Effect size of creative drama on skills varies significantly with duration of experimental application, with longer applications showing larger effects¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Effect size significantly varies by application duration (QB=13.554, p<.05); applications of 21-30 hours (ES=1.769) and 31-40 hours (ES=1.514) show large effects while 1-10 hours shows a medium effect (ES=.525). → Özgür Ulubey 2018
Evidence¶
Özgür Ulubey 2018¶
Özgür Ulubey. (2018). The Effect of Creative Drama as a Method on Skills: A Meta-analysis Study. Journal of Education and Training Studies, 6(4). https://eric.ed.gov/?id=EJ1172791
q3 · i? · quant-synthesis · r2
Moderator analysis across the 63 studies grouped by application duration (1-10 to 41+ hours). The article reports the significant Qbetween statistic and per-level effect sizes, with 1-10 hours medium (ES=.525) and 21-30 and 31-40 hours large.
"it was found that the effect size significantly varies depending on the duration of experimental application (QB=13.554, p<.05). The effect size in the experimental application of 21-30 hours (ES=1.769) and 31-40 hours (ES=1.514) is large according to the Cohen’s (1988) classification."
Discussion¶
Related Claims¶
- The effect of drama on social studies achievement does not differ significantly by duration of application (1–4 vs 5–10 weeks) — related
- mCSCL effects vary significantly by intervention duration, peaking at 1–4 weeks — related
- Intervention duration significantly moderates Gen-AI's effect on HOT, with the strongest effects at 8–16 weeks (ES = 0.759) and weaker effects for shorter (0.494) and longer (0.372) interventions — related
- Teaching type, intervention duration, subject area, group size, and learning scaffold significantly moderate the effect of collaborative problem-solving on critical thinking — related
- The very large effect found here is consistent with prior meta-analyses of creative drama, which report medium-to-huge positive effects on achievement — related
- The creative drama method has a large positive effect on students' skill development — related
- Effect size of creative drama on skills does not vary significantly by practitioner (researcher vs teacher) — related
- Effect size of creative drama does not vary significantly by skill type (social, basic language, higher thinking) — related
- Creative drama's effect on achievement does not significantly differ by grade level (QB = 3.75, df = 4, p > .05) — related
- Creative drama's effect on achievement does not significantly differ by implementation period (QB = 7.63, df = 4, p > .05), though the 9–18-week group showed the largest descriptive ES (2.55) — related
- Creative drama's effect on achievement does not significantly differ by subject field (p > .05), though the English-lesson effect size (ES = 3.37) was descriptively highest — related
- Thematic analysis of 14 studies of student views found creative drama produced influential outcomes across cognitive, creative/critical-thinking, learning-environment, and social-affective domains, along with negative aspects — related
- Effect sizes do not differ significantly by duration of application, with 1-10 hours (g = 1.837) and 21-30 hours (g = 1.894) showing larger point estimates — reports the opposite
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