Using mixed methods to understand the mechanisms and prevalence of creative engagement in drama-based instruction

Abstract

While arts integration is an increasing area of inquiry in educational research, few studies collect and analyze data on the creative engagement of adolescents in real-time. This mixed methods study employed a convergent design to transform one set of videos depicting drama-based instructional classes into a qualitative and quantitative data set. Each data set was analyzed separately and the results were compared and merged. The qualitative data analysis revealed two cross-cutting themes: autonomous gesture as active part of learning and reciprocity and shared vulnerability in student teamwork. After the video data were analyzed qualitatively for these general themes, the classes of drama-based instruction (science, health, history and an instructional class) were compared more precisely. The video data was coded quantitatively using a Likert scale (0–3) to indicate the prevalence of creative engagement in the areas of autonomy, belonging, creative resources, and competency. The quantitative data analysis revealed differences across the classes: observed expressions of autonomy were statistically higher in the health class, belonging and creative resources were not different across classes at a statistically significant level, but competency increased progressively from Grade 6 to Grade 10. The merging of the data emphasized the reciprocating features of individual enactment and group-level reinforcement during drama-based instruction and alternate explanations for the observed differences across the instructional classes.