Transformative Impact: Dramatic Arts for Grade 12 Academic Excellence

Authors

  • Limkani Sincuba
  • Sakyiwaa Boateng

Keywords:

academic excellence; dramatic arts; impact; transformative; potential

Abstract

The study investigated the influence of dramatic arts on academic performance among Grade 12 students. The study was framed within the social constructivism theory, which posits that learning is an active, social process where students construct knowledge through interaction with their environment and peers. The study employed an interpretivist qualitative research methods to explore the transformative potential of dramatic arts, emphasising the impact on critical thinking, problem-solving, and proficient communication. Data from 117 students in Grade 12 who were part of a purposive sample were gathered using open-ended questionnaires, interviews, and classroom observations. The data was analysed through thematic analysis. The findings highlighted the positive impact of dramatic arts integration on academic performance, student engagement, empathy development, and communication skills. Participants reported enhanced critical thinking skills, deeper subject understanding, and a more meaningful relationship with academic subjects. The study also offered recommendations for educational institutions, including developing comprehensive programs incorporating dramatic arts, continual professional development for teachers, building robust assessment and evaluation systems, and collaboration with local theatre organisations and cultural institutions to enhance students’ understanding of dramatic arts

https://doi.org/10.26803/ijlter.23.8.25

References

Agarwal, H., Verma, A., Gera, P., & Mohapatra, A. K. (2023). Comparative analysis of models for movie review sentiment analysis [Conference session]. 2023 6th International Conference on Contemporary Computing and Informatics (IC3I). https://doi.org/10.1109/ic3i59117.2023.10398105

Agwu, U. D., & Nmadu, J. (2023). Students’ interactive engagement, academic achievement and self concept in chemistry: An evaluation of cooperative learning pedagogy. Chemistry Education Research and Practice, 24(2), 688–705. https://doi.org/10.1039/d2rp00148a

Al-Qaysi, N., Mohamad-Nordin, N., & Al-Emran, M. (2019). What leads to social learning? Students’ attitudes towards using social media applications in Omani higher education. Education and Information Technologies, 25(3), 2157–2174. https://doi.org/10.1007/s10639-019-10074-6

Amin, M. E. K., Nørgaard, L. S., Cavaco, A. M., Witry, M. J., Hillman, L., Cernasev, A., & Desselle, S. P. (2020). Establishing trustworthiness and authenticity in qualitative pharmacy research. Research in Social and Administrative Pharmacy, 16(10), 1472–1482. https://doi.org/10.1016/j.sapharm.2020.02.005

Angrosino, M. (2007). Doing ethnographic and observational research. Sage.

Bettman, M. C. (2020). Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa [Doctoral thesis]. University of South Africa, Pretoria.

Blagoeva, N. V., Karppinen, S., & Kairavuori, S. (2018). The integrated approach to teaching visual art in after?school activity classes. International Journal of Art & Design Education, 38(1), 224–239. https://doi.org/10.1111/jade.12173

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Braund, M., & Athiemoolam, L. (2021). South Africa: Struggling on. In N. McGuinn, N. Ikeno, I. Davies, & E. Sant (Eds.), International perspectives on drama and citizenship education (pp. 100–109). Routledge. https://doi.org/10.4324/9781003058144-10

Byrne, D. (2022). A worked example of Braun and Clarke’s approach to reflexive thematic analysis. Quality & Quantity, 56(3), 1391–1412. https://doi.org/10.1007/s11135-021-01182-y

Catterall, J. S., Dumais, S. A., & Hampden-Thompson, G. (2018). The arts and achievement in at-risk youth: Findings from four longitudinal studies [Research report #55]. Art Works. https://www.arts.gov/sites/default/files/Arts-At-Risk-Youth.pdf

Chen, J., Lin, C.-H., & Chen, G. (2021). A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy. Computers & Education, 175, Article 104322. https://doi.org/10.1016/j.compedu.2021.104322

Chen, Y., & Dong, Z. (2023). Students’ psychological analysis for classroom teaching strategies of art songs based on STEAM education. Sustainability, 16(1), Article 323. https://doi.org/10.3390/su16010323

Cohen, G. L., Sherman, D. K., Bastardi, A., Hsu, L., McGoey, M., & Ross, L. (2007). Bridging the partisan divide: Self-affirmation reduces ideological closed-mindedness and inflexibility in negotiation. Journal of Personality and Social Psychology, 93(3), 415–430. https://doi.org/10.1037/0022-3514.93.3.415

Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage Publications.

