i-manager Publications

A Meta-Thematic Analysis of the Effect of Creative Drama Method on Learning Outcomes: From Primary to Higher Education

Veli Batdi*, Aydin Aslan**, Yunus Dogan***

* Department of Educational Sciences, Gaziantep University, Gaziantep, Turkey.

** Department of Educational Sciences, Selçuk University, Konya, Turkey.

*** School of Foreign Languages, F?rat University, Elaz??, Turkey.

Periodicity:June - August'2021
DOI : https://doi.org/10.26634/jsch.17.1.18379

Abstract

In this study the use of creative drama method (CDM) in the process of education at different levels was examined through meta-thematic analysis. The studies were searched in ProQuest Dissertations and Theses Global, the Council of Turkish Higher Education National Thesis Centre, Google Scholar, Sage Journal, Web of Science, Taylor & Francis Online and Science Direct databases at national and international levels between 2009 and 2020 through document analysis. 40 studies (16 articles, 21 master's theses and 3 doctoral dissertations) were included. The codes for CDM were grouped under six themes such as “its contributions to cognitive domain”, “its contributions to affective domains”, “its contributions to social domains”, “its contributions to classroom environment”, “its negative sides” and “suggestions”. Based on these findings, it can be indicated that the contributions of CDM to the process of education are generally positive. However, it is thought that considering the suggestions articulated in this study will be extremely useful to deal with the problems which can be stemmed from using CDM in education.

Keywords

Creative Drama, Meta-thematic Analysis, Creativity, Learning Outcomes, Primary Education, Higher Education.

How to Cite this Article?

Batdi, V., Aslan, A., & Do?an, Y. (2021). A Meta-Thematic Analysis of the Effect of Creative Drama Method on Learning Outcomes: From Primary to Higher Education. i-manager's Journal on School Educational Technology, 17 (1), 53-69. https://doi.org/10.26634/jsch.17.1.18379

References

[1]. Adıgüzel, H. Ö., & Timuçin, E. (2010). The effect of creative drama on student achievement in the instruction ofsome development and learning theories. Procedia Social and Behavioral Sciences, 9, 1741–1746.

[2]. Adıgüzel, Ö. (2006). Yaratıcı drama kavramı, bileşenleri ve aşamaları. Yaratıcı Drama Dergisi, 1(1), 17-30.

[3]. Adıgüzel, Ö. (2015). Eğitimdeyaratıcı Drama (8. baskı). Ankara: PegemAYayıncılık.

[4]. Ahn, S., Ames, A. J., & Myers, N. D. (2012). A review of meta-analyses in education: Methodological strengths and weaknesses. Review of Educational Research, 82(4), 436-476.

[5]. Akdemir, H. & Karakuş, M. (2016). Yaratıcıdramayön temininakademikbaşarıüzerineetkisi: Bir meta-analizçalış ması. International Journal of Active Learning, 1(2), 55-67.

[6]. Annarella, L. A. (1992). Creative Drama in the Classroom. Viewpoints (Opinion/Position Papers, Essays, etc.).

[7]. Arieli, B. B. (2007). The Integration of Creative Drama into Science Teaching (Doctoral dissertation), Kansas State University, Manhattan, NY, USA.

[8]. Aydin, M., Kasarci, I., & Yurt, E. (2012). Drama yonteminin basariya etkisi: bir meta analiz calismasi. II. Ulusal Egitim Programlari ve Ogretim Kongresi, 27-29.

[9]. Aykaç, M., & Çetinkaya, G. (2013). Yaratıcı drama etkinliklerinin Türkçe öğretmen adaylarının konuşma becerilerine etkisi. Turkish Studies, International Periodical for The Languages, Literature and History of Turkish or Turkic, 8(9), 671-682.

[10]. Batdı, V. (2020). Introduction to Meta-thematic Analysis. V. Batdı (Ed.), Meta-thematic Analysis in Research Process. (pp. 1-38). Ankara: Anı Publication.

[11]. Batdı, V. (2019). Meta-tematikanaliz. Ankara: AnıYayıncılık.

[12]. Batdi, V., Semerci, C., & Aslan, A. (2018). A metaanalytic and thematic study concerning the effect of inquiry based instruction on learners' achievement. Educational Policy Analysis and Strategic Research, 13(2), 51-68.

