Drama Sihirli Bir Değnek mi Yoksa Zaman Kaybı mı?

Abstract

Several studies revealing that students who receive traditional instruction indicate more interest in lessons in which active learning methods are employed have been conducted. This research aimed to determine the effect of drama-assisted teaching activities on university students’ achievements in Electrostatics concepts in Physics-2 class. For this purpose, instruction supported with the drama method was employed in addition to traditional teaching. The study followed a quasi-experimental research design with a control group, and the participants of the study were 83 second year students who studied at an Education Faculty, in the west of Turkey. To collect data, an Electrostatics Concept Test and a Drama Method Attitude Scale were used. As a result of the research, regarding the concept test, scores of the experimental group supported with drama-assisted instruction were significantly higher than the control group. It was found that the experimental group drama attitude mean score was 78.9% positive. According to the results of the research, drama alone is not a magic wand like Harry Potter's wand, but it is a more successful method than traditional methods.