Β. 01. 12.

A study of teachers’ tendencies and views regarding the usefulness of dramatisation in the educational process through the Mann-Whitney and Kruskall-Wallis tests – the case of Paros Island – October 2017-May 2018.

Dimitra Golia – Vasilis Papageorgiou – Stamatis Gargalianos – Dimitra Tsiaka

vol. 2 – t. 1 – Mars. 2022

Abstract

      In this article, we attempted to examine the differences that arise in teachers’ views on the subject of dramatization, using methods of inferential statistics. Our sample consisted of 60 (sixty) teachers on the Greek island of Paros, of which 15 (fifteen) were men and 45 (forty five) were women. The subjects completed a structured questionnaire, with both open-ended and closed-ended questions, during the period October 2017 – May 2018. The teachers completed all questionnaire items correctly, thus allowing us to draw useful conclusions on both their knowledge (ability to use) and the usefulness of the technique of dramatization in a school environment.

   For the purposes of the present study, we examined the general views of primary school teachers regarding the importance and necessity of dramatization within the educational process. The analysis focused on the differences of views based on sex and age, and was carried out via the Mann-Whitney and Kruskall-Wallis statistical tests; these methods are ideal for the comparison of data resulting from questionnaires based on the Likert scale.

Keywords: Dramatization, Education, Pedagogy, Theatre, Mann-Whitney test, Kruskall-Wallis test

Introduction

Dramatization is a theatrical technique that can help pupils, as well as adults, better understand certain concepts, both within and outside the educational environment.‘Dramatopoesis’, the Greek word for dramatization, is a compound word, formed by the words drama and poetry (‘poesis’ in Greek). The latter does not refer to its literary significance (poetry: the art of poems) but to its basic etymological meaning, namely: to make, to do, to construct (Gargalianos, 2020: 49). The first word is a derivative of the Greek verb ‘dro’, which means: I act, I do, I intervene; it should certainly not be confounded with its theatrical interpretation, which carries an emotional charge. Following these explanations, these two words, combined, can be interpreted as “the construction of action”; thus, in simpler words, dramatization is the simple theatrical performance of texts of any kind (or even concepts, whether abstract or specific).

Methodology

In this study, we examined the phases of knowledge, application and, finally, acceptance of dramatization techniques by the aforementioned teachers on the island of Paros, during the school year 2017-18 (Golia, 2021: 88). At the same time, through the use of a questionnaire, we explored the views of primary school teachers regarding the inclusion and beneficial effect of dramatization; moreover, special emphasis was placed on comparing their views based on sex and age, using the Mann-Whitney and Kruskall-Wallis statistical tests.

Of course, the international literature includes several studies on the influence of dramatization in the educational process using the aforementioned tests. Şengün & Ïskenderoğlu (2010) presented the analyses of 17 articles on the use of dramatization in the teaching of Mathematics; Kayılı & Erdal (2021) compared through the Mann-Whitney test the performance of 40 pupils, in order to examine whether dramatization enhances the understanding of preschool children, while Momeni et al. (2017) examined whether dramatization improves the creativity of 4-6year-olds using a sample of 52 children. Furthermore, Kilic & Namdar (2021) assessed whether dramatization contributes to the acquisition of values in 5year-old children. Finally, Yaşar & Aral (2020) examined whether the inclusion of dramatization in the education of children aged 61-72 months contributes to the development of creative thinking, while Pesen & Üzüm (2017) looked at the self-efficacy levels of English teachers who used dramatisation.           

Questionnaire reliability

     In this section, emphasis is placed on assessing the reliability of the questionnaire measurement scale, through Cronbach’s alpha co-efficient, which returns values ranging from 0 to 1 (Adeniran 2019; Tavakol & Dennick 2011; Taber 2017).  The higher the value, the more reliable is the scale used in the questionnaire items. Values very close to 1 are almost impossible in practice; therefore, researchers consider values greater than 0.5 as relatively acceptable, and those greater than 0.7 as extremely satisfactory. In this case, the coefficient calculated through SPSS (Version 23.0) was 0.861; this constitutes a particularly satisfactory value, which confirms the strong reliability of the scale we used. 

