İnvestigation of the effect of teaching with drama activities on students' achievement and permanence of learning in social studies lesson

Abstract

The aim of this study was to examine the effects of drama activities on the achievement of primary school 4th grade students in Social Studies Course and the permanence of knowledge. For this purpose, exploratory sequential design, one of the mixed research methods, was used. The study was carried out in a primary school in Elazığ. In order to collect quantitative data, the "Social Studies Achievement Test" was applied to the participants. The pretest-posttest control group design was used in the quantitative part of the study. Qualitative data were collected through a semi-structured interview form applied after the application. In addition, student diaries were also used as a qualitative data source. The results revealed a significant difference in favor of the experimental group between the pretest and posttest scores between the groups in the Social Studies Achievement Test. In addition, there was a significant difference regarding the permanence of knowledge in favor of the experimental group. In addition, the qualitative findings also supported with the quantitative findings.