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ERIC Number: EJ827693
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: ISSN-0022-0671
Effects of Drama-Based Geometry Instruction on Student Achievement, Attitudes, and Thinking Levels
Duatepe-Paksu, Asuman; Ubuz, Behiye
Journal of Educational Research, v102 n4 p272-286 Mar-Apr 2009
The authors investigated the effects of drama-based instruction on students' geometry achievement, geometric thinking level, attitudes toward mathematics and geometry, and retention of achievement, in comparison with traditional teaching. The sample involved 102 7th-grade students from a public school. Multivariate analyses of covariance revealed that drama-based instruction had a significant effect on students' achievement, retention of achievement, thinking level, and attitudes, regardless of gender, mathematics grade in previous year, and prior attitudes and thinking levels. Drama-based instruction made learning easy and understanding better by providing the opportunity to contextualize geometric concepts and problems, act as a character (role playing), and communicate and study in a collaborative learning environment. It improved attitude by getting students' attention with an exciting, motivating, and interesting learning environment. (Contains 8 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED560919