The Effects of Creative Drama Teaching Methods on Academic Success in Architectural Education

Abstract

This study aims to determine the effects of creative drama as a teaching method on undergraduates' academic achievement and on the permanence of knowledge acquired in both theoretical and applied courses in architectural education. The study, which employed a pre-test/post-test control group design, was conducted as part of the bachelor's degree courses Environmental Behavioral Knowledge and Basic Design in the architecture department of Karadeniz Technical University. The study involved 26 undergraduates in the Environmental Behavioral Knowledge course and 48 in Basic Design. From the results of this study, we concluded that undergraduates in the experimental group instructed using the creative drama method showed higher levels of achievement than those in the control group instructed using conventional teaching methods. These results suggest that the creative drama method should be used in architectural education and that further study is needed in this area.

Effects of Drama Method on Social Communication Skills: A Comparative Analysis

“…Most of these studies have discussed the one-way effect of drama. For example, the effect of drama on academic achievement of students (Bıyıklı & Yağcı, 2015;Kariuki & Humphrey, 2006;Kılıçaslan & Vural, 2018), on the affective traits (Aykaç, Ulubey, Çelik & Korkut, 2019), on the attitudes of students toward verbal communicative skills (Aydeniz, 2012;Kılıç, 2009), on learning a foreign language (Göktürk, Çalışkan & Öztürk, 2020;Iamsaard & Kerdpol, 2015;Kılıç, 2009). This study aims to evaluate the views of preservice teachers studying in education faculties of two different universities on the efficacy of drama method both qualitatively and quantitatively.…”

Project VLOGI (Video Lectures on Giving Instructions): Effects on Learners’ Performance in Probability and Statistics

“…This study used a true-experimental research design (Ariel et al, 2021) since the two groups were chosen at random and designated as follows: (1) experimental group, using the project VLOGI intervention in teaching, and (2) control group, using the prevailing method of teaching. Figure 1 illustrates the trueexperimental study's conceptual framework, in which both groups underwent a pre-test and a post-test before and after the interventions (Kilicaslan & Vural, 2018). The study employed descriptive and inferential analyses (Chanoknath & Louangrath, 2015) to assess project VLOGI as an alternative teaching method in enhancing learners' academic performance in mathematics learning competencies, particularly in the last quarter of Mathematics 8 content in Probability and Statistics.…”

The Effectiveness of the Intercultural Learning Materials in Teaching English Drama

“…In other words, Altun (2019) points out that drama naturally integrates language skills; the integration of Eripuddin 1 , Jufrizal 2 , Agustina 3 Eripuddin, Jufrizal, Agustina / The Effetiveness of Intercultural Learning Materials in Teaching Drama reading, listening, and speaking occurs, making language learning natural and effective. Students become actively involved in playing the drama; thus, learning becomes learner-centred (Kiliçaslan & Vural, 2018). Furthermore, drama is beneficial because it involves the use of language in a specific context (Lehtonen et al, 2016;Shepherd & Wallis, 2004).…”