David Carlson, J., & Dobson, T. (2020). Fostering empathy through an inclusive pedagogy for career creatives. International Journal of Art & Design Education, 39(2), 430–444. https://doi.org/10.1111/jade.12289

Davis, J., Clayton, C., & Broome, J. (2017). Thinking like researchers: Action research and its impact on novice teachers’ thinking. Educational Action Research, 26(1), 59–74. https://doi.org/10.1080/09650792.2017.1284012

de la Croix, A., Rose, C., Wildig, E., & Willson, S. (2011). Arts?based learning in medical education: The students’ perspective. Medical Education, 45(11), 1090–1100. https://doi.org/10.1111/j.1365-2923.2011.04060.x

Deaux, K., & Snyder, M. (2018). The Oxford handbook of personality and social psychology. Oxford University Press. https://books.google.co.za/books?id=hTdtDwAAQBAJ

Detel, W. (2020). Schleiermacher´s hermeneutics reconsidered. Paper uploaded tocAcademia.edu

DBE (Department of Basic Education) (South Africa). 2011. Report of the Annual National Assessment 2011. Government Printer.

Edwards, R., & Holland, J. (2020). Reviewing challenges and the future for qualitative interviewing. International Journal of Social Research Methodology, 23(5), 581–592. https://doi.org/10.1080/13645579.2020.1766767

Enworo, O. C. (2023). Application of Guba and Lincoln’s parallel criteria to assess the trustworthiness of qualitative research on indigenous social protection systems. Qualitative Research Journal, 23(4), 372–384. https://doi.org/10.1108/qrj-08-2022-0116

Fancourt, D., Ockelford, A., & Belai, A. (2014). The psychoneuroimmunological effects of music: A systematic review and a new model. Brain, Behavior, and Immunity, 36, 15–26. https://doi.org/10.1016/j.bbi.2013.10.014

Fitriana, N., & Fatimah, M. (2023). Coping strategies in improving happiness among higher education students in Indonesia [Conference session]. International Conference of Psychology: International Conference on Indigenous Treatment and Contemporary Psychology (ICoP 2022) (pp. 31–38). https://doi.org/10.2991/978-2-38476-080-0_5

Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. ECTJ, 29(2), 75–91. https://doi.org/10.1007/BF02766777

Guo, L. (2024). Research on educational space design from the perspective of child psychology. Art and Design, 7(4), 1–8. https://doi.org/10.31058/j.ad.2024.74001

Huotilainen, M., Rankanen, M., Groth, C., Seitamaa-Hakkarainen, P., & Mäkelä, M. (2018). Why our brains love arts and crafts: Implications of creative practices on psychophysical well-being. FormAkademisk – Forskningstidsskrift for Design Og Designdidaktikk, 11(2). https://doi.org/10.7577/formakademisk.1908

Johnsen, B. (Ed.). (2020). International classroom studies of inclusive practises: Comparing teaching-learning processes. Cappelen Damm Forskning. https://doi.org/10.23865/noasp.122

Jordan, D., & O’Donoghue, H. (2018). Histories of change in art and design education in Ireland: Towards reform: The evolving trajectory of art education. International Journal of Art & Design Education, 37(4), 574–586. https://doi.org/10.1111/jade.12205

Justin, S. (2020). Enhancing school connectedness in vulnerable youth through arts education: Considerations for education systems in St. Lucia. Antistasis, 10(2).

