Abstract:

The aim of this study is to explore the impact of the creative drama activities of the subject on the durability of the attitudes and beliefs of the fifth class students of teaching. In the study, "Is there any meaningful difference between the persistence of the students' attitude to mathematics and the persistence of the beliefs' points of teaching the subject of the fifth class mathematics percentage with creative drama events?" The question is sought for a solution. In this scope, the study was conducted according to the experimental model of the pre-test-son-test control group of quantum research methods. The sample of the study consists of a total of 58 fifth-class students, including 30 experiment group students and 28 control group students, who are studying in a state high school in the center of Osmaniye province. The data under the research scope was collected using the Matematical Attitude Scale and the Matematical Faith Scale. The data collected during the research process were analysed at a 95% confidence level by using the non-parametric tests in the SPSS 23 package program and the t-Test groups independently from the Friedman test and the parametric tests. The statistical analysis has shown that creative drama events provide a learning environment that supports students to develop positive attitudes and beliefs towards what they can and learn mathematics. It has also been found that these positive attitudes and beliefs developed in the creative drama learning environment are permanent in the sensual emotions gained by the student’s learning process experiences. Therefore, it is believed that creative drama events prepared within the research framework to effectively carry out mathematical teaching will contribute significantly by offering examples of practices to the field.

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