The Effect of Teaching Percentages with Creative Drama Method on the Academic Achievement of Fifth Grade Students and Permanence of Knowledge

The aim of this study is to examine the effect of teaching percentages with the creative drama method on the academic achievement and permanence of fifth grade students. For this purpose, an experimental design with pre -test post-test control group, which is one of the quantitative research methods, was adopted. The sample of the research consists of 58 fifth grade students, 30 of whom are experimental and 28 of whom are controls, who are studying in a public school in Osmaniye city center. When the data got within the scope of the research were analyzed at the 95% confidence level in the SPSS 23 program, it was revealed that there was a moderate effect size in favor of the experimental group between the test scores of the knowledge retention of the experimental and control groups. Thus, we agreed that the creative drama method is more effective than traditional teaching methods in terms of academic success and permanence of knowledge on percentages.


Introduction
Mathematics is "the abstracted form of life" (Altun, 2015).For this reason, it is considered essential to reflect on the mathematics we frequently encounter daily and use it consciously or unconsciously in the education and training environments.With the constructivist approach adopted in curricula in Turkey since 2005, effective teaching of mathematical concepts important for life has been brought to the fore.In this context, it aims to raise students as individuals who can understand mathematical concepts and use them in daily life (Ministry of National Education [MoNE], 2018).The abstract nature of concepts in mathematics causes students to have learning difficulties and to develop misconceptions about these concepts.On the other hand, this situation affects the student's academic success in the mathematics course by bringing them face to face with the thought that mathematics consists of complex and challenging concepts to learn.
Raising successful individuals is the aim of the education system in general and mathematics teaching in particular.Success is more than just a high grade in a course; it means students' ability to solve problems they encounter in their daily lives.Mathematics is used consciously or unconsciously in solving issues that occupy the human mind and reduce the quality of life when they cannot be solved.For these reasons, academic success is a significant achievement both in our education system and in terms of mathematics teaching.
It is necessary to determine the factors that students fail and include teaching methods and techniques that reduce and eliminate their failures.Although there are many factors in front the failure, the main reason for the educational difficulties experienced by the students is seen as the traditional teacher-oriented education approach (Aykaç & Köğce, 2014;Kızıltoprak, & Pesen, 2022;Legodi-Rakgalakane, & Mokhampanyane, 2022).For this reason, teachers need to reflect on contemporary teaching methods and techniques in their teaching processes, which remove the misconceptions that negatively affect the effective mathematics teaching process.The creative drama method is one of today's contemporary teaching methods by creating an effective learning environment that provides students with active participation away from rote learning (Yiğit, 2010).Creative drama is a discipline and method with techniques such as role playing, improvisation, and still imagery (Metinnam, 2019).On the other hand, creative drama studies, which find application to individuals of all ages at all levels of education (Üstündağ, 1998), are considered one of the most effective methods in which students can be involved in the learning process by doing and experiencing, in the teaching of subjects belonging to different disciplines such as history, language, and mathematics (Aykaç, 2011).The use of creative drama as a method in the classroom environment and various courses aims to make the subject to be taught permanent by providing a student-centered teaching environment (Adıgüzel, 2019).In their study, Aykaç and Köğce (2020) stated that using the creative drama method in mathematics teaching plays an important role in concretizing abstract formulas and concepts, as it provides teaching environments where students can experience mathematics and associate it with their own lives.For this reason, it is estimated that teaching mathematics, which is difficult and difficult to learn due to its abstract nature, with the creative drama method can The creative drama method has three stages: Warm-up-preparation, animation, and evaluation.In the warm-up-preparation phase, which constitutes the beginning of the creative drama process, children's games and derived games (Adıgüzel, 2019) are used and the students' work involves stepping into the teaching process.The world constructed in line with the learning outcome is included.Using music and rhythm instruments can make warming up at this stage more enjoyable for cognitive, affective and psychomotor (Akoğuz & Akoğuz , 2016).After this stage, the animation stage is started.Animations at this stage can be done individually or in groups (Adıgüzel, 2006).In short, it can be said that for the animation stage, it is a stage that includes problem solving studies based on the students' learning, experiences and creativity in the preparation-warm-up stage by taking on the roles given in dramatic situations.Within the scope of this study, the problems that students may encounter in their daily lives, which are related to the problem solving process on which mathematics teaching is based (Aykaç & Köğce, 2014) in the animation phase, are given with dramatic elements.After the animation phase, the evaluation-discussion phase is started.At this stage, evaluations are made in the context of the learning outcome for the creative drama process.In this way, based on the creative drama process, measurement and evaluation studies are carried out for the level of achieving the targeted educational goals of the students.Since creative drama is similar to the understanding that the constructivist approach gives importance to the process rather than the result in learning, alternative measurement and evaluation tools can be preferred in the context of achievement at this stage.In the literature, there are various studies (Aykaç & Ulubey 2008;Aykaç & Çetinkaya, 2019;Köğce, 2019) in which the associations between the creative drama method and the 5E learning model steps based on the constructivist approach are made.Köğce (2019) related the 5E learning model based on the constructivist learning approach and the stages of creative drama as given in Table 1.One of the mathematical concepts that we frequently encounter in daily life is the concept of percentage.The concept of percentage is used in determining the discount, profit and loss ratio in shopping environments, specifying the content and nutrient ratios of food and beverages, expressing tax rates, explaining bank interest rates and in many other environments.Despite the wide area of use, students encounter various learning difficulties and may have misconceptions about the percentage in the secondary school mathematics curriculum (Akpınar, 2018;Yıldız 2017).
The difficulties and misconceptions of students about percentages in mathematics lessons can negatively affect their academic success and permanence of their knowledge.
When the literature is examined, mathematics experimental studies have been conducted on the effectiveness of the creative drama method used in teaching (Borlat, 2018;Ceylan, 2014;Debreli , 2011;Gedik, 2014;Gümüş-Gül, 2017;Makas-Soylu, 2017;Karapınarlı, 2007;Özyiğit-Şenol, 2011).When the findings and results of the studies are examined, it is seen that the creative drama method is a more effective teaching method than the traditional teacher-centered teaching methods on the success of mathematics and the permanence of the learned information, as it allows students to learn by doing and experiencing abstract mathematical concepts.At the same time, Ulubey and Toraman (2015) stated in their metaanalysis study that the creative drama method increased academic success.In addition, Karapınarlı (2007) stated in his study that teaching the 7th grade ratio-proportion and percentages unit with the creative drama method is more effective than traditional teaching methods such as narration, question-answer, demonstration, and problem solving on students' success and retention levels.This situation created the idea that teaching with creative drama activities at the 5th grade level, where students encounter the subject of first percent in the secondary school mathematics program, can increase the academic success of the students and have permanent learning.Based on this idea, in this study, it is aimed to examine the effect of teaching percentages with creative drama activities on the academic achievement and permanence of 5th grade students.For this purpose, it is thought that the creative drama lesson plans prepared within the scope of the research can help mathematics educators, teachers and students who take creative drama lessons, who want to benefit from this method in learning and teaching environments, in terms of presenting exemplary applications.

