The Effect of Drama on Fourth-Grade Students’ Achievement in Social Education

Abstract

This study aimed at investigating the effect of using drama
on fourth-grade students` achievement in social education as
compared to traditional class-teaching method. A random sample of
(208) students was chosen from Irbid Directorate of Education
schools. The sample was then divided into two groups: the
experimental group with (140) students, taught through drama and the
control group with (68) students taught through traditional ways of
instruction. The results revealed significant differences in
achievement, between the two groups in favor of the experimental
group. However they did not show any differences attributed to
gender or to the interaction between gender and teaching method.
Based on these findings, appropriate recommendations were
suggested.