The study explores the Relationship Between Employing Educational Drama Strategies and the Attitudes and Motivation of Students in Grades 5–9 Toward Learning Mathematics in Public Schools in Jenin Governorate, Palestine. To achieve this, the researchers adopted a quantitative descriptive-analytical approach. The study sample consisted of 332 students, aged 9 to 15, from grades five to nine in all public schools in Jenin that include this student group. The available sample was used, comprising students who chose to participate and respond to the measures, and its size was sufficient for conducting structural equation modeling (SEM). The study utilized two scales to measure the impact of educational drama on attitudes and motivation, and data were analyzed using Smart PLS 4 software. The results indicated a moderate negative effect of using educational drama strategies on attitudes towards learning mathematics. Additionally, the findings showed no direct effect of educational drama strategies on motivation; however, there was an indirect positive effect through their impact on attitudes, which in turn influence motivation towards learning mathematics. In light of these results, the researchers provided several recommendations, most notably: developing study strategies that use educational drama to enhance positive attitudes among learners towards mathematics, as improving attitudes may indirectly increase their motivation, and encouraging teachers to apply dramabased strategies that stimulate learners’ motivation

Title

مجلة جامعة النجاح للابحاث- العلوم الانسانية

Publisher

عمادة البحث العلمي- جامعة النجاح الوطنية

Publisher Country

Palestine

Indexing

Scopus

Impact Factor

0.5

Publication Type

Both (Printed and Online)

Volume

40

Year

2026

Pages

--