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For the purpose of the study, the following problem and sub-problems related to this problem were determined: 1. Is there a significant difference between the academic success and permanence of the students in teaching the fifth grade math lesson percentages with creative drama activities?
1.1.Is there a significant difference between the academic achievement pre-test, posttest and retention test scores of the control group students?
1.2.Is there a significant difference between the academic achievement pre-test, posttest and retention test scores of the experimental group students?
1.3.Is there a significant difference between the academic achievement permanence test scores of the students in the experimental and control groups?

Research Model
In this study, the experimental model with pre-test post-test control group, which is one of the quantitative research methods, was used.Pre -test, experiment, post-test, which includes both pre-experiment and post-experiment measurements, was effective in the preference of this research model.Thus, while the teaching of percentages was carried out with the creative drama method in the experimental group, the traditional teaching method was used in the control group.

Data Collection Tools
In order to measure the academic success of 5th grade students on percentages, the researcher developed a 20-question multiple-choice "Percentages Achievement Test" in the research.The validity and reliability studies of the developed test were carried out by following the test development steps.The validity and reliability studies of the developed test were carried out by following the test development steps.These steps are as follows: Step 1: Removing the fifth grade achievements of percentages from the mathematics curriculum Step 2: Literature review for question styles Step 3: Developing the draft achievement test Step 4: Preparing the specification table of the draft test Step 5: Submitting the draft test to time review Step 6: Piloting the test Step 7: Performing validity and reliability analyzes after the pilot application Step 9: Developing the 20-item Percentile Achievement Test.
The Cronbach Alpha coefficient result of the percentages achievement test developed in Table 4 is given below.

Data Collection
Was applied to the experimental and control group students as a pre-test, post-test after the application, and a retention test 3 months after the application, before the teaching practice with the creative drama method, whose effect on academic achievement and permanence was investigated in the research.The data in these tests were transferred to the SPSS environment by coding the correct answers as "1" and the blank answers as "0".

Data Analysis
Normality Analysis results are presented in Table 5:

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The line graph given in Figure 1 is examined, it is seen that the academic achievement test scores of the control group students are close to the pre-test scores, and therefore teaching with the traditional teaching method is not possible.It was found that it did not provide permanence.When Table 6 is examined, there is a significant difference between the academic achievement pre-test, post-test and retention test scores of the control group students (p<0.05).Since the effect size of the academic achievement between the tests is (η2 = 0.479), 47% of the variance of the permanence scores emerged due to the creative drama activities.

