The comparison of academic achievement and the persistency level affects for the 2nd grade students in the maths lesson that is on primary education with traditional teaching methods and dramatization method

In this study telling Primary Education 2.Class Math Lesson ?Geometric Objects and Shapes ? unite 's with the method of dramatization was examined the effect of students ' levels of success and persistence.Research Working Group, the 2010 ? 2011 Education ? school year, Balikesir/Dursunbey Atatürk primary school class 2 consists of all Students. Experiment group 23 student, pupil and Placebo control group 23, for a total of 70 students study in a group of 24 students. Research, experiment ? control groups, with preliminary test ? post test applied quasi experiment is patterned, Equivalent control group, experimental testing ? post test pattern (work groups that make up the 2 half. All students in the class model was used for that) gathered his participants. Experiment with, control and placebo groups in the dramatization of the method is the method used to measure the success achieved after the course post-test. Recent-test is applied after 15 days in the same test, to measure the levels of development of information persistence is implemented as the retention test.Test, control and placebo groups before applying the pre-tests given in the experimental group by the method of dramatization,the lessons were studied to control and placebo groups by the method applied to measure the success. Group of statistical methods to analyze data collected in this study to determine the difference between the average one-way ANOVA test, were applied. Developed by the researcher, 20-items multiple-choice, ?Geometric Shapes and Objects of success and the retention test? the validity and reliability of the calculation of the TAP (Test Analysis Program). Research on the basis of the results that have been set up in the bottom problems is as follows:1. There is no a meaningful difference between a pre-test scores of achievement levels before the application in the control and placebo groups applied the current teaching method with the experiement of the group applied the method of dramatization.2. There is no meaningful difference between the post - test scores of achievement levels after the application in the control and placebo groups applied the current teaching method with the experiement of the group applied the method of dramatization.3. There is no a meaningful difference between the retention test scores of permanence levels after the application in the control and placebo groups applied the current teaching method with the experiement of the group applied the method of dramatization.4. There is a meaningful difference between the success of states after the application with the success of states before the application in the experiement of the group applied the method of dramatization.5. There is no a meaningful difference between the permanence test scores and the last test of the permanence levels of the informations of the group of the experiement applied the method of dramatization.As a result of that study, meaningful difference was not found between pro-information of the groups before the application.This situation shows that three groups are similar to each other before the application.when results were compared after the application,It was not found a meaningful difference between the academical success of the groups. It was not found a meaningful difference between the permanence levels of the group arriving. Also,there was not a meaningful difference between pre-test and post- test of the experiement group.This shows that the dramatization method increases the success.However,averages of the last test and the permanence test were compared and a meaningful difference was not found.The results of this study will be used as a source for the further scientific researches related to the dramatization method and gain the teachers a new perspective on teaching of mathematics.