Kellner, D. (2020). Media culture. Routledge. https://doi.org/10.4324/9780429244230

Kneen, J., Breeze, T., Davies?Barnes, S., John, V., & Thayer, E. (2020). Curriculum integration: The challenges for primary and secondary schools in developing a new curriculum in the expressive arts. The Curriculum Journal, 31(2), 258–275. https://doi.org/10.1002/curj.34

Kvale, S., & Brinkmann, S. (2015). Interviews. Sage.

LaJevic, L. (2013). Arts integration: What is really happening in the elementary classroom? Journal for Learning through the Arts, 9(1). https://doi.org/10.21977/D99112615

Li, F., Jin, T., Edirisingha, P., & Zhang, X. (2021). School-aged students’ sustainable online learning engagement during COVID-19: Community of inquiry in a Chinese secondary education context. Sustainability, 13(18), Article 10147. https://doi.org/10.3390/su131810147

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newberry Park.

Maher, L. (2021). How emotional intelligence affects human resource practices within Dublin Bus [Master’s thesis]. National College of Ireland.

Mangwegape, B. (2022). Exploring selected Setswana drama texts as the principle of Ubuntu/Botho in educational context. Education and New Developments 2022, 17?22. https://doi.org/10.36315/2022v1end004

Markgraaff, R. (2021). Parental perceptions: Choosing dramatic arts as a Grade 12 subject [Master’s dissertation]. University of Pretoria.

Matuk, C., Vacca, R., Amato, A., Silander, M., DesPortes, K., Woods, P. J., & Tes, M. (2023). Promoting students’ informal inferential reasoning through arts-integrated data literacy education. Information and Learning Sciences, 125(3/4), 163–189. https://doi.org/10.1108/ils-07-2023-0088

McCarthy, G. (2015). Motivating and enabling adult learners to develop research skills. Australian Journal of Adult Learning, 55(2), 309–330. https://files.eric.ed.gov/fulltext/EJ1068383.pdf

McWilliam, M. (2018). Interactive comment on “Aero-elastic wind turbine design with active flaps for AEP maximization” by Michael K. McWilliam et al. Wind Energy Science discussions. https://doi.org/10.5194/wes-2017-50-ac2

Mertens, D. M. (Ed.). (2023). Mixed methods research: Research methods. Bloomsbury Academic. https://doi.org/10.5040/9781350273191

Mokoena, M. T. (2019). The role of drama in education in fostering a soft skills curriculum in the paperless classroom of South African primary schools [Master’s research report]. University of the Witwatersrand.

Nogaj, A. A. (2020). Emotional intelligence and strategies for coping with stress among music school students in the context of visual art and general education students. Journal of Research in Music Education, 68(1), 78–96. https://doi.org/10.1177/0022429420901513

Nordgaard, C., Reyneke, M., & Olivier, L. (2023). Impact of drama-based pedagogy on self-directed learning skills and motivation in Grade 12 English home language learners. In M. Havenga, J. Olivier, & B. J. Bunt (Eds.), Problem-based learning and pedagogies of play: Active approaches towards self-directed learning (pp. 191–214). Aosis. https://doi.org/10.4102/aosis.2023.bk409.09

Osborne, N., & Grant-Smith, D. (2021). In-depth interviewing. In S. Baum (Ed.), Methods in urban analysis (pp. 105–125). Springer. https://doi.org/10.1007/978-981-16-1677-8_7

Petrusly, Kollo, F. L., Bani, M. D. S., Mahfud, T., & Zulkarnain. (2024). The effect of gamification using Kahoot on students’ critical thinking abilities: The role of mediating learning engagement and motivation. Educational Administration: Theory and Practice, 30(5), 953–963 https://doi.org/10.53555/kuey.v30i5.1524

Radi?, B., & Hren, D. (2022). Psychological well-being and work in the dramatic arts. St Open, 3, 1–19. https://doi.org/10.48188/so.3.2

Riazi, A. M., Rezvani, R., & Ghanbar, H. (2023). Trustworthiness in L2 writing research: A review and analysis of qualitative articles in the Journal of Second Language Writing. Research Methods in Applied Linguistics, 2(3), Article 100065. https://doi.org/10.1016/j.rmal.2023.100065

