ERIC Number: ED257070
Record Type: RIE
Publication Date: 1984
Reference Count: 0
High School Students' Responses to Dramatic Enactment.
Clift, Renee T.
A study compared the effects of dramatic enactment as a class activity with more traditional teaching methods on students' acquisition and retention of the concepts taught in the lesson. Subjects were 102 secondary school students from various content classes, randomly assigned to a half-class. Each half-class was taught two lesson topics, half via dramatic enactment on the first topic and half via lecture/seatwork. The instruction was reversed for the second lesson. Lesson concept acquisition and retention were measured, in addition to students' attitudes toward the instructional form. Two students from each half class were interviewed about their participation, thoughts, and emotions during instruction with regard to participation and off-task behavior. As predicted, the results indicated that students' concept acquisition and retention were equivalent during both forms of instruction, but that they favored dramatic enactment as an instructional form. The descriptive data regarding students' cognitive and affective processes indicated that while students were equally attentive during both forms of instruction, dramatic enactment illicited more expressions of interest or excitement during instruction and fewer expressions of fear. (HTH)
Publication Type: Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A