Creative drama method has a very large positive effect on Social Studies course achievement in favor of experimental groups (random-effects d = 1.171)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Across 19 experimental studies, the random-effects average effect size of creative drama on Social Studies achievement was 1.171 (95% CI 0.892-1.449), classified as very large under Thalheimer and Cook's (2002) criteria. → Hafize Er-Türküresin 2020

Evidence¶

Hafize Er-Türküresin 2020¶

Hafize Er-Türküresin. (2020). The effect of using creative drama method on student achievement in the social studies course: A meta-analysis study. International Online Journal of Education and Teaching (IOJET), 7(4), 1881-1896. http://iojet.org/index.php/IOJET/article/view/1056

q3 · i3 · quant-synthesis · r2

Meta-analysis of 19 Turkish experimental studies (4 articles, 15 theses) on creative drama in Social Studies, computed with Hedges' g in the CMA program under a random-effects model. The article reports the average effect size as "1.171" with a 95% CI of 0.892-1.449, a very large effect favoring experimental groups.

"In this study in which the random-effects model was used, the average effect size value was calculated as 1.171, standard error as 0.142, the lower limit of the confidence interval of the average effect size as 0.892 and the upper limit as 1.449."

Discussion¶

Related Claims¶

• Studies published as articles showed a higher effect size (d = 1.486) than theses (d = 1.113) for creative drama in Social Studies — related
• The creative drama method has a large positive effect on students' skill development — related
• Creative drama-based learning has a large positive effect on academic success in Turkish language instruction (REM ES = 1.712) — related
• The drama approach has a strong positive effect on students' academic achievement in social studies courses compared with traditional teaching — possibly the same claim (merge candidate)
• The very large effect found here is consistent with prior meta-analyses of creative drama, which report medium-to-huge positive effects on achievement — a broader claim this one bears on
• Effect sizes across creative drama studies in Social Studies are highly heterogeneous (Q = 90.019, p < .05; I² = 78.893%) — related
• Effect sizes of creative drama studies published between 2006-2012 (d = 1.208) were higher than those published 2013-2020 (d = 1.168) — related
• Individual study effect sizes range from -0.07 to 3.35, with most classified as moderate to amazing effects — related
• The article identifies creative drama, cooperative learning, educational games, and animations as particularly beneficial vocabulary-teaching methods — related
• Across 169 meta-analyses, 254 variables with 427 effect sizes influence academic achievement; most variables have small or very small effects and none has a large, very large or huge negative effect — related
• Creative drama has a large significant positive effect on academic achievement (overall weighted ES = 1.68 under a random effects model across 40 studies) — related
• Several learning theories and teaching strategies have very large positive effects on academic achievement (e.g., creative drama ES = 1.453), while the surface approach to learning has a small negative effect (ES = -.366) — a broader claim this one bears on