A meta-analysis of the effectiveness of the method of creative drama in math courses in regard to student scores in achievement, attitude and retention

Alacapınar Gülderen,Hatice Uysal

doi:10.5937/istrped2002265g

Abstract

In this study, pretest-posttest control group design thesis in experimental models was investigated by meta-analysis for preschool , primary and secondary school mathematics classes based on creative drama method, between years 2000-2020 which are accepted by universities in Turkey. 3doctoral theses and 20 master's theses that are suitable for the problem of this research and have sufficient statistical data were included in the meta-analysis. In the analysis of data, meta-analysis of transaction effectiveness was used. In this study, the effect of creative drama method on students' academic achievement, retention(remembering) and affective (attitude) scores were examined. As a result of meta-analysis calculations, the effect size value of creative drama method on students' academic achievement scores was 0.926, the effect size on retention scores was 1.414 and the effect size value on attitude scores was 0.600. These values determined as a result of the analysis; shows that the effect size is wide for academic success and retention and medium for attitude. According to these findings, the academic success and retention of creative drama method in preschool and elementary mathematics lessons is wide; it can be said that it affects attitude at a moderate level significantly.

Highlights

In this study, pretest-posttest control group design thesis in experimental models was investigated by meta-analysis for pre-school, primary and secondary school mathematics classes based on creative drama method, between years 20002020 which are accepted by universities in Turkey. 3doctoral theses and 20 master's theses that are suitable for the problem of this research and have sufficient statistical data were included in the meta-analysis
Homogeneous distribution value, average effect size and confidence intervals of the 29 results related to the effect of creative drama method on academic achievement according to the statistical models related to the academic achievement of the students are given in Table 2: Table 2
Since 65.849, the statistical value Q calculated in this study is greater than 21.0261as critical value, it can be said that the distribution of effect sizes has a heterogeneous nature

Summary

Introduction

Pretest-posttest control group design thesis in experimental models was investigated by meta-analysis for pre-school, primary and secondary school mathematics classes based on creative drama method, between years 20002020 which are accepted by universities in Turkey. 3doctoral theses and 20 master's theses that are suitable for the problem of this research and have sufficient statistical data were included in the meta-analysis. The effect of creative drama method on students' academic achievement, retention(remembering) and affective (attitude) scores were examined. As a result of meta-analysis calculations, the effect size value of creative drama method on students' academic achievement scores was 0.926, the effect size on retention scores was 1.414 and the effect size value on attitude scores was 0.600. These values determined as a result of the analysis; shows that the effect size is wide for academic success and retention and medium for attitude. Creative drama may use stage techniques such as improvisation and role play (Adiguzel, 2006)

Objectives

Methods

Results

Conclusion