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TRANSFORMATIVE LEARNING AND THE ENGAGEMENT OF DRAMA IN EDUCATION: A STUDY OF TWO CLASSROOM THEATRE PROJECTS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study explores the potential of drama as a transformative learning tool in the context of education. Specifically, it investigates the engagement and impact of drama-based activities in two classroom theatre projects. The aim of the research is to better understand how drama can contribute to transformative learning experiences, fostering personal growth, critical thinking, and empathy among students.
The study adopts a qualitative research approach, utilizing multiple data collection methods, including observations, interviews, and reflective journals. The participants in the research are students from two different classrooms, representing diverse backgrounds and grade levels. The drama interventions are designed to integrate various elements, such as improvisation, role-playing, and collaborative storytelling, to create an immersive and interactive learning environment.
The findings of this study highlight the significance of drama in engaging students and facilitating transformative learning experiences. Through the analysis of observations and interviews, the research identifies several key themes, including increased student motivation, enhanced communication skills, improved self-confidence, and the development of empathy and perspective-taking abilities.
Moreover, the study explores the factors that contribute to the success of drama-based interventions, such as the role of the teacher as a facilitator, the importance of creating a safe and supportive learning environment, and the relevance of connecting the dramatic experiences to real-life situations. These findings provide valuable insights for educators and curriculum developers seeking to integrate drama into educational settings.
Overall, this research emphasizes the value of drama in education as a means to engage students and promote transformative learning. By actively involving students in creative and experiential activities, drama has the potential to foster personal growth, critical thinking, and empathy. The study underscores the need for further research and professional development opportunities to support the effective implementation of drama-based pedagogies in diverse educational contexts.
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