To Act, Or Not To Act?
Drama In The Classroom
Lauren E. Duerson
ED-7202
Spring 2012
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
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.
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.
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
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
could
experimental group (students), biased questions
be created.
Pre-test and Post-test Scores
Class Pre and Post Test Data
6
Test Number
5
4
Post Tests
Pre Tests
3
2
1
0
2
4
6
8
Test Scores (Class Averages)
10
Sample Student Survey Questions
I study for school studies ______________ hours a week.
1 hours
2 hours
3 hours
4 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)
Correlation Of Post-test Averages To Personal
Opinion Of NY Historical Importance
Post Test Score/ Historical Signifigance Opinion
Correlation
Average Post Test Scores
12
10
8
6
Series1
Linear (Series1)
4
2
.rxy= 0.1507
0
0
0.5
1
1.5
2
2.5
3
3.5
4
NY Historical Importance ( 1-SD 2-D 3-A 4-SA)
4.5
Correlation Of Post-test Averages To Hours
Studied Per Week (Social Studies)
Post Test Score/ Hours Studied Correlation
12
Average Post Test Scores
10
8
6
Series1
Linear (Series1)
4
2
.rxy= -
0
0
0.5
0.2917
1
1.5
2
2.5
3
3.5
4
Hours Studied Per Week (Social Studies)
4.5
Correlation Of Post-test Averages To Personal
Attitude Of Work Ethics and Intelligence
Post Test Score/ Personal Attitude Correlation
12
Average Post Test Scores
10
8
6
Series1
Linear (Series1)
4
2
0
0
0.5
1
1.5
2
2.5
3
3.5
Personal Intelligence & Work Ethics ( 1-SD
0.1889
4
4.5
2-D 3-A 4-SA)
.rxy= -
References
 O’Connor-Petruso, S. (2010).
Descriptive Statistics Threats to
Validity [PowerPoint slides].
 Retrieved from:
http://bbhosted.cuny.edu/webapps/p
ortal/