The Effect of Drama Method on Academic Achievement and Attitude: A Comparative Meta-Analysis and Meta-Synthesis
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| Title: | The Effect of Drama Method on Academic Achievement and Attitude: A Comparative Meta-Analysis and Meta-Synthesis |
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| Language: | English |
| Authors: | Yildirim, Esat (ORCID |
| Source: | International Journal of Research in Education and Science. 2022 8(1):18-49. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Education |
| Descriptors: | Dramatics, Teacher Motivation, Academic Achievement, Student Attitudes, Meta Analysis, Foreign Countries, Effect Size, Preschool Education, Elementary Education |
| Geographic Terms: | Turkey |
| ISSN: | 2148-9955 |
| Abstract: | The aim of this study is to analyze the effect of drama method on academic achievement and attitude in preschool and primary school in terms of meta-analysis and meta-synthesis in Turkish sample. In this study, a methodological approach was used that combines meta-analysis of quantitative data with qualitative data to present the broadest view of the research on drama method. In order to find the overall effect size at the meta-analysis stage, 67 effect sizes were obtained from 57 empirical studies about the effect of drama method on academic achievement. 25 effect sizes were obtained from 23 empirical studies about the effect of drama method on attitude. Results show that the drama method has a strong effect on academic achievement (d=1,157) and a moderate effect on attitude (d=0,680). The meta-synthesis results reveal that drama affects emotionally, cognitively, socially, linguistically and kinesthetically in the theme of its role on students. In the theme of learning outcomes of drama, it was seen that the drama method provides students active learning, permanent learning, learning with games, learning with fun, cooperative learning and learning from the teacher. It can be said that both the quantitative results obtained through meta-analysis and the qualitative results obtained through meta-synthesis are compatible, consistent and support each other. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1343155 |
| Database: | ERIC |
| Abstract: | The aim of this study is to analyze the effect of drama method on academic achievement and attitude in preschool and primary school in terms of meta-analysis and meta-synthesis in Turkish sample. In this study, a methodological approach was used that combines meta-analysis of quantitative data with qualitative data to present the broadest view of the research on drama method. In order to find the overall effect size at the meta-analysis stage, 67 effect sizes were obtained from 57 empirical studies about the effect of drama method on academic achievement. 25 effect sizes were obtained from 23 empirical studies about the effect of drama method on attitude. Results show that the drama method has a strong effect on academic achievement (d=1,157) and a moderate effect on attitude (d=0,680). The meta-synthesis results reveal that drama affects emotionally, cognitively, socially, linguistically and kinesthetically in the theme of its role on students. In the theme of learning outcomes of drama, it was seen that the drama method provides students active learning, permanent learning, learning with games, learning with fun, cooperative learning and learning from the teacher. It can be said that both the quantitative results obtained through meta-analysis and the qualitative results obtained through meta-synthesis are compatible, consistent and support each other. |
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| ISSN: | 2148-9955 |