Inferential Statistics

      Anova (analysis of variance) and t-test are two of the most common statistical tests, which are primarily used in cases of questionnaire analysis. The purpose of these two tests is to examine whether there is a statistically significant difference in the views of different groups of respondents. In the present analysis, we make extensive use of the generated p-values. The latter represent the probability that the test results in a sample are randomly generated and not due to a systemic factor. Thus, we realise that the lower the probability, the safer the conclusions drawn; p-values smaller than the selected significance level “a” signify that the results of statistical tests are not due to random factors. In our statistical analysis, we used a significance level “a” of 0.05.

Normality of data distribution

      The basic condition of the two tests is the assumption that the observations have a normal distribution (Wong & Wong 2016). If this condition is not met, then the results of these two tests become unreliable and we turn to non-parametric tests such as those of Mann-Whitney and Kruskal-Wallis. In addition, these two statistical tests are more appropriate in cases of ordinal measurement scale data -such as Likert scale data- as they are based on order rather mean values. The statistical methods that invoke the use of the sample mean value are best suited to analyse interval or ratio scale data. The function, as well as the intuitive interpretation of the results obtained from these tests is similar to that of the t-test and Anova, as the Mann–Whitney and Kruskal-Wallis tests examine the existence of a statistically significant difference between the views of two -in the case of the former- or among the views of three or more -in the case of the latter- groups of questionnaire respondents (Winter & Dodou 2012, Ostertagová et al. 2014).

      In the context of the present analysis, we used the Kolmogorov–Smirnov and Shapiro–Wilk statistical tests to assess the normality of data distribution; both gave similar results for all questionnaire items. As illustrated in Table 1, the two tests returned a p-value of 0.00 <0.05 for all 24 questions-affirmations; thus the normality hypothesis was rejected.

Comparison of views based on sex

        In this section, we examine the difference in views based on sex, via the Mann-Whitney test. The variable “sex” was coded as “Male” = 0 and “Female” = 1; the answers to the questions of the five-point Likert scale were coded with values ranging from 1 – 5, with higher values symbolising more positive answers to the questions-affirmations.

       Tables 1a-d illustrate the results of the Mann-Whitney test. More specifically, the third column presents the number of respondents in each subgroup, the fourth and fifth show the mean value and standard deviation for each group, respectively, and the sixth column shows the statistical significance of the comparison (p-value).  

Table 1a. Comparison of teachers’ views based on sex through the Mann – Whitney test

Teachers’ Statements	Sex	N	Mean Value	Standard Deviation	p
Dramatization is an effective teaching method	Male	15	4.40	0.632	0.431
Female	45	4.28	0.645
Dramatization is widely used in the teaching of general classes	Male	15	3.07	0.884	0.836
Female	45	3.02	0.917
Dramatization is appropriate for teaching foreign-language pupils	Male	15	4.27	0.594	0.636
Female	45	4.33	0.674
Teachers are trained to use dramatization as a teaching method	Male	15	2.73	0.961	0.636
Female	45	2.53	0.726
Dramatization presupposes good use of the dominant language	Male	15	3.60	1.183	0.033
Female	45	2.96	0.952
Table 1b.
Teachers’ Statements	Sex	N	Mean Value	Standard Deviation	p
I have used dramatization in the teaching of the Greek language	Male	15	2.87	1.356	0.637
Female	45	3.02	0.941
I use dramatization in the teaching of the Greek language	Male	15	2.67	1.397	0.363
Female	45	2.96	1.021
I use dramatization in teaching courses other than the Greek language	Male	15	3.00	1.414	0.537
Female	45	2.87	1.179
I create dramatization activities in addition to the content of the textbook	Male	15	2.93	1.223	0.837
Female	45	2.82	1.007
I use dramatization when it is suggested by the Teacher’s Handbook	Male	15	2.60	0.986	0.132
Female	45	3.11	1.153
I would choose dramatization to make teaching more effective	Male	15	3.47	1.060	0.362
Female	45	3.78	0.735
I would choose dramatization for more enjoyable teaching and easier learning	Male	15	3.93	1.163	0.970
Female	45	4.09	0.583
Table 1c.
Pupils, through dramatization…	Sex	N	Mean Value	Standard Deviation	p
Expand life and learning experiences	Male	15	4.07	0.704	0.698
Female	45	3.96	0.767
Gather information about the “Other”	Male	15	3.87	0.834	0.630
Female	45	3.93	0.720
Develop their language skills	Male	15	4.00	0.535	0.912
Female	45	4.00	0.674
Release emotional charge	Male	15	4.20	0.676	0.123
Female	45	4.44	0.813
Develop democratic relationships within the classroom and the school environment	Male	15	3.93	0.704	0.704
Female	45	4.00	0.769
Feel creative	Male	15	4.13	0.743	0.040
Female	45	4.56	0.586

Table 1d.

