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The Effect of History Teaching Supported by Dramatization Technique on Students' Achievement and Permanence Level

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Title: The Effect of History Teaching Supported by Dramatization Technique on Students' Achievement and Permanence Level
Language: English
Authors: Karabag, S. Gulin (ORCID 0000-0001-7716-0932), Aydogan, Okan (ORCID 0000-0001-7275-8724)
Source: Asian Journal of Education and Training. 2021 7(1):36-45.
Availability: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
Peer Reviewed: Y
Page Count: 10
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Grade 10
Descriptors: Instructional Effectiveness, History Instruction, Teaching Methods, Dramatic Play, Student Centered Learning, Academic Achievement, Achievement Tests, Scores, Retention (Psychology), Knowledge Level, Vocational High Schools, High School Students, Grade 10, Foreign Countries
Geographic Terms: Turkey
ISSN: 2519-5387
Abstract: The aim of this study is to determine the effect of history teaching supported by dramatization technique on students' success and permanence in history education in comparison with the traditional teaching. In this research, the semi experimental method which was practiced by pretest, post-test and permanence test were used and it was studied on two different student groups. One of them is control group tested with lecture method and the other one is experimental group tested by dramatization technique. Tested group consists of 63 students who studying in classes 10-A and 10-B of a vocational high school of Kirikkale. This study is limited with units of "From Principality to State" in 10th grade students. During this experiment containing retention test were applied to experimental and control groups and the results were analyzed by the program SPSS 16.0. According to the findings obtained, in history lesson: there is a significant difference between the points of success and permanence of the group which is tested by dramatization technique and the group which is tested by teacher centered teaching. In other words, the dramatization technique, which actively involved students in the learning environment, was found to be more effective in the educational success of students and permanence of the information they learned compared to the teacher centered approach on the transfer of historical information to the students.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1287582
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Effect of History Teaching Supported by Dramatization Technique on Students' Achievement and Permanence Level
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  Data: <searchLink fieldCode="AR" term="%22Karabag%2C+S%2E+Gulin%22">Karabag, S. Gulin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7716-0932">0000-0001-7716-0932</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aydogan%2C+Okan%22">Aydogan, Okan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7275-8724">0000-0001-7275-8724</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asian+Journal+of+Education+and+Training%22"><i>Asian Journal of Education and Training</i></searchLink>. 2021 7(1):36-45.
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  Data: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
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  Data: 10
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  Data: <searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22History+Instruction%22">History Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Dramatic+Play%22">Dramatic Play</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+High+Schools%22">Vocational High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 2519-5387
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The aim of this study is to determine the effect of history teaching supported by dramatization technique on students' success and permanence in history education in comparison with the traditional teaching. In this research, the semi experimental method which was practiced by pretest, post-test and permanence test were used and it was studied on two different student groups. One of them is control group tested with lecture method and the other one is experimental group tested by dramatization technique. Tested group consists of 63 students who studying in classes 10-A and 10-B of a vocational high school of Kirikkale. This study is limited with units of "From Principality to State" in 10th grade students. During this experiment containing retention test were applied to experimental and control groups and the results were analyzed by the program SPSS 16.0. According to the findings obtained, in history lesson: there is a significant difference between the points of success and permanence of the group which is tested by dramatization technique and the group which is tested by teacher centered teaching. In other words, the dramatization technique, which actively involved students in the learning environment, was found to be more effective in the educational success of students and permanence of the information they learned compared to the teacher centered approach on the transfer of historical information to the students.
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  Data: 2021
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  Data: EJ1287582
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 10
        StartPage: 36
    Subjects:
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: History Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Dramatic Play
        Type: general
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Vocational High Schools
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: The Effect of History Teaching Supported by Dramatization Technique on Students' Achievement and Permanence Level
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