"Is
The arithmetic mean (X ̅ = 48.21),standard deviation (Ss = 6.414) of the academic achievement pre-test scores of the control group students; arithmetic mean (X ̅ = 58.57),standard deviation (Ss = 14.773) of academic achievement post-test scores; the arithmetic mean (X ̅ = 50.71)and standard deviation (Ss = 18.545) of the retention test scores were found.In this context, it was seen that there was a significant difference between the pre-test, post-test and retention test scores of the experimental group taught with the creative drama method.It can be said that this difference is due to the increase in academic success due to the teaching of the subject with the creative drama method and the fact that the academic success of the students in the permanence test remained at a certain average three months after the application.In Figure 2 below, the changes between tests are given by a line graph: When the line graph given in Figure 2 was examined, it was found that the retention test scores of the experimental group students did not deviate much from the post-test average score; therefore, teaching with the creative drama method provided permanence.

"Is There a Significant difference between the Academic Achievement permanence Test Scores of the experimental and Control group students?"
Of the experimental and control group students?"After answering the question, since the retention test scores of the students in the experimental and control groups provided the assumption of normality, groups independent of parametric tests were analyzed using the ttest.Analysis results are presented in Table 7:   When Figure 3 is examined, it is seen that the permanence test mean score of the experimental group students is higher than the mean score of the control group students, therefore, teaching with the creative drama method provides more permanence than the traditional teaching method.

Discussion and Conclusion
The results obtained in line with the findings related to the main problem of the research and the sub-problems of this problem are discussed in the literature in this section.
The question "Is there a significant difference between the academic achievement pre-test, post-test and retention test scores of the control group students?" to the sub problem In line with the findings related to the study, it was concluded that there were a statistically significant applied three months after the post-test and post-test after the pre-test was done with the traditional teaching method before teaching the Percentage topic.Similar to this result, Kayhan (2004) stated in his study that the traditional method applied to the control group in the teaching of the 3rd grade "Length Measures" subject did not have a positive effect on the achievement scores of the students and the permanence of the learned information.Cohen'd effect size value of the significant difference found in the experimental and control retention test scores of teaching with the creative drama method was examined, it was seen that Cohen'd = 0.067.In this context, it was concluded that the difference in the retention test scores of the experimental and control groups had a moderate effect size in favor of the experimental group.When the literature is examined, the studies of Aykaç (2005), Altındal (2019), Çelik-Gürel ( 2004), Gül-Gümüş (2017), Kayhan (2004), Koçlar (2019), Soylu-Makas (2017) have focused on the effectiveness of the knowledge learned about mathematics achievements in ensuring the permanence.Supports the results of this study.The result of Kılınçaslan and Özdemir-Şimşek (2015) that the creative drama method and the layered teaching method, which they reached as a result of their studies, are equivalent to each other in increasing student success and providing permanence, does not support the result of this research.

Recommendations
In line with the results obtained in the research, the following suggestions can be made: This research is limited to the effect of fifth grade percentages on academic achievement and retention.Studies can be conducted to investigate the effects of creative drama activities on the affective and psychomotor dimensions of learning in different mathematics subjects and teaching levels.Later, Henry Maths wants students to have an activity to better understand the representation of the painted squares on the percentile table with the per cent symbol.

Event:
Maths, the presenter of the project, asks the students to form groups of 5 or 6 and distribute the worksheets containing three percentage tables distributed to each group and ask the students to paint the percentage table in the amount they determine by following the instructions step by step.
Step 1: Color each of the three percentage tables below in the amounts you determine.
Step 2: Express the fraction of the whole shape of the painted squares as a fraction.
Step 3: Based on your obtained information, fill in the table below.

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Step 4: Based on the information you have obtained above, what can you say about the number of painted squares and percentage representation in the one-hundred table, some squares of which are painted?
Step 5: GEOGEBRA dynamic mathematics application is used to represent the hundredth table with the percentage symbol, some squares of which are painted, and the GEOGEBRA material is opened on the smart board and presented to the students.Samples are made interactively over GEOGEBRA.
Step 6: Based on all the information you have obtained above, what would you say if you were to generalize the representation of the hundredth table with some colored squares with the per cent symbol?