Pupils, through dramatization…	Sex	N	Mean Value	Standard Deviation	p
Combine relaxation and creativity	Male	15	4.13	0.743	0.108
Female	45	4.47	0.661
20. Develop motor skills	Male	15	4.20	0.561	0.896
Female	45	4.18	0.777
Discover and develop their senses	Male	15	4.13	0.640	0.613
Female	45	4.22	0.704
Stimulate their imagination	Male	15	4.60	0.507	0.904
Female	45	4.58	0.621
Set aside inhibitions and phobias	Male	15	4.13	0.834	0.772
Female	45	4.04	0.796
Socialise	Male	15	4.33	0.816	0.703
Female	45	4.44	0.693

As we observe the results of tables 1a-1d and the generated p-values of the examined questions, we pay attention to the statements “Dramatization presupposes good use of the dominant language” and “Feel creative”, with (U = 217.5, p = 0.033 <0.05) and (U = 230.5, p = 0.040 <0.05), respectively. In the case of the question “Dramatization presupposes good use of the dominant language”, the views of men -with a mean value of 3.6- seem to be more positive compared to those of women, with a mean value of 2.96. The value of 3.6 indicates that men’s views converge on the option “I agree”, while the women’s views rather concentrate on the moderate answer “Neither agree nor disagree”.

          The female teachers who participated in the research seem to believe more strongly that dramatization contributes beneficially to the stimulation of children’s creativity, as the mean value of their answers to the corresponding question was 4.56 -compared to 4.13, which was the mean value of male teachers’ responses (Golia 2021: 78). No difference in the views of men and women emerged in the remaining items, as illustrated by the respective p-values, which were greater than 0.05.

Comparison of views based on age

Here, we examine the differences of teachers’ views in relation to their age, with the help of the Kruskal-Wallis test. The variable age was coded as “25-40” = 1, “41-50” = 2 and “51+” = 3. The initial questionnaire had four age groups; however, due to the small number of participants, the age groups 25 – 30 and 31 – 40 were reduced to one, and given the code 0. Tables 2a-2d record the results of the Kruskal Wallis test. The third column presents the number of respondents in each age group, the fourth and fifth columns show the mean values and standard deviations of each group, and the sixth column shows the statistical significance of the test (p – value).  

Table 2a. Comparison of teachers’ views based on age, via the Kruskal-Wallis test

Teachers’ Statements	Age	N	Mean Value	Standard Deviation	p
Dramatization is an effective teaching method	25 – 40	19	4.00	0.667	0.092
41 – 50	24	4.38	0.647
51 +	17	4.47	0.514
Dramatization is widely used in the teaching of general classes	25 – 40	19	2.84	0.834	0.147
41 – 50	24	3.33	0.917
51 +	17	2.82	0.883
Dramatization is appropriate for teaching foreign-language pupils	25 – 40	19	4.32	0.749	0.934
41 – 50	24	4.33	0.702
51 +	17	4.29	0.470
Teachers are trained to use dramatization as a teaching method	25 – 40	19	2.47	0.513	0.118
41 – 50	24	2.88	0.947
51 +	17	2.29	0.686
Dramatization presupposes good use of the dominant language	25 – 40	19	2.79	0.855	0.097
41 – 50	24	3.42	1.060
51 +	17	3.06	1.144

Table 2b.

