Effect of Creative Drama on Academic Achievement: A Meta-analytic and Thematic Analysis

Abstract

The aim of this study was to determine the effect of creative drama on achievement through the use of quantitative and qualitative research methods. In the quantitative section of the research, the meta-analytic method was used and an attempt was made to include all studies of creative drama carried out between 2000 and 2014 at the national and international levels. As a result, 40 studies (8 articles, 28 Mas, and 4 PhD theses) complied with the inclusion criteria, which consisted of examining the effect of creative drama on academic achievement and including statistical values to calculate the effect size. Studies were further separated according to the characteristics of grade level, subject field, and implementation period. The Comprehensive Meta-Analysis statistical program and the MetaWin program were used to calculate effect size. In the qualitative context of the study, data collected through documentary review based on the content analysis of the thematic examination of the articles and theses were analyzed through the Maxqda 11 program. Meta-analytic findings indicated that creative drama had a significant and positive effect on academic achievement and the qualitative findings indicated that it had influential outcomes on a variety of domains in general.

The Effect of Creative Drama as a Method on Skills: A Meta-analysis Study

“…In the literature, there are meta-analysis studies exploring the effect of the creative drama method on students' academic achievement (Akdemir & Karakus, 2016;Aydin, Kasarci & Yurt, 2012;Batdi & Batdi, 2015;Bicer, 2017;Canturk Gunhan, 2016;Lee, Patall, Cawthon, & Steingut, 2015;Ulubey & Toraman, 2015) and attitudes towards different courses (Toraman & Ulubey, 2016). In these studies, it was concluded that the creative drama method is effective in these respects.…”

The Influence of Student-centered Methods in Turkish Language Instruction on Academic Success: A Meta-analysis Study

“…However, [58] determined that creative drama-based learning did not affect the success of students to an extent which yields a significant difference as compared to the conventional teaching method. It is also observed in the meta-analyses examining the relation of creative drama-based learning to other disciplines [5]; [47]; [67] that this method positively affects student success as compared to conventional teaching method.…”

“…Details on the methods, publication type, date of publication, subject of publication and educational level of studies examined in scope of the research are given in Studies included in the meta-analysis employed the methods of multiple intelligences based learning (5), creative drama based learning (6), collaborative learning (6) and game-based learning (5). In respect to the types of publication, the majority of the studies were comprised of master's degree theses (11) and the studies were distributed among different years of publication, and as for subject of publication, various language skills were addressed in a mixed manner whereas in respect to educational level, the studies were mostly focused on primary education level (17).…”

The Effects of Creative Drama on Developing Primary School Pupils’ Writing Skills

“…Bu araştırmayla, yazma becerisinin etkili bir biçimde ortaya çıkarılmasında yaratıcı dramanın kullanılması, daha önce yapılan çalışmalarda olduğu gibi (Ataman, 2006;Erkan ve Aykaç, 2014;Sevim ve Özdemir Erem, 2013;Susar Kırmızı, 2009), öğrencilerin yazılarını oluşturan iç yapı, dış yapı, dil ve anlatım gibi süreçleri daha iyi yapılandırmalarına olanak sağlamıştır. Çünkü yaratıcı drama, içinde taşıdığı etkin katılım, doğaçlama, rol oynama, kendiliğindenlik, farkındalık, -mış gibi yapma, duyarlılık, değerlendirme, düzeltme, izleme gibi oyunsu ve üst düzey düşünme süreçleriyle çocuğu kendine güvenen, başarılı ve becerilerini geliştirme sorumluluğu alan bir katılımcıya dönüştürebilir (Adıgüzel ve Timuçin, 2010;Aldavero, 2008;Annarella, 1999;Atish, 2015;Batdı ve Batdı, 2015;Conard ve Asher, 2000;Ernst-Slavit ve Wenger, 1998;Freeman, Sullivan ve Fulton, 2003;Gallagher, 1997;Kaf, 1999;Önalan Akfırat, 2006;Öztürk, 2001;Wagner, 1988). Çünkü duygu ve düşüncelerini bu süreçlerin katkısıyla etkili bir biçimde yazıya döken öğrencilerin akademik başarıları daha çok gelişmektedir (Atish, 2015;Erkan ve Aykaç, 2014;Joseph, 2014;Kaf, 1999;Susar Kırmızı, 2009;Timothy ve Apata, 2014).…”

“…Yaratıcı dramanın öğrencilerin akademik başarısını geliştirdiğine yönelik birçok çalışma bulunmaktadır (Almaz, İşeri ve Ünal, 2014;Aydeniz ve Özçelik, 2012;Atish, 2015;Batdı ve Batdı, 2015;Gencel, 2009;Joseph, 2014;Kaf, 1999;Oğur ve Kılıç, 2005;Sarıçoban, 2004;Selmanoğlu, 2009;Taşkın Can, 2013;Timothy ve Apata, 2014). Özellikle yazma becerisinin gelişimi yönündeki alanyazın incelendiğinde, yaratıcı drama yöntemine dayalı etkinliklerin yazmaya yönelik tutumu olumlu yönde etkilediği görülmektedir (Susar Kırmızı, 2009).…”