Science Didactics Based on Theatre Techniques in Primary Education School Students: A Comparative Study of Its Impact on Academic Performance and Affective Experience Versus Traditional Methodology
DOI:
https://doi.org/10.55777/rea.v19i37.8826Keywords:
Theatre, Primary Education, Emotions, Active Learning, Educational MethodologyAbstract
This study explored the impact of a drama-based educational methodology compared to traditional teaching in primary education, analyzing students’ academic performance and affective experiences. Two groups were assessed over ten sessions: a control group, which followed a traditional approach, and an experimental group that incorporated drama-based activities. Academic performance was evaluated through exams conducted in 2022 and again a year later, in 2023, while affective dimensions (activation, well-being, and hedonic tone) were measured through questionnaires.The results revealed no significant differences in grades between the groups, indicating that the drama-based methodology is as effective as the traditional approach in academic terms. However, students in the experimental group exhibited higher levels of emotional activation and a strong relationship between activation and well-being, showing how drama-based activities can transform the learning experience by emotionally engaging students with the content.These findings suggest that drama techniques are not only a viable alternative to conventional methodologies but also a valuable tool for enriching learning, promoting both cognitive and socio-emotional development. This approach, by combining academic effectiveness with personal growth, encourages a re-evaluation of pedagogical practices toward a more holistic and humanistic educational model that supports students in exploring their potential across multiple dimensions of learning.
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