The Effect of Creative Drama on Pre-service Teachers’ Communication Skills

Şengül, Özge Aydin; Ünal, Fulya Topçuoğlu

doi:10.29299/kefad.2018.19.02.001

Cited by 3 publications

(1 citation statement)

References 6 publications

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“…It has been observed that the necessity of students to be active in this process increases participation (Athiemoolam, 2013). Previous studies investigating the effects of drama on pre-service teachers show that drama has positive effects on several skills of pre-service teachers including social skills (Afacan & Turan, 2012;Arslan, Erbay & Saygın, 2010;Aydın Şengül & Topçuoğlu Ünal, 2018;Kara & Çam, 2007;Kılıçaslan & Yayla, 2018;Kocayoruk, 2000). Önalan Akfırat ( 2006) suggested that drama is useful in teaching pre-service teachers the necessary social skills for their profession.…”

Section: Literature Reviewmentioning

confidence: 99%

The Views of ELT Pre-Service Teachers on Using Drama in Teaching English and on Their Practices Involved in Drama Course

Baykal

Sayin

Zeybek

2022

Int. J. of Cont. Edu. Res.

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Section: Literature Reviewmentioning

confidence: 99%

The Views of ELT Pre-Service Teachers on Using Drama in Teaching English and on Their Practices Involved in Drama Course

Baykal

Sayin

Zeybek

2022

Int. J. of Cont. Edu. Res.

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An Experimental Study: Does the Transactional Analysis Theory-based Psycho-education Program Affect Students’ Communication Skills?

ÇELİK

Pesen

2022

Türk Psikolojik Danışma Ve Rehberlik Dergisi

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Transsaksiyonel Analiz kuramı bireysel ve grup uygulamalarını içeren, bireylerin hem kendileriyle hem de diğerleriyle olan iletişimlerine dikkat çeken bir psikoterapi yaklaşımı olarak ortaya çıkmıştır. Bu araştırmada, transaksiyonel analiz kuramına dayalı olarak hazırlanan 11 oturumluk psiko-eğitimin sosyal hizmet ve danışmanlık bölümünde öğrenimlerine devam eden üniversite öğrencilerinin iletişim becerilerine etkisi incelenmiştir. Çalışma araştırmaya gönüllü olarak katılmak isteyen amaçsal örnekleme yöntemlerinden olan ölçüt örnekleme yöntemiyle seçilen 9 kadın 7’si erkek olmak üzere 16 kişiyle gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak Kişisel Bilgi Formu ve İletişim Becerileri Değerlendirme Ölçeği kullanılmıştır. Araştırmanın deseni, zayıf deneysel araştırma tasarımlarından olan tek gruplu ön test- son test modeline göre tasarlanmıştır. Verilerin çözümlenmesinde non-parametrik bir test olan Wilcoxon İşaretli Sıralar testi kullanılmıştır. Elde edilen sonuçlara göre uygulanan psiko-eğitim programının çalışmaya katılan deneklerin iletişim becerilerini anlamlı bir şekilde artırdığı tespit edilmiştir. Bu sonuca göre, öğrencilerin iletişim becerilerini artırmaya yönelik oluşturulan on bir haftalık psiko-eğitim programının, öğrencilerin iletişim becerilerini artırmada önemli bir etkisinin olduğu söylenebilir.

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The effect of the drama method on skills: A meta-mixed method study

YILDIRIM

2022

JSCH

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In this study, the size of the effect of the drama method on skills was analyzed with meta-analysis and the meta-synthesis method. A literature review was conducted on national studies. Postgraduate thesis, doctoral thesis and articles written between 1990-2020 were scanned in Turkish and English from national and international databases to include with the meta-analysis method. After a literature review, it was found that 34 studies conducted at the national level met the inclusion criteria. The Comprehensive Meta-Analysis v2.0 (CMA) Statistical Package Program was used in data analysis, MetaWin program was preferred to calculate the normality distrubition graphs. The Cohen's d effect level was calculated separately for each study, and then general effect levels and significance values were found. The classification of Cohen et al. (2007) was used to evaluate the effect size. According to the data obtained from the analysis, it was concluded that the drama method had a moderate (Cohen's d=0.950) effect on skills. No publication bias was found according to the Funnel plot, Rosenthal Safe N, Duval, and Tweedie test results in the studies included in the analysis analyzed. The publication year, publication type, education level, number of samples, geographical region, application week, application hour, and subject area that might have an effect on the effect size were determined and analyzed as moderator variables. It was concluded that the size of the effect of the drama method on skills differed according to the application week, application hour, and subject area moderators, and that it does not change according to the publication year, publication type, education level, number of samples, and geographical region moderators. In the meta-synthesis data, it was determined that drama give students a many skills, especially speaking, writing, and communication skills. In addition, it can be said that the data obtained from both meta-analysis and metasynthesis are compatible with and support each other. The results of the study show that the drama method is effective at enhancing the skills at the basic education level and suggested for the teachers and researchers to use this method in gaining and developing skills.

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The Effect of Creative Drama on Pre-service Teachers’ Communication Skills

Cited by 3 publications

References 6 publications

The Views of ELT Pre-Service Teachers on Using Drama in Teaching English and on Their Practices Involved in Drama Course

The Views of ELT Pre-Service Teachers on Using Drama in Teaching English and on Their Practices Involved in Drama Course

An Experimental Study: Does the Transactional Analysis Theory-based Psycho-education Program Affect Students’ Communication Skills?

The effect of the drama method on skills: A meta-mixed method study

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