[13]. Batdı, V., & Batdı, H. (2015). Effect of creative drama on academic achievement: A meta-analytic and thematic analysis. Educational Sciences: Theory & Practice, 15(6), 1459-1470.

[14]. Bayraktar, A., & Okvuran, A. (2012). Improving students' writing through creative drama. Procedia-Social and Behavioral Sciences, 51, 662-665.

[15]. Bobirca, A., & Draghici, A. (2011). Creativity and economic development. World Academy of Science, Engineering and Technology, 59(5), 887-892.

[16]. Borman, K., & Schneider, B. (1998). The Adolescent Years: Social Influences and Educational Challenges. The Ninety-Seventh Yearbook of the National Society for the Study of Education, Part I. University of Chicago Press, Order Department, South Langley Avenue, Chicago, IL.

[17]. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.

[18]. Brouillette, L. (2012). Advancing the speaking and listening skills of K–2 English language learners through creative drama. TESOL Journal, 3(1), 138-145.

[19]. Çer, E. (2017). İlkokulöğrenenlerininyazmabecerile riningeliştirilmesindeyaratı cıdramanı netkisi. EğitimveBilim, 190, 379-400

[20]. Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46.

[21]. Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education (8th ed.). India: T&F.

[22]. Conard, F., & Asher, J. W. (2000). Self-concept and self-esteem through drama: A meta-analysis. Youth Theatre Journal, 14(1), 78-84.

[23]. Creswell, J. W. (2003). Research Design: Qualitative, Guantitative and Mixed Methods Approaches (2nd ed.). Thousand Oaks, CA: Sage.

[24]. Davis, J. H., & Behm, T. (1978). Terminology of drama/theatre with and for children: A redefinition. Children's Theatre Review, 27(1), 10-11.

[25]. Deci, E. L., & Ryan, R. M. (2008). Self-determination theor y: A macrotheor y of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182–185.

[26]. Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods (2nd ed.). New York: McGraw-Hill.

[27]. Dixon-Woods, M., Bonas, S., Booth, A., Jones, D. R., Miller, T., Sutton, A. J., ... & Young, B. (2006). How can systematic reviews incorporate qualitative research? A critical perspective. Qualitative Research, 6(1), 27-44.

[28]. Doğan, Y., Batdı, V., & Yaşar, M. D. (2021). Effectiveness of flipped classroom practices in teaching of science: a mixed research synthesis. Research in Science & Technological Education, 1-29.

[29]. Duatepe-Paksu, A., & Ubuz, B. (2009). Effects of drama-based geometr y instruction on student achievement, attitudes, and thinking levels. The Journal of Educational Research, 102(4), 272-286.

[30]. DuPont, S. (1992).The effectiveness of creative drama as an instructional strategy to enhance the reading comprehension skills of fifth‐grade remedial readers. Literacy Research and Instruction, 31(3), 41-52.

[31]. Erbay, F., & Doğru, S. S. Y. (2010). The effectiveness of creative drama education on the teaching of social communication skills in mainstreamed students. ProcediaSocial and Behavioral Sciences, 2(2), 4475-4479.

[32]. Farris, P. J., & Parke, J. (1993). To be or not to be: What students think about drama. The Clearing House, 66(4), 231-234.

[33]. Fleming, M., Merrell, C., & Tymms, P. (2004). The impact of drama on pupils' language, mathematics, and attitude in two primary schools. Research in Drama Education, 9(2), 177-197.

[34]. Flynn, R. M. (1997). Developing and using curriculumbased creative drama in fifth grade reading/language arts instruction: A drama specialist and a classroom teacher collaborate. Youth Theatre Journal, 11(1), 47-69.

[35]. Francis, M. (2007). The impact of drama on pupils' learning in science. School Science Review, 89(327), 91–102.

[36]. Freeman, G. D., Sullivan, K., & Fulton, C. R. (2003). Effects of creative drama on self-concept, social skills, and problem behavior. The Journal of Educational Research, 96(3), 131-138.

[37]. Gardner, H. (2011). Frames of Mind: The Theory of Multiple Intelligences. Basic Books, New York.

