Drama in Science Teaching – An example from Trinidad and Tobago

Main Article Content

Rawatee Maharaj-Sharma


This experimental study was conducted in one public school in Trinidad with the aim of observing the effect of drama on the achievement and attitude towards science, of a group of upper primary school science students when taught a science unit. The experimental group was taught using drama-based instruction and activities while the control group received instruction via the traditional approach. A science unit entitled ‘Forces’ which consisted of five lessons was taught to both groups over a 2-week period. A science attitude test and a summative achievement test were administered to both groups before and after the treatment. The results revealed a statistically significant difference between the mean scores of both groups in respect of achievement levels for the unit of work. Mean ranked scores for attitudes towards science also showed a statistically significant difference in favor of the experimental group.

Article Details

Research / Empirical
Author Biography

Rawatee Maharaj-Sharma, School of Education, The University of the West Indies, St. Augustine

Senior Lecturer in Science Education & Coordinator of the B.Ed. Programme.