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.
Highlights
Creative drama “is the animation of a purpose or a thought on the basis of the experiences of a group or group members by making use of techniques such as improvisation and role-playing” (Adiguzel, 2017, p. 56)
3.1 Findings Related to the Effect of the Creative Drama Method on Skill Development
In which the effect of the creative drama method on students’ skills was investigated, a meta-analysis was conducted with 63 studies meeting the designated criteria
Summary
Creative drama “is the animation of a purpose or a thought on the basis of the experiences of a group or group members by making use of techniques such as improvisation and role-playing” (Adiguzel, 2017, p. 56). Creative drama began to be taught as a course in curricula in order to ensure the personality and aesthetic development of students and sometimes it was used as a means of art education (Adiguzel, 2017; Ustundag, 1996). In this respect, creative drama; as a teaching method, a means of art education and a discipline, has an important role in developing cognitive behaviors, emotional and psychomotor traits (Ustundag, 2010). It is aimed at investigating the effectiveness of creative drama as a teaching method by utilizing meta-analysis
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