[38]. Garlinger, D. K., & Frank, B. M. (1986). Teacherstudent cognitive style and academic achievement: A review and mini-meta-analysis. The Journal of Classroom Interaction, 21(2), 2-8.

[39]. Geissler, G. L., Edison, S. W., & Wayland, J. P. (2012). Improving Students' Critical Thinking, Creativity, and Communication Skills. Journal of Instructional Pedagogies, 1-8.

[40]. George, A. L. (1959). Quantitative and Qualitative Approaches to Content Analysis. Trends in content analysis (pp. 7 - 32). Urbana: University of Illinois Press.

[41]. Goh, J. X., Hall, J. A., & Rosenthal, R. (2016). Mini meta‐analysis of your own studies: Some arguments on why and a primer on how. Social and Personality Psychology Compass, 10(10), 535-549.

[42]. Guba, E.G., & Lincoln, Y. S. (1981). Effective evaluation: improving the usefulness of evaluation results through responsive and naturalistic approaches. California: Jossey-BassInc.

[43]. Hattie, J., Rogers, H. J., & Swaminathan, H. (2013).The Role of Meta-Analysis in Educational Research in a Companion to Research in Education (pp. 197–207). New York: Springer

[44]. Hendrix, R., Eick, C., & Shannon, D. (2012). The integration of creative drama in an inquiry-based elementary program: The effect on student attitude and conceptual learning. Journal of Science Teacher Education, 23(7), 823-846.

[45]. Hernández-Torrano, D., & Ibrayeva, L. (2020). Creativity and education: A bibliometric mapping of the research literature (1975–2019). Thinking Skills and Creativity, 35.

[46]. Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.

[47]. Jennings, S. (2017). Creative Drama in Groupwork. (Second ed.). NY: Taylor & Francis.

[48]. Kamen, M. (1992). Creative drama and the enhancement of elementar y school students' understanding of science concepts. Dissertation Abstracts International, 52(7).

[49]. Kardash, C. A. M., & Wright, L. (1987). Does creative drama benefit elementary school students: a metaanalysis. Youth Theatre Journal, 1(3), 11-18.

[50]. Kılıç, Ş., & Tuncel, M. (2009). Yaratıcı dramanın ingilizce konuşmaya ve tutuma etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 9 (2), 55-81 .

[51]. Kılıçarslan, R. (2014). Yabancı dil olarak Türkçenin öğretiminde drama yönteminin konuşma becerisine etkisi. Çukurova Üniversitesi, Adana, Turkey.

[52]. Labuschagne, A. (2003). Qualitative research: Airy fairy or fundamental. The Qualitative Report, 8(1), 100-103.

[53]. Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.

[54]. Lee, B., Patall, E., Cawthon, S., & Steingut, R. (2014). Meta-analysis of the effects of drama based pedagogy on K-16 student outcomes since 1985. Review of Educational Research, 85, 3-49.

[55]. Mack, C. A. (2012). How to write a good scientific paper: acronyms. Journal of Micro/Nanolithography, MEMS, and MOEMS, 11(4), 1-124.

[56]. Maden, S. (2011). Rol kartlarının konuşma eğitimindeki başarı ve tutum üzerine etkisi. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(2), 23-38.

[57]. Mages, W. K. (2006). Drama and imagination: a cognitive theory of drama's effect on narrative comprehension and narrative production. Research in Drama Education, 11(3), 329-340.

[58]. Moher, D., Liberatti, A., Tetzlaff. J., Altman, D. G., & Prisma Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS Medicine, 6(7), e1000097.

[59]. Merriam, S. (2009). Qualitative Research: A Guide to Design and Implementation (Third edition). San Fransisco, CA: Jossey Bass.

[60]. Ong, K. J., Chou, Y. C., Yang, D. Y., & Lin, C. C. (2020). Creative Drama In Science education: The Effects on Situational Interest, Career Interest, and Science-Related Attitudes of Science Majors and Non-Science Majors. EURASIA Journal of Mathematics, Science and Technology Education, 16(4).

[61]. Ortinau, D. J. (2011). Writing and publishing important scientific articles: A reviewer's perspective. Journal of Business Research, 64(2), 150-156.

[62]. Pektezel, B. (2017). Using Drama While Teaching History Subjects in Social Studies Lesson: An Action Research (Unpublished Master's Thesis). Uşak University, Uşak, Turkey.

