The Effectiveness of drama technique in teaching addition-subtraction operations in mathematics in primary schools

ABSTRACTTHE EFFECTIVENESS OF DRAMA TECHNIQUE IN TEACHINGADDITION-SUBTRACTION OPERATIONS IN MATHEMATICS INPRIMARY SCHOOLSSONER, SerpilM.A ThesisCurriculum Development And InstructionJuly, 2005, 155+ ix pagesThe aim of this study is to determine the effects of using drama technique tocognitive,perceptive achievement and retention in teaching addition-subtractionoperations to 3rd grade students in Mathematics lessons in primary schools.Using experimental design, within this framework, class 3B (n=27)of 60. YılPrimary School from the city centre of Bolu was called as the experimental groupand 3C (n=31) of 60. Yıl Primary School from the city centre of Bolu was called asthe control group. While the groups were formed, the points of the subjects receivedfrom Mathematical Achievement Tes tin Addition - SubtractionOperations,Mathematics Course Attitude Qestionnaire developed to measure theprequisite behaviours were matched. During the study, drama technique was used inorder to teach addition-subtraction operations to the experimental group while thetraditional methods were used in order to teach addition-subtraction operations tothe control group.In order to collect the collect the data, Addition-SubtractionOperation Achievement Test was used to measure the achievement and retentionlevels of the students related to the cognitive domain and Mathematics CourseAttitude Qestionnaire was used to measure the success of the students related to theaffective domain.During this study, the data collection instruments used to collectthe data concerning the students? addition-subtraction operation achievementlevels were given to the subjects at the beginning and at the end of the instruction.The results of this study could be summarized as follows:1. A meaningful difference was found in favour of the experimentalgroup to which Drama Technique was used in teaching addition -subtraction operations when their achievement mean scores werecompared with the control group on their comprehension andapplication levels.2. A meaningful difference was found in favour of the experimentalgroup to which Drama Technique was used in teaching addition -subtraction operations when their total achievement scores werecompared with the control group.3. A meaningful difference was found in favour of the experimentalgroup to which Drama Technique was used in teaching addition -subtraction operations when their total retention points averagescores were compared with the control group.4. A meaningful difference was found in favour of the experimentalgroup to which Drama Technique was used in teaching addition -subtraction operations when their total affevtive points averagescores were compared with the control group.