Drama-Based Instruction: Its Effect on the Reading Skills of Grade 7 Learners
Abstract
This mixed method research was conducted to determine if drama-based instruction is an effective strategy to improve the reading skills of Grade 7 learners in their remedial classes. There were 100 randomly selected participants of the study, of which 50 were assigned to the experimental group and 50 to the control group. Through a self-made instrument which had undergone validation from a panel of experts and reliability testing, the data were gathered. The findings revealed that the level of reading skills of Grade 7 learners before and after exposure to drama-based instruction and traditional remedial reading teaching was average. However, t-test for independent samples revealed a significant difference in the pre-test and posttest performance of both drama-based instruction and traditional remedial reading teaching. There was no significant difference in the pretest between the experimental and the control group and there was also no significant difference in the post test between the two groups. There were learners who enjoyed and developed teamwork in drama-based instruction, but there were also learners who remained shy and refused to cooperate. It can be said that both the drama-based instruction and traditional remedial reading teaching were effective in helping to improve the reading skills of the learners.
References
Adıgüzel, H. Ö., & Timuçin, E. (2010). The effect of creative drama on student achievement in the instruction of some development and learning theories. Procedia Social and Behavioral Sciences, 9, 1741–1746. doi:10.1016/j. sbspro.2010.12.393
Adomat, D. (2012). Drama’s potential for deepening young children’s understandings of stories. Early Childhood Education Journal, 40(6), 343–350
Alayon, D.P. (2014). Utilizing SQ3R method in enhancing the reading proficiency of junior high school learners (unpublished master's thesis). National Teacher's College, Manila, Philippines.
Al Zahrani, A.K. M. and Arafat, M. R. (2019). The Effectiveness of Using Drama Techniques in Teaching Difficult Units of EFL Course on Developing Language Proficiency and on Decreasing Anxiety Level of Intermediate Stage Students. Journal of Research in Curriculum Instruction and Educational Technology. Article 1, Vol. 5, Issue 3, July 2019, Page 11-45. DOI: 10.21608/jrciet.2019.54141
Aykaç, M. (2008). Sosyal bilgiler dersinde yaratıcı dramanın yöntem olarak kullanılmasının öğrenci başarısına etkisi (Master’s thesis, Ankara University, Ankara, Turkey). Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
Ayvacı, H. Ş., & Yılmaz, B. C. (2009). Investigating the effect of drama activity called “mirrors and their usage” to student succession developed according to elaborating stage of 5e model. Procedia Social and Behavioral Sciences, 1, 2712–2717. doi:10.1016/j.sbspro.2009.01.480
Baird, K., & Salmon, D. (2012). An enquiry of ‘Every3Days’ a drama-based workshop developing professional collaboration for women experiencing domestic violence during pregnancy in the South East of England. Midwifery, 28, 886–892. doi:10.1016/j.midw.2011.10.011
Banez, R. M and Urayan, M. T. M. (2022). Unpacking Pupils’ Reading Ability: Examining the Effect of Marungko Approach-Based Intervention Program for Non-Reader Pupils. International Journal of Recent Innovations in Academic Research E-ISSN: 2635- 3040Vol. 6 No. 9 (2022)
Batan, A.D. (2016). Examining the problems encountered by elementary remedial reading teachers in Batangas (unpublished master's thesis). University of Batangas, Philippines.
Campbell, J. Y. (2008). The effectiveness of teaching English using drama on the development of students’ creative thinking. https://www.academia.edu
Casingal, C. P. (2022). Efficacy pf PHIL-IRI and remedial classes for Filipinos at intermediate level. Journal of Sustainable Business, Economics and Finance, 1(2), 47-59. http://doi.org/10.31039/josbef.2022.2.3.22
Certo, J., & Brinda, W. (2011). Bringing literature to life for urban adolescents: artistic, dramatic instruction and live theater. Journal of Aesthetic Education, 45(3), 22– 37
Cremin, T. (2015) Teaching English creatively. Oxon: Routledge.
