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¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q2
Currency · newest study 2015 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · 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.
q2 i? Content analysis of student-view documents yielded four themes: effect on the cognitive domain; thinking, creativity, and critical thinking skills; learning environment and process; and social aspects, affective domain, and attitude, including negative codes such as confusion and time cost. → Veli Batdı & Hacer Batdı 2015
Evidence¶
Veli Batdı & Hacer Batdı 2015¶
Veli Batdı & Hacer Batdı. (2015). Effect of Creative Drama on Academic Achievement: A Meta-analytic and Thematic Analysis. Educational Sciences: Theory & Practice. https://doi.org/10.12738/estp.2015.6.0156
q2 · i? · quant-synthesis · r2
Qualitative documentary review of 14 studies of students' views on creative drama, coded in Maxqda 11: codes included "providing experiential learning", "developing creative thinking skills", "creating a permanent learning environment", "increasing self-esteem", and negatives such as "creating confusion" and "being considered to be time-consuming".
"These findings were presented with the themes “effect of creative drama on the cognitive domain, ” “thinking, creativity, and critical thinking skills, ” “learning environment and process, ” and “social aspects, affective domain, and attitude. ”"
Discussion¶
Learner Variables¶
- Creativity — outcome: instruction changes it
- Critical Thinking — outcome: instruction changes it
Related Claims¶
- Effect size of creative drama does not vary significantly by skill type (social, basic language, higher 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
- Effect size of creative drama on skills varies significantly with duration of experimental application, with longer applications showing larger effects — related
- Effect size of creative drama on Social Studies achievement varies by grade level, largest at 8th grade (d = 2.733) and lowest at 4th grade (d = 0.709) — related
- Effect sizes of creative drama studies are heterogeneous (Q = 60.78, df = 39, p < .05), motivating moderator analyses — 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) — related
- The article identifies creative drama, cooperative learning, educational games, and animations as particularly beneficial vocabulary-teaching methods — related
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