Drama in Science Teaching – An example from Trinidad and Tobago

Abstract

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.