Abstract
The study investigated the effectiveness of role play in a large undergraduate science class. The targeted population consisted of 298 students enrolled in two sections of an undergraduate Human Anatomy and Physiology course taught by the same instructor. The section engaged in the role play activity served as a Study group, while the section presented with a traditional lecture served as a Control group. A pre/posttest assessment and a survey were administered to both sections and used in data analysis. In addition, overall test scores and item analysis were examined. The analysis revealed that participants in both groups improved significantly from pretest to posttest, but there was not a significant difference between the groups in the posttest score. Neither group showed a significant change from posttest to the exam. However, there was a moderate positive effect on engagement and satisfaction survey questions from being in the Study group (based on 255 total surveys returned by both groups). Role play activity was at least as effective as the lecture in terms of students' performance on the abovementioned assessments. In addition, it proved successful in engaging students in the learning process and increasing their satisfaction. No research support sources.
Published Version
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