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To Act, Or Not To Act? Drama In The Classroom Lauren E. Duerson ED-7202 Spring 2012.

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Presentation on theme: "To Act, Or Not To Act? Drama In The Classroom Lauren E. Duerson ED-7202 Spring 2012."— Presentation transcript:

1 To Act, Or Not To Act? Drama In The Classroom Lauren E. Duerson ED-7202 Spring 2012

2 Table of Contents Research Design…. Slide 3 Proposed Data… Slide 4 Threats to Internal Validity… Slide 5 Threats to External Validity… Slide 6 Pre-test/ Post-tests Results… Slide 7 Sample Student Surveys… Slide 8 Proposed Data Analysis and Correlation…. Slide 9 References… Slide 12

3 Research Design Pre-Experimental Design One group of 26 non-randomly assigned students, with no controlled group. This experimental design may also be referenced as the One-Group Pre-test/ Post-test Design. Symbolic Design: OXO The single group of participants (O) will be pre-tested before being given the treatment (X), and a post-tested (O) in order to determine the experiment’s success.

4 Proposed Data Pre-test and Post-test: Teacher administers a pre-test at the beginning of the lesson. Teacher will then administer the lesson, and give the children the same test as a post-test to see what knowledge has been obtained through the lesson. Student Survey: Teacher gives each student the same survey which looks at personal opinions, student habits, and student demographic data.

5 Threats To Internal Validity History: Unforeseen schedule changes/ student or teacher absences Maturation: Six weeks of exposure, possible growth Testing/Pre-test Sensitization: Pre-test offers a glimpse of what to look for during lesson Instrumentation: Tools created by researcher, possible bias based upon student knowledge Mortality: Student absences/ Guardian requests student no longer participates. Differential Selection of Subjects: Drama not offered at school, does not take place in the homes Selection-Maturation Interaction: Student maturity and growth differs Generalizable Conditions: Student interest in dramatic arts will vary

6 Threats To External Validity Pre-test Treatment: Pre-test given, students may try to memorize information Specificity of Variables: Researcher did not influence gender selection, social studies lessons vary on type of dramatic role-play that can be implemented. Experimenter Effects: Researcher previously worked with experimental group (students), biased questions could be created.

7 Pre-test and Post-test Scores

8 Sample Student Survey Questions I study for school studies ______________ hours a week. 1 hours2 hours3 hours4 or more hours It is important to learn about the history of New York. Strongly Agree (4)Agree (3) Disagree (2) Strongly Disagree (1) I am a smart student and I work hard in school. Strongly Agree (4)Agree (3) Disagree (2) Strongly Disagree (1)

9 Correlation Of Post-test Averages To Personal Opinion Of NY Historical Importance.rxy=

10 Correlation Of Post-test Averages To Hours Studied Per Week (Social Studies).rxy=

11 Correlation Of Post-test Averages To Personal Attitude Of Work Ethics and Intelligence.rxy=

12 References O’Connor-Petruso, S. (2010). Descriptive Statistics Threats to Validity [PowerPoint slides]. Retrieved from: ortal/ ortal/


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