The Effect of Drama Method on Academic Achievement and Attitude: A Comparative Meta-Analysis and Meta-Synthesis

Abstract

The aim of this study is to analyze the effect of drama method on academic achievement and attitude in preschool and primary school in terms of meta-analysis and meta-synthesis in Turkish sample. In this study, a methodological approach was used that combines meta-analysis of quantitative data with qualitative data to present the broadest view of the research on drama method. In order to find the overall effect size at the meta-analysis stage, 67 effect sizes were obtained from 57 empirical studies about the effect of drama method on academic achievement. 25 effect sizes were obtained from 23 empirical studies about the effect of drama method on attitude. Results show that the drama method has a strong effect on academic achievement (d=1,157) and a moderate effect on attitude (d=0,680). The meta-synthesis results reveal that drama affects emotionally, cognitively, socially, linguistically and kinesthetically in the theme of its role on students. In the theme of learning outcomes of drama, it was seen that the drama method provides students active learning, permanent learning, learning with games, learning with fun, cooperative learning and learning from the teacher. It can be said that both the quantitative results obtained through meta-analysis and the qualitative results obtained through meta-synthesis are compatible, consistent and support each other.