The drama approach has a strong positive effect on students' academic achievement in social studies courses compared with traditional teaching¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Under the random effects model, the overall effect size of the drama approach on social studies academic achievement was d = 1.115, classified as strong, favoring the experimental (drama) groups. → Yildirim 2022

Evidence¶

Yildirim 2022¶

Yildirim, E., Tikman, F., & Senturk, M. (2022). Meta-analysis on the effectiveness of using the drama approach in social studies course. International Journal on Social and Education Sciences (IJonSES), 4(1), 17-33. https://doi.org/10.46328/ijonses.301

q3 · i3 · quant-synthesis · r3

Meta-analysis of 38 effect sizes from 31 experimental or quasi-experimental pre-test/post-test control-group studies (863 experimental, 867 control students), analyzed in CMA under the random effects model. The overall effect size was d = 1.115 with a 95% CI of 0.915–1.315 and Z = 10.945, "a significant and positive value at the „strong‟ level".

"the overall effect size of the drama approach applied in the social studies course on the academic achievement of the students was measured as 1.115, which represented a significant and positive value at the „strong‟ level according to the classification of Cohen et al. (2007)"

Discussion¶

Related Claims¶

• The creative drama method has a large positive effect on students' skill development — related
• Creative drama method has a very large positive effect on Social Studies course achievement in favor of experimental groups (random-effects d = 1.171) — possibly the same claim (merge candidate)
• No publication bias was detected among the studies included in the meta-analysis — related
• Creative drama-based learning has a large positive effect on academic success in Turkish language instruction (REM ES = 1.712) — 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