Students in performing-arts groups reported the plays' subject messages as memorable, most often agriculture and animal breeding, taxation, and mining¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Interviewed students' assessments of the most noticeable messages clustered under agriculture and animal breeding (f = 5), taxation (f = 4), mining (f = 4), occupations (f = 3), and entrepreneurship (f = 2). → Kenan BAŞ 2019

Evidence¶

Kenan BAŞ 2019¶

Kenan BAŞ, Esen DURMUŞ. (2019). Pre-test the Effect of Teaching Social Studies Course through Performing Arts on the Students’ Academic Achievement and Permanence of their Knowledge. International Journal of Education & Literacy Studies 7(2). https://doi.org/10.7575/aiac.ijels.v.7n.2p.107

q2 · i? · causal · r2

Qualitative interview study: 5 open-ended questions asked to 15 experimental-group students selected by maximum-diversity purposeful sampling; responses analyzed in N-VIVO 9 and themed with expert consultation. Frequencies are descriptive counts, no effect size.

"it was seen that the assessments of the students were collected under the themes of Agriculture and Animal Breeding (f = 5), Taxation (f = 4), Mining (f = 4), Occupations (f = 3), Entrepreneurship (f = 2)"

Discussion¶

Related Claims¶

• Student personal and educational characteristics (gender, age, grade, GPA, courses taken, SAE type) were descriptively profiled for the 102 participants in the two groups — related
• Desire to learn and curiosity, anywhere-anytime viewing, doing practice, and occupational relevance were the most prominent motivation-increasing factors — related
• Students most admired the Karagöz character (f = 10), followed by Hacivat (f = 6), in the performed plays