Dupont, S. (2009). Raising comprehension scores through creative drama: Action research in a professional development partnership. The International Journal of Learning Annual Review 16(5):291-302 from: https://www.researchgate.net/scientific-contributions/S-DuPont-2087953904
Dupont, S. (2010). The effectiveness of creative drama as an instructional strategy to enhance the reading comprehension skills of fifth‐grade remedial readers. Reading Research and Instruction Vol. 31 1992 Issue 3 https://doi.org/10.1080/19388079209558087
Gascon, D. J. (2019) The Impact of Drama Pedagogy on Student Achievement, Attitude and Empathy: An Action Research. PhD thesis. University of South Carolina. Available at: https://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=6202&context=etd
Gatcho, R. G. & Bautista, J. C. (2019). A Literature Review on Remedial Reading Teachers: The Gaps in the Philippine Context Journal of English Teaching, Volume 5 (2), DOI: https://doi.org/10.33541/jet.v5i2.1063
Goering, C. Z., & Baker, K. F. (2010). “Like the whole class has reading problems”: A study of oral reading fluency activities in a high intervention setting. American Secondary Education, 39(1), 61–77
Gungor, A. (2008). Effects of drama on the use of readingcomprehension strategies and on attitudes toward reading. Journal for Learning through the arts. https://files.eric.gov
Habagat, J.P & Rizon, E.R. (2012). Narrating the experiences of remedial reading teachers Cebu city. Philippine Quarterly of Culture and Society, 40: 12-22
Jarrar, E. T. M. (2014). The impact of remedial classes on the performance of the fourth grade low achievers in English in public schools in Ramallah district (Unpublished doctoral dissertation). , AnNajah National University, Nablus, Palestine. https://hdl.handle.net/20.500.11888/7269
Jennifer, W. (2008). The use of drama to reduce anxiety and increase confidence and motivation towards speaking English with two groups of English language learners (Unpublished master's thesis). University of Arizona, United States.
Joseph, A. (2013). The effects of creative dramatics on vocabulary achievement of fourth grade students in a language arts classroom: an empirical study (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3579799)
Kalidas, C. S. (2014). Drama a Tool for Learning. Procedia - Social and Behavioral Sciences 123 ( 2014 ) 444 – 449 doi: 10.1016/j.sbspro.2014.01.1443.
Kondal, B. (2016). Drama as a Teaching Tool for the Integration of Language Skills. Veda’s Journal of English Language and Literature-JOELL, 3(2), 92-98.
Lalunio, G.M (1994). Factors that affect teacher attrition in the National Capital Region (unpublished doctoral dissertation). Pamantasan ng Lungsod ng Maynila, Philippines.
Mehta, D. P. (2018). The impact of drama on students with learning difficulties, career choices in a special school. Support for Learning, 33(3), 303–322.
Miguel, S. (2007). Needs analysis of elementary teachers in the school division of Quezon city. (unpublished master's thesis). Centro Escolar University, Philippines.
Mohamal Al Zarani, A. K. & Arafat, M. R. (2019). The Effectiveness of Using Drama Techniques in Teaching Difficult Units of EFL Course on Developing Language Proficiency and on Decreasing Anxiety Level of Intermediate Stage Students. Journal of Research in Curriculum, Instruction and Educational Technology Vol. 5, No. 3 July 2019
Montalban, A.V. (2010). Reading difficulties of grade 6 pupils of a public schools in Manila. (Unpublished master's thesis). University of the East, Philippines.
O’Neill, B. E. (2008). Storytelling and creative drama: a dynamic approach to inclusive early childhood education (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3348584)
Ozek, M. (2016). The effect of creative dramatics on student achievement in the course of information tech-nology. https://dx.doi.org/10.11114/jets.v4i61370
Rogers, J. and Revesz, A. (2019). Experimental and Quasi-experimental designs. The Routledge Handbook of Research Methods in Applied Linguistics. researchgate.net/publication/334250281
Selmanoğlu, E. (2009). İlköğretim 5. sınıf Türkçe dersinde yaratıcı dramanın öğrenci başarısına etkisi (Master’s thesis, Abant İzzet Baysal University, Bolu, Turkey). https://tez.yok.gov.tr/UlusalTezMerkezi/
Statement on the Philippines’ ranking in the 2018 PISA results https://www.deped.gov.ph/2019/12/04
Udalla, J. (2020). The Effect of Drama Based Instruction on Reading Comprehension. Innovations and Critical Issues in Teaching and Learning 1(2), 21-45. https://cornerstone.lib.mnsu.edu/icitl/vol1/iss2/2
Umali, M. (2016). The Reading Difficulties of Grade III Pupils in District IV in the Schools Division of Manila. Manila: Philippine College of Health Sciences, Inc.
Young, C., Polk, L., Durham, P., Kerbs, M. (2020) 'The boys are back and they're looking for drama', Texas Journal of Literacy Education, 8(1), pp. 112-125.
Zafar, R. (2021) '“All the world’s a stage”: Using drama to develop the motivation and speaking skills of pupils in a Year 9 French class', Journal of Trainee Teacher 26 Education Research, 12, pp. 481-506. https://jotter.educ.cam.ac.uk/volume12/481-506-zafarr/481-506zafarr.pdf
Copyright (c) 2022 Ruchel B. Alpasan, Ma. Fe B. Belasoto
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
1.png)
