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A one-group pretest-posttest model was used prior to the pilot test. The study involved 140 third-grade prospective teachers from Afyon Kocatepe University Faculty of Education who took drama lessons. Data were collected with the Communication Skills Scale (Korkut, Owen and Bugay, 2014) and analyzed using Wilcoxon Signed Rank and Mann Whitney U tests.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-drama-course-on-prospective-primary-and-preschool-teachers-communication-skills/602838/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-drama-course-on-prospective-primary-and-preschool-teachers-communication-skills/602838.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main aim of the study?","Question",{"text":112,"@type":113},"The study aims to determine how a drama course affects prospective primary and preschool teachers' communication skills.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research designed and who participated?",{"text":117,"@type":113},"A one-group pretest-posttest model was used, with 140 third-grade prospective teachers from Afyon Kocatepe University who took drama lessons.",{"name":119,"@type":110,"acceptedAnswer":120},"Which tools and statistical tests were used to analyze the data?",{"text":121,"@type":113},"Communication skills were measured with the Communication Skills Scale (Korkut, Owen and Bugay, 2014). 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In the research, a one group pretest-posttest model was used before the pilot-test. The research population of the study was 140 third-grade prospective teachers who studied at Afyon Kocatepe University Faculty of Education Primary and Preschool Education program and took drama lessons. Since the entire population was available for research, sampling was intentionally omitted.“Communication Skills Scale” developed by Korkut, Owen and Bugay (2014) was used as the data collection tool in the research. In the data analysis, Wilcoxon Signed Rank Test was used in the comparison of the difference between two pairs in dependent groups. In the comparison of binary groups, Mann Whitney U Test was applied. It was concluded that there was a significant difference in favour of the posttest among the pretest and posttest scores obtained from the “Communication Skills Scale” and its sub-dimensions of the prospective Primary and Pre-school teachers who took the drama course in the research and favour of the female prospective teachers among the pretest and total scores. It is also concluded that there is no significant difference between pretest and posttest score differences between Primary and Preschool prospective teachers.  \nKeywords: Drama, communication skills, preschool education, primary education, prospective teacher.  \nDOI: 10.29329/epasr.2020.323.2  \n1 Assistant Professor, Faculty of Education, Alanya Alaaddin Keykubat University, Alanya, Turkey ORCID: 0000-0002- 6859-6491  \nCorrespondence: [asli.yuksel@alanya.edu.tr](asli.yuksel@alanya.edu.tr)[ ](asli.yuksel@alanya.edu.tr)2  \nPhd, Faculty of Education, Afyon Kocatepe University, Afyonkarahısar, Turkey ORCID: 0000-0002-4844-4968  \nEmail: [fatmabetulsenol@gmail.com](fatmabetulsenol@gmail.com)  \n3  \nAssistant Professor, Afyon Kocatepe University, Afyonkarahısar, Turkey ORCID: 0000-0002-5860-9236  \nEmail: [akyol.tugce@gmail.com](akyol.tugce@gmail.com)  \nIntroduction  \nRapid changes and developments in science, technology and industry have also influenced the education system. These changes and developments automatically changed the human profile that the education system tries to train. The necessity of raising individuals who study, research, question, solve problems, and effectively communicate instead of educating individuals who take the information directly transmitted by the teacher and memorize it, has become a reality. Teachercentered traditional teaching methods are now being replaced by student-centered methods. Drama isone of the student-centered methods that substantially contribute to the skills required by modern human profile.  \nThe concept of drama is derived from the Greek word (dran); and it means \"to do, to make, to act\" . The concept of dran, transmitted to the Turkish language from Greek, has changed over time and become the word drama. Today, the word drama is used with a meaning of “playing, impersonating”(Karadağ & Çalışkan, 2005) . San (1996) defines drama as “using theatre and drama techniques such as improvisation and role playing with group work to interpret and animate experiences, events, ideas, training modules, an abstract concept, and behaviors via re-organizing cognitive patterns of the participants in playful processes through which emotions, observations, experiences, and lives are revised”. Drama is \"the activities involving one or more people's internal and external movements and their life standards by interacting with each other, nature or other objects” (Adıgüzel, 2013) . According to another definition, the drama is the reanimation and role-play of real dramat","cbCaijkks2WNu7gc","https://ap.wps.com/l/cbCaijkks2WNu7gc","pdf",247420,15,"English","# Abstract\n## Introduction","[{\"question\":\"What is the main aim of the study?\",\"answer\":\"The study aims to determine how a drama course affects prospective primary and preschool teachers' communication skills.\"},{\"question\":\"How was the research designed and who participated?\",\"answer\":\"A one-group pretest-posttest model was used, with 140 third-grade prospective teachers from Afyon Kocatepe University who took drama lessons.\"},{\"question\":\"Which tools and statistical tests were used to analyze the data?\",\"answer\":\"Communication skills were measured with the Communication Skills Scale (Korkut, Owen and Bugay, 2014). Wilcoxon Signed Rank Test and Mann Whitney U Test were used for comparisons.\"}]","The Effect of Drama Course on Prospective Primary and Preschool Teachers' Communication Skills | PDF",1792095324,38]