The Effects of Integrating Theatre-Arts Strategies and Traditional Strategies on Student Performance in an English Classroom at a Selected High School
Date
2016
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The purpose of this study was to examine the effects of integrating theatre-arts strategies and traditional strategies in high school English classrooms. The sample consisted of one eleventh grade English class of twenty-one students. Data were collected from students’ cumulative grades. The study was conducted throughout an eighteen-week term, divided into two nine-week semester. Traditional teaching methods were employed for four weeks of the second nine-week semester. The data from the study were analyzed using dependent T-test to compare the scores of students when taught using theatre-arts strategies and traditional teaching methods. Although each student’s score increased 3.05 points when taught using theatre-arts strategies, the results indicated no significant difference found between the scores (t (20)= 1.86, p> .05). An independent T-test was conducted to determine whether there was a difference in academic achievement between the mean scores of males and females (t(19)=-2.93, p< .05). Another independent T-test was also conducted to determine whether there was a difference in academic achievement between genders when taught using traditional methods. A significant result was found between the mean scores of males and females (t(19) = -2.46, p< .05). These findings suggest that theatre integrated strategies are beneficial to both males and females, although females tend to excel in theatre integrated classes.
Description
Master of Education (M.Ed.) Thesis
Keywords
Theatre, English, High school, Theatre-Arts strategies, Master of Education (M.Ed.) Thesis