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ERIC Number: ED479760
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 40
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Comparison between the Test Scores of Third Grade Children Who Receive Drama in Place of Traditional Social Studies Instruction and Third Grade Children Who Receive Traditional Social Studies Instruction.
Fernsler, Hannah Marie
Drama can be influential when combined with some subjects in the classroom. Social studies can be hard for students because it asks students to learn abstract subjects. It was felt that students would gain more understanding of the discipline of social studies if they interacted with the content. When students take an active role in learning, they usually internalize the material. A study sought to see whether test scores might improve when they used dramatic supplements in addition to traditional instruction. Participants, 30 third graders in an eastern Tennessee public school, completed the study designed to determine whether students who received drama in place of traditional social studies instruction would achieve higher test scores than students who only received traditional social studies instruction. The school's principal divided the third grade students into classes before the beginning of the school year. They were divided into classes equally by ability level. Two classes participated: Group A, the experimental group, received 6 weeks of social studies instruction, using drama as the primary medium; while Group B, the control group, received 6 weeks of traditional social studies instruction. After 6 weeks, both classes took the same social studies test, and a t-test compared the data of each group. The null hypothesis was rejected. There was a significant difference between the social studies test scores of students who study the discipline with a dramatic supplement and those who study the discipline in the traditional manner. Appended are a letter from Knox County Schools, a letter to parents, and a copy of script. (Contains 1 table and 23 references.) (Author/BT)
Publication Type: Dissertations/Theses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A