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|Title||The Impact of Educational Drama Intervention on Palestinian Ninth Graders’ English language Speaking Skills at Gaza UNRWA Schools|
The study aimed at investigating the impact of using Educational Drama Intervention (ED) on the Palestinian ninth graders in UNRWA schools. It sought to determine the extent to which ED creates opportunities for students to promote their speaking skills. The intervention was designed to maximize speaking skills by utilizing three strategies of educational drama: role play, simulation and hot seating. For answering the questions of the study, the researcher adopted the experimental approach. The sample of the study consisted of (60) female students distributed into two groups. One of the groups represented the control group of (30) students; and the other represented the experimental one of (30) students. The groups were randomly chosen from a purposive sample from UNRWA Rafah Prep (D)GirlsSchoolin the Gaza Strip where the researcher works as an English Language Supervisor. The Educational Drama strategy was used in teaching the experimental group while the traditional method was used with the control one in the second semester of the school year (2011-2012) for six weeks covering (21 hours). The researcher utilized two main tools and another five supporting tools employing four types of assessment represented in analytical assessment (an observation card) and the holistic one (a checklist). The internal and external assessment and reflection were also used by getting all the parties involved in the intervention being interviewed; the students shared in the experiment and the drama teacher. A panel of five expert teachers shared in assessing the collective speaking performance of the students using the checklist. The analysis of the seven tools utilized in this study indicates the superiority of the experimental group which received speaking skills through educational drama compared with the control group who received practicing speaking skills through the traditional way. The data of the study was analyzed using T-test independent sample, which was used to determine significant differences between the groups. Effect size technique was used to measure the effect size of the Educational drama intervention on the experimental group in the total score of the observation card, the checklist and self assessment card. The results indicated that there were statistically significant differences between both groups in favour of the experimental one, in improving speaking skills due to the Educational Drama Intervention. Based on those findings, the study recommended the necessity of implementing the Educational Drama techniques in teaching English language to bring about better outcomes in students' speaking skill. It was also suggested that further larger research should be conducted tracking the effect of the Educational Drama on different dimensions of learning English language, other school subjects and different grades.
|Publisher||الجامعة الإسلامية - غزة|
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