[63]. Patton, M. Q. (2005). Qualitative Research. In Encyclopedia of Statistics in Behavioral Science.

[64]. Rose, D. S., Parks, M., Androes, K., & McMahon, S. D. (2000). Imagery-based learning: Improving elementary students' reading comprehension with drama techniques. The Journal of Educational Research, 94(1), 55-63.

[65]. Sandelowski, M., Voils, C. I., & Barroso, J. (2006). Defining and designing mixed research synthesis studies. Research in the Schools: a Nationally Refereed Journal Sponsored by the Mid-South Educational Research Association and the University of Alabama, 13(1), 29–40.

[66]. Side, R. (1969). Creative drama. Elementary English, 46(4), 431-435.

[67]. Sim, J., & Wright, C. C. (2005). The kappa statistic in reliability studies: use, interpretation, and sample size requirements. Physical Therapy, 85(3), 257-268.

[68]. Smilansky, S. (1990). Sociodramatic Play: Its Relevance to Behavior and Achievement in School. In: E. Klugman and S. Smilansky (Eds.), Children's Play and Learning: Perspectives and Policy Implications, (pp. 18-42). NY: Teacher College Press.

[69]. Sutton, J., & Austin, Z. (2015). Qualitative research: Data collection, analysis, and management. The Canadian Journal of Hospital Pharmacy, 68(3), 226-231.

[70]. Szecsi, T. (2012). Teaching strategies: creative drama in preschool curriculum: teaching strategies implemented in Hungary. Childhood Education, 85(2), 120-124.

[71]. Şimşek, P. Ö., & Karataş, F. Z. (2020). Fen eğitiminde yaratıcı drama yönteminin başarıya etkisi: meta-analiz çalışması, Yaratıcı Drama Dergisi, 15(1), 63-84.

[72]. Tosun, A. (2018). Teaching worldviews through creative drama forreligious education in Turkey. International Journal of Children's Spirituality, 23(2), 196-208.

[73]. Ulubey, Ö.,& Toraman, Ç. (2015). Yaratıcı drama yöntemininakademikbaşarıyaetkisi: bir meta-analizçalış ması, Mustafa Kemal ÜniversitesiSosyalBilimlerEnstitüsü Dergisi, 12 (32), 195-220.

[74]. Uzunöz, F. S., & Demirhan, G. (2017). The effect of creative drama on critical thinking in preservice physical education teachers. Thinking Skills and Creativity, 24, 164-174.

[75]. Üstündağ, T. (1998). Yaratıcı drama eğitim programının öğeleri. Eğitim ve Bilim, 22(107), 28-35.

[76]. Weber, R. P. (1990). Basic Content Analysis. Beverly Hills, CA: Sage.

[77]. Wolcott, H. F. (1994). Transforming Qualitative Data: Description, Analysis and Interpretation. Newbury Park, CA:Sage.

[78]. Yassa, N. A. (2006). High school involvement in creative drama. Research in Drama Education, 4(1), 37-49.

[79]. Yeh, Y., & Li, M. (2008). Age, emotion, regulation strategies, temperament, creative drama, and preschoolers' creativity. Journal of Creative Behavior, 42(2), 131-148.

[80]. Yıldırım, A. (1999). Nitel araştırma yöntemlerinin temel özellikleri ve eğitim araştırmalarındaki yeri ve önemi. Eğitim ve Bilim, 23(112),, 7-17.

[81]. Yilmaz, K. A. R. A., & Figen, Ç. A. M. (2007). Yaratıcı drama yönteminin bazı sosyal becerilerin kazandırılmasına etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 145-155.

[82]. Zipes, J. (2004). Speaking Out: Storytelling and Creative Drama for Children. NY: Routledge, Taylor & Francis Group.

If you have access to this article please login to view the article or kindly login to purchase the article

Single Article

	North Americas,UK, Middle East,Europe		India	Rest of world
	USD	EUR	INR	USD-ROW
Online	15	15

ADD TO CART

Options for accessing this content:

If you would like institutional access to this content, please recommend the title to your librarian.
If you already have i-manager's user account: Login above and proceed to purchase the article.
New Users: Please register, then proceed to purchase the article.