Ruslin, Mashuri, S., Rasak, M. S. A., Alhabsyi, F., & Syam, H. (2022). Semi-structured interview: A methodological reflection on the development of a qualitative research instrument in educational studies. IOSR Journal of Research & Method in Education (IOSR-JRME), 12(1), 22-29. https://doi.org/10.9790/7388-1201052229

Rothschild-Yakar, L., Stein, D., Goshen, D., Shoval, G., Yacobi, A., Eger, G., Kartin, B., & Gur, E. (2019). Mentalizing self and other and affect regulation patterns in anorexia and depression. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02223

Saleem, A., Kausar, H., & Deeba, F. (2021). Social constructivism: A new paradigm in teaching and learning environment. Perennial Journal of History, 2(2), 403–421. https://doi.org/10.52700/pjh.v2i2.86

Salmia, S., Sudarmin, S., & Mujahidah, M. (2023). Problem-based learning combined with realistic mathematics approach Grade V elementary school. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi, 10(2). https://doi.org/10.21831/jppfa.v10i2.55581

Schwandt, T. A. (2015). The SAGE dictionary of qualitative inquiry. Sage Publications. https://doi.org/10.4135/9781483398969

Shaw, R. D., & Bernard, C. F. (2023). “Turning the prism”: School improvement and the arts. Arts Education Policy Review, 1–3. https://doi.org/10.1080/10632913.2023.2212183

Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/EFI-2004-22201

Thomas, C. N., Hassaram, B., Rieth, H. J., Raghavan, N. S., Kinzer, C. K., & Mulloy, A. M. (2012). The integrated curriculum project: Teacher change and student outcomes within a university–school professional development collaboration. Psychology in the Schools, 49(5), 444–464. https://doi.org/10.1002/pits.21612

Thomson, P., Hall, C., Earl, L., & Geppert, C. (2019). The pedagogical logics of arts-rich schools: A Bourdieusian analysis. British Journal of Sociology of Education, 40(2), 239–253. https://doi.org/10.1080/01425692.2018.1554474

Tian, M., Lu, G., Li, L., & Yin, H. (2021). International undergraduate students in Chinese higher education: An engagement typology and associated factors. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.680392

Todhunter-Reid, A. (2019). In-school arts education and academic achievement: A child fixed effects approach. Arts Education Policy Review, 120(2), 112–119. https://doi.org/10.1080/10632913.2018.1423595

Vygotsky L. S. (1978). Mind in society. Harvard University Press.

Wang, Z. (2023). The development of personal friendship networks. https://doi.org/10.22215/etd/2007-06677

Wang, Z. (2024). Leisure sports involvement and personal development engagement. Journal of Education and Educational Research, 8(3), 283–291. https://doi.org/10.54097/3wa3pr04

Wen, Y., Chen, H., Pang, L., & Gu, X. (2020). The relationship between emotional intelligence and entrepreneurial self-efficacy of Chinese vocational college students. International Journal of Environmental Research and Public Health, 17(12), Article 4511. https://doi.org/10.3390/ijerph17124511

Wiehe Lopes, A. (2021). Coaching for creativity: Early educators’ experience with story drama [Poster 28]. AERA 2022. https://doi.org/10.3102/ip.22.1888403

Xu, A., Baysari, M. T., Stocker, S. L., Leow, L. J., Day, R. O., & Carland, J. E. (2020). Researchers’ views on, and experiences with, the requirement to obtain informed consent in research involving human participants: A qualitative study. BMC Medical Ethics, 21(1). https://doi.org/10.1186/s12910-020-00538-7

Yin, R. K. (2018). Case study research and applications; Design and methods. Sage.

Zhou, Y., Zhao, J., & Zhang, J. (2020). Prediction of learners’ dropout in e-learning based on the unusual behaviors. Interactive Learning Environments, 31(3), 1796–1820. https://doi.org/10.1080/10494820.2020.1857788

Downloads

Published

2024-08-30