An investigation of the effect of the creative drama method on primary school students' problem posing skills and creativity

Concepts dominate the discipline of mathematics, and using alternative teaching methods may lead to more effective instruction. From this point of view, the aim of the research is to examine the effect of the creative drama method used in the sub-learning field of Multiplication with Natural Numbers in the primary school 3rd grade Mathematics Curriculum on students' problem-posing skills and creativity. The problem-posing skills and creativity of third-grade elementary school students were assessed at the beginning and end of the process using the Problem Posing Test (PPT) as pre-tests and post-tests. The creative drama lesson plans were implemented over an 8-week period. Both qualitative and quantitative data were obtained from the PPT. Additionally, observation notes were kept by the researcher throughout the process. In this context, the research was conducted using a simultaneous embedded design, one of the mixed research methods. Criterion sampling, a purposive sampling method, was used to select the study group. The study group consisted of 24 third-grade students from an elementary school in the center of Erzincan. To analyze the students' responses to the PPT and comment on their problem-posing skills, the Dependent Samples T-Test and Content Analysis Technique were used. The creativity of the third-grade students was examined based on the components of fluency, flexibility, and originality, and supported by observation notes. The study concluded that the creative drama method applied in this research improved students' problem-posing skills and creativity, and enhanced their conceptual understanding of multiplication.