs and metacognition to students' performance under consequential and nonconsequential test conditions Sungur, Semra (Informa UK Limited, 2007-04-01) In this study, the contribution of motivational beliefs and metacognition to students' performance under consequential and nonconsequential test conditions was investigated. Fifty-eight college students participated in the study. A modified version of the Approaches to Learning Instrument, the Self-Efficacy Scale, and the Metacognitive Awareness Inventory were used to measure students' motivational beliefs (mastery goal orientation, performance goal orientation, task value, and self-efficacy) and 2 componen...
The effects of cooperative learning activities on the retention of vocabulary Duzan, Kemal Cem; Daloğlu, Ayşegül; Department of English Language Teaching (2006) The purpose of this study was to investigate the effects of cooperative learning activities and the STAD technique on students̕ vocabulary retention. The relationship between students̕ course achievement and type of vocabulary learning activities they engage in with respect to their retention levels were also investigated. The study was conducted with one elementary level group at Başkent University. 22 students took part in the study. The participants were taught a total of 40 words, through 4 reading less...
Investigating Effect of Origami-Based Instruction on Elementary Students' Spatial Skills and Perceptions Cakmak, Sedanur; Işıksal Bostan, Mine; KOÇ, YUSUF (Informa UK Limited, 2014-01-02) The authors' purpose was to investigate the effect of origami-based instruction on elementary students' spatial ability. The students' self-reported perceptions related to the origami-based instruction were also examined. Data was collected via purposive sampling techniques from students enrolled in a private elementary school. A spatial ability test (SAT) was used to measure the students' ability in mentally manipulating objects and their parts in 2- and 3-dimensional spaces. In addition to the SAT, reflec...

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.