[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590993-105":59,"doc-detail-590993-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-effects-of-drama-method-on-the-academic-achievement-in-ninth-graders-history-course-full-length-research-paper","The effects of drama method on the academic achievement in ninth graders history course - Full Length Research Paper","","The research examined how drama method instruction in high school history affected ninth graders’ academic achievement. A descriptive quasi-experimental design combined quantitative analysis of pre/post achievement tests with qualitative content analysis from focus group interviews, supported by researcher observations. Participants were 59 students from 9/K and 9/G classes in Ankara, using simple non-random sampling. The study focused on “Eurasia in the First and Middle Ages,” spanning an eight-week implementation and found significant gains favoring the experimental group, alongside positive learning effects.",{"@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-effects-of-drama-method-on-the-academic-achievement-in-ninth-graders-history-course-full-length-research-paper/590993/",{"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-effects-of-drama-method-on-the-academic-achievement-in-ninth-graders-history-course-full-length-research-paper/590993.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study designed to investigate?","Question",{"text":112,"@type":113},"The study investigated how using the drama method in high school history courses affected students’ academic achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the research data collected and analyzed?",{"text":117,"@type":113},"Data came from pre and post achievement tests, focus group interviews, and researcher observations. Quantitative achievement data were analyzed with SPSS, while interview and observation data were analyzed using content and descriptive analyses.",{"name":119,"@type":110,"acceptedAnswer":120},"What conclusion did the study reach about drama method teaching?",{"text":121,"@type":113},"History lessons taught with the drama method were more effective and efficient than direct instruction, with a significant difference favoring the experimental group in academic achievement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590993,1792165282,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","African Educational Research Journal Vol. 9(1), pp. 218-226, March 2021  \nDOI: 10. 30918/AERJ.91.21.024 ISSN: 2354-2160  \nFull Length Research Paper  \nThe effects of drama method on the academic achievement in ninth graders history course  \nCemile Kurt1* and Ş . Gülin Karabağ2  \n1 Department of History Education, Atatürk University, Erzurum, Turkey.  \n2 Department of History Education, Gazi University, Ankara, Turkey.  \nAccepted 5 March, 2021  \n\n| ABSTRACT\u003Cbr>This research aimed to present how using the drama method in high school history courses affected student achievement. The descriptive study utilized data collected with quasi-experimental design in quantitative method and made use of data based on content analysis in qualitative method. The study group of the research consisted of 59 students in 9/K (experimental) and 9/G (control) classes, selected through simple non-random sampling method from a state high school in Çankaya District of Ankara Province in the 2017-2018 academic year. The research was limited to the unit of “Eurasia in the First and Middle Ages” in the 9th grade History Course. The data obtained at the end of the eight-week implementation process were collected with pre and post academic achievement tests, focus group interviews and researcher observations. Quantitative data on academic achievement were analyzed with the SPSS 15.00 (Statistical Package for the Social Sciences) Package Program, focus group interview data were analyzed with content analysis and researcher observations were analyzed with descriptive analysis. The study concluded that history lessons taught with the drama method were more effective and efficient compared to history lessons taught with direct instruction method and that there was a significant difference in favor of the experimental group students in regards to academic achievement. The findings of focus group interviews and researcher observations demonstrated that use of drama in education was effective on student learning, it developed positive affect and it informed students about drama.\u003Cbr>Keywords: 9th grade, history, drama in education, academic achievement. |\n| --- |\n| *Corresponding author. E-mail: [ck.cemilekurt@gmail.com. Tel:](ck.cemilekurt@gmail.com. Tel:) +90 0442 231 4479. |\n\nINTRODUCTION  \nHistory teaching programs have been restructured in line with the constructivist approach since 2007 within the framework of the curriculum development studies initiated by the Ministry of National Education (MoNE) (Akkurt , 2010; Günal and Kaya, 2012, Şimşek, 2016) . This fundamental change in the current history curriculum aimed to ensure students’ acquisition of information and values, especially historical thinking skills, through active methods (Aktekin and Ceylan, 2012: 255; Şimşek, 2016: 317) . This change meant more of a transformation for the teacher-centered history classes where the students were passive (Karabağ , 2003) because the previous approach regarded history as a heap of ready-made information provided to the individuals by the teacher and hence, history curriculums were almost “unable to teach  \nhistory” at all (Safran and Dilek, 2008: 382) .  \nTaking these problems into consideration, the History Curriculum was redesigned in Turkey in 2018 to include domain-specific skills and values. However, among the other history programs, the 9th grade history course has the most intensive content since it covers many subjects from the beginning of humanity to Anatolian civilizations; from the beginning of Turkish history to the birth of Islam. A study conducted in 2017 determined that the topics in the 9th Grade History Course Curriculum were not selected based on their significance in the history of civilization and while the periods and states with less contribution to history were given more coverage, topics that may have contributed more to national awareness were not sufficiently included (Kaya and Perihan, 2017:  \n994) . Therefore, the Grade 9 history course","cbCaicddguGBChH8","https://ap.wps.com/l/cbCaicddguGBChH8","pdf",228318,"English","# Abstract\n# Introduction","[{\"question\":\"What was the study designed to investigate?\",\"answer\":\"The study investigated how using the drama method in high school history courses affected students’ academic achievement.\"},{\"question\":\"How were the research data collected and analyzed?\",\"answer\":\"Data came from pre and post achievement tests, focus group interviews, and researcher observations. Quantitative achievement data were analyzed with SPSS, while interview and observation data were analyzed using content and descriptive analyses.\"},{\"question\":\"What conclusion did the study reach about drama method teaching?\",\"answer\":\"History lessons taught with the drama method were more effective and efficient than direct instruction, with a significant difference favoring the experimental group in academic achievement.\"}]","The effects of drama method on the academic achievement in ninth graders history course - Full Length Research Paper | PDF",1792070890,23]