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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.
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