The Effect of Drama Method on Students’ Problem-Solving Achievement and Attitude in Mathematics Education

Year 2025, Volume: 15 Issue: 6, 260 - 279

Nazmiye Akyazı , Abdullah Kaplan

https://doi.org/10.17275/per.25.89.12.6

Abstract

Innovative studies in the field of mathematics education, especially in recent years, have focused on problem solving, emphasizing that it is a process skill that should be addressed at every grade level and in every area of mathematics. The fact that many national and international exams try to evaluate students' problem-solving skills is an indication of this importance. Heavy emphasis is placed on problem solving with the aim of improving students’ skills in transferring the knowledge they learn at school to daily life and producing alternative solutions to the problems they may encounter in different situations. One of the methods used to achieve this aim is the drama method. Drama method can enable students to encounter problem situations in classroom environments. Students who encounter problem situations in the classroom environment become active in the process, internalize the problem and can produce appropriate solutions from different perspectives. In this context, the present study was conducted to examine the effect of teaching problems with natural numbers using the drama method on students’ problem-solving achievement and problem-solving attitudes. A quantitative research method was adopted and a pre-test/post-test quasi-experimental design with a control group was used. The study was conducted with two sixth-grade classes of a public school in a province in the north of Turkey. Data were obtained using the Problem-Solving Achievement Test and Mathematics Problem-Solving Attitude Scale. Predictive statistics were used in the analysis of the obtained data. It was concluded that the drama method was effective on students’ problem-solving skills and problem-solving attitudes.

Keywords

drama method , problem solving achievement , problem solving attitudes

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