(Figure 1 .
Figure 1.Graph of change between pre-test, post-test and retention test scores

Figure 2 .
Figure 2. Graph of change between pre-test, post-test and retention test scores scores of the experimental and control group students in favor of the experimental group (t=2.546,p<0.05).The arithmetic means (X ̅ = 65.83),standard deviation (Ss = 25.867) of the post-test academic achievement scores of the experimental group students; the arithmetic mean (X ̅ = 50.51),and standard deviation (Ss = 14.545) of the post-test academic achievement 600 scores of the control group students were found.It has a medium effect size since it has retention test success scores (Cohen'd = 0.067).In this context, it can be said that the difference between the retention test scores of the experimental and control group students is in favor of the experimental group and has a medium-sized effect size.The histogram chart for the comparison of the retention test mean scores of the experimental and control groups are given in Figure 3 below:

Figure 3 .
Figure 3.Comparison of experimental and control group students by permanence scores difference between the academic achievement pre-test, post-test and retention test scores of the control group students.Academic achievement pre-test scores of the control group students were found as X ̅ = 48.21,post-test scores X ̅ = 58.57,and permanence test scores X ̅ = 50.71.It can be said that the change in the average score between the tests occurred because the students had difficulty remembering the information in the achievement test, which was Based on the findings related to the sub-problem, a significant difference emerged between the academic achievements pre-test and post-test scores of the experimental group students.When the percentage achievement test pre-test, post-test and retention test scores of the experimental group students are examined, the arithmetic mean of the pre-test scores X ̅ = 46.67, the arithmetic mean of the post-test scores X ̅ = 70.00, the average of the retention test scores x̄ = 65.83conclusions has been reached.In reaching this result, it is thought that teaching the subject of Percentages with the creative drama method is effective in increasing the academic success of the students and ensuring the permanence of the learned information.When the literature is examined,Keklik (2019) observed that 8th grade students produced solutions to modelling questions in the post-test and permanence test of the creative drama method in the solution process of "Mathematical Modeling" types.Masoum is similar and supports the result of Rostamy -Malkhalifeh's study that is teaching mathematical concepts with creative drama has more positive effects than traditional teaching methods.Unlike these results,Kılınçaslan and Özdemir Şimşek (2015) stated that both the creative drama method and layered teaching are equivalent to each other in increasing success and ensuring permanence."Isthere a significant difference between the academic achievement permanence test scores of the students in the experimental and control groups?Based on the findings related to the subproblem" a significant difference was determined between the academic achievement permanence test scores of the experimental group and control group students.When the Percentage Achievement Test permanence test mean scores of the practical and control group students were examined, it was seen that the mean of the permanence test scores of the experimental group students was X ̅ = 65.83.The mean of the permanence test scores of the control group students was X ̅ = 50.71.For this reason, it was concluded that the permanence test means a score of the experimental group students was higher than the mean score of the control group students.The use of creative drama activities in the experimental group and the current mathematics curriculum in the control group may have been effective in reaching this result.When the Year 2022 Volume 10 Issue 20 590-611 602

Table 1 .
Constructivist approach with creative drama a relationship between 5E based learning model

Table 2 .
Model of the research of 58 fifth grade students in secondary school determined by simple random sampling method from this city universe.As a result of the analysis of the students' academic achievement pre-test scores in the determination with the simple random method, 28 students who were academically equivalent to each other formed the control group and 30 students formed the experimental group.Academic achievement pre-test results are given in Table3below.
Universe and SampleThe universe of the research consists of secondary school fifth grade students studying in the city center of Osmaniye in the 2021-2022 academic years, and the sample of

Table 3 .
Pre-test success independent group's t -test results t test results in Table3are examined (t (56) = 0.385, p>0.05), there is no significant difference between the pre-test academic achievement scores of the experimental and control groups.Can be said to have been chosen.

Table 4 .
Cronbach alpha coefficient of percentage achievement test Konaklı & Köğce Journal of Computer and Education Research Year 2022 Volume 10 Issue 20 590-611 596

Table 4 ,
the Cronbach Alpha coefficient was calculated as 0.89.Calculation of the Cronbach Alpha coefficient greater than 0.70 indicates that the achievement test is reliable.

Is there a significant difference between the Academic Achievement Pre-Test, Post-Test, and Retention Test scores of the Control Group students
analyzes were performed in the SPSS package program to answer the research questions.When Shapiro -Wilks, Histogram, Q-Q graph, skewness and kurtosis values of pre-test, post-test and retention test scores are considered together; Since the pretest achievement, post-test achievement and retention scores provide normal distribution, it was decided to use the Parametric Tests, Repeated Measurements ANOVA test and Independent groups t test.Thus; 1. Whether there is a significant difference between the academic achievement pre-test, post-test and retention test scores of the control group students.Repeated measures ANOVA test, 2. Whether there is a significant difference between the academic achievement pre-test, post-test and retention test scores of the experimental group students Repeated ?"Retention test scores of the control group students?"Since the pre-test, post-test and retention test scores of the control group students provided the assumption of normality, Konaklı & Köğce Journal of Computer and Education Research Year 2022 Volume 10 Issue 20 590-611 597 repeated measurements from parametric tests were analyzed using the ANOVA test.

Table 5 .
Control group repeated measurements ANOVA test results

Table 6 .
Experimental group repeated measurements ANOVA test results

Table 7 .
Experimental and control group retention test independent groups t-test results