The Effect of Drama-based Pedagogies on K-12 Literacy-Related Outcomes: A Meta-Analysis of 30 Years of Research

Abstract

The effect of drama-based pedagogies on K-12 literacy-related outcomes: A meta-analysis of 30 years of research. International Journal of Education & the Arts , 21 (30). Retrieved from Abstract A recent national report heartily supported arts integration as an effective, innovative, and cost-efficient way to address teachers’ and students’ needs; however, the report called for a better understanding of when, for whom, and what content areas are best served by arts integration methods. The effectiveness of drama-based pedagogy (DBP), a type of arts integration, has been assessed in previous meta-analyses; however, an updated meta-analysis is warranted. In the present report, we review and meta-analyze thirty years of accumulated research of the effects of drama-based pedagogies on literacy related student outcomes. The findings show a significant positive effect of DBP on achievement, attitudes, 21 st century skills, drama skills, and motivation. In particular, effects are more positive when DBP is led by a classroom teacher over multiple hours of instruction. Limitations and implications are discussed. Megan R. is an Professor Education where she teaches pre-service teacher literacy and special education methods courses. She teaches about using drama-based pedagogies with students with disabilities. She received her Ph.D. in Teaching and Learning from The Ohio State University and an M.A. in Children’s Literature from Hollins University. Her past experiences include numerous teaching opportunities where she utilized drama-based pedagogies to support her students’ literacy learning. Currently, her research focuses on children’s literature, disability studies, and literacy education.