Effects of a mathematics instruction enriched with creative drama method on learning level and academic self-concept

The aim of this study is to investigate the effects of a mathematics instruction enriched with creative drama method on students' learning levels and their academic self-concept in the subjects of 'Operations in Natural Numbers, Factors and Multiples, Sets and Whole Numbers' in the learning field of 'Numbers and Operations'. The study was conducted with a total of 79 sixth grade students in a public school in Beykoz-Istanbul in 2018-2019 education year. The research has been designed in the experimental design with pre-test, post-test and control group. In order to collect data, a placement test with questions about the topic was prepared and used by the researcher to determine the learning levels of the students; an academic self-concept scale developed by Brookover and adapted to Turkish by Senemoğlu (1989) was used in order to assess the students' affective features and the students in the experiment group were interviewed. The data were collected and then analysed through SPSS Statistics Program and through analysis of COVARİANCE (ANCOVA) where the pre-tests of the placement test and academic self-concept scale were used as a common variable, and their post-tests were used as the dependent variable. In addition, an independent t test was applied on the difference scores of the pre-test and post-test of the placement test and the academic self-concept scale towards Mathematics. The data collected from interviewing the students were analysed through MaxQda Program. As a result of the study, there was no a statistically significant mean difference between the experiment and the control group.