Thesis Type: Postgraduate
Institution Of The Thesis: Middle East Technical University, Turkey
Approval Date: 2011
Thesis Language: English
Student: Esra Debreli
Co-Supervisor: MİNE IŞIKSAL BOSTAN, ERDİNÇ ÇAKIROĞLUAbstract:
The main purpose of this study was to investigate the effect of creative drama based instruction on seventh grade students’ achievement in ratio and proportion concepts and their attitudes toward mathematics. Another purpose of this study was to investigate students’ self-reported views related to creative drama based instruction. The study was conducted in a public school in Körfez-Kocaeli with a total of 58 seventh grade students, lasting 12 lesson hours (three weeks). Thirty of the participants received Creative Drama Based Instruction (CDBI), and twenty-eight received Traditional Instruction (TI). The data were collected through Ratio and Proportion Achievement Test (RPAT), Mathematics Attitude Scale (MAS), and interviews. The RPAT and MAS were administered as both pretest and posttest. In addition, interviews were conducted with the ten randomly selected students. The quantitative analyses were carried out by using One-Way Analysis of Covariance (ANCOVA) with covariate preRPAT and dependent variable postRPAT at the significance level 0.05. Moreover, independent samples t-test was performed on gain scores of MAS. The results of the study indicated that there was a statistically significant mean difference between the students who received creative drama based instruction and traditional instruction in terms of achievement in ratio and proportion concepts and in terms of gain scores of attitudes toward mathematics, in favor of CDBI. Furthermore, according to the interview responses of the experimental group students, significantly better performance of the experimental group students was attributable to the potential of the creative drama based instruction to provide actively involvement, work with friends and collaboratively and providing selfawareness.