The Effect of Creative Drama as a Method on Skills: A Meta-Analysis Study

Autor/in	Ulubey, Özgür
Titel	The Effect of Creative Drama as a Method on Skills: A Meta-Analysis Study
Quelle	In: Journal of Education and Training Studies, 6 (2018) 4, S.63-78 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Meta Analysis; Drama; Creative Activities; Skill Development; Literature Reviews; Teaching Methods; Intermode Differences; Instructional Effectiveness; Effect Size; Journal Articles; Predictor Variables; Statistical Analysis + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Schauspiel; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Journal article; Zeitschriftenaufsatz; Prädiktor; Statistische Analyse
Abstract	The aim of the current study was to synthesize the findings of experimental studies addressing the effect of the creative drama method on the skills of students. Research data were derived from ProQuest Citations, Web of Science, Google Academic, National Thesis Center, EBSCO, ERIC, Taylor & Francis Online, and ScienceDirect databases using keywords such as drama, and skill. A total of 63 research studies including twenty articles, thirty-four master's and nine doctoral theses, which met the inclusion criteria of meta-analysis, formed the data source of the current study. The collected data were analyzed by using the Comprehensive Meta Analysis program. To address the heterogeneity of the studies, the random effects model were employed to calculate the effect size. The results of the research showed that creative drama method positively affected the skills of students. In experimental studies, the differences in the effect created by the creative drama on students' skills were examined in terms of moderator variables. While the effect size of creative drama on students' skills was found to be significantly varying depending on the moderator variables including the duration of experimental application, the level of schooling and the publication type, it was found that the effect size was not significantly varying depending on the moderator variables of practitioner and types of skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01