Teachers’ Statements	Age	N	Mean Value	Standard Deviation	p
I have used dramatization in the teaching of the Greek language	25 – 40	19	2.74	0.933	0.290
41 – 50	24	3.13	1.154
51 +	17	3.00	1.029
I use dramatization in the teaching of the Greek language	25 – 40	19	2.63	1.065	0.262
41 – 50	24	3.17	1.204
51 +	17	2.76	1.033
I use dramatization in teaching courses other than the Greek language	25 – 40	19	2.58	1.071	0.240
41 – 50	24	3.08	1.139
51 +	17	3.00	1.500
I create dramatization activities in addition to the content of the textbook	25 – 40	19	2.68	0.946	0.342
41 – 50	24	2.79	1.062
51 +	17	3.12	1.166
I use dramatization when it is suggested by the Teacher’s Handbook	25 – 40	19	2.89	0.994	0.757
41 – 50	24	3.00	1.351
51 +	17	3.06	0.966
I would choose dramatization to make teaching more effective	25 – 40	19	3.63	0.831	0.260
41 – 50	24	3.58	0.929
51 +	17	3.94	0.659
I would choose dramatization for more enjoyable teaching and easier learning	25 – 40	19	3.84	0.834	0.036
41 – 50	24	3.92	0.974
51 +	17	4.47	0.624

Table 2c.

Pupils, through dramatization…	Age	N	Mean Value	Standard Deviation	p
Expand life and learning experiences	25 – 40	19	3.89	0.737	0.730
41 – 50	24	4.04	0.690
51 +	17	4.00	0.866
Gather information about the “Other”	25 – 40	19	3.84	0.898	0.935
41 – 50	24	3.96	0.624
51 +	17	3.94	0.748
Develop their language skills	25 – 40	19	4.00	0.745	0.970
41 – 50	24	4.00	0.590
51 +	17	4.00	0.612
Release emotional charge	25 – 40	19	4.26	0.872	0.677
41 – 50	24	4.42	0.776
51 +	17	4.47	0.717
Develop democratic relationships within the classroom and the school environment	25 – 40	19	3.89	0.809	0.744
41 – 50	24	4.04	0.751
51 +	17	4.00	0.707
Feel creative	25 – 40	19	4.37	0.684	0.717
41 – 50	24	4.54	0.588
51 +	17	4.41	0.712

Table 2d.

Pupils, through dramatization…	Age	N	Mean Value	Standard Deviation	p
Combine relaxation and creativity	25 – 40	19	4.26	0.653	0.318
41 – 50	24	4.54	0.658
51 +	17	4.29	0.772
Develop motor skills	25 – 40	19	3.89	0.737	0.048
41 – 50	24	4.21	0.721
51 +	17	4.47	0.624
Discover and develop their senses	25 – 40	19	3.95	0.621	0.020
41 – 50	24	4.21	0.658
51 +	17	4.47	0.717
Stimulate their imagination	25 – 40	19	4.42	0.692	0.305
41 – 50	24	4.63	0.576
51 +	17	4.71	0.470
Set aside inhibitions and phobias	25 – 40	19	3.84	0.834	0.146
41 – 50	24	4.04	0.751
51 +	17	4.35	0.786
Socialise	25 – 40	19	4.16	0.834	0.139
41 – 50	24	4.50	0.590
51 +	17	4.59	0.712

   In 21 of the 24 items-affirmations of the questionnaire, there was no statistically significant difference in the views of the participating teachers based on age. In the question “I would choose dramatization for more enjoyable teaching and easier learning”, we obtained n = 6.672, p = 0.036 <0.05. Therefore, there was a difference in teachers’ views based on age. Teachers aged 51+ seem to be more open to the use of dramatization to conduct a more enjoyable and constructive educational process (mean value = 3.98), as their views converge on the “I agree” option, in contrast to the views of the ‘25 – 40’ and ‘41 – 50’ age groups that have more moderate views. In addition, there is a statistically significant difference among teachers’ views, as to whether pupils develop motor skills through dramatization (n = 6.604, p = 0.048). Teachers aged 51+ are more supportive of the view that dramatization develops pupils’ motor skills (mean = 4.47), compared to the ‘41-50’ group (4.21) and the ‘25-40’ group (3.89). Finally, a significant difference was observed in the views regarding the development and advancement of pupils’ senses through dramatization, with n = 7.796, p = 0.02. The conclusions drawn are similar to the above, as the mean values obtained were 3.95 and 4.21 and 4.47, respectively, for the three groups.

Conclusions

        This study aimed to examine the views of 60 (sixty) primary education teachers on the island of Paros, during the period October 2017-May 2018, regarding the inclusion and usefulness of dramatization in the educational process. First of all, according to their general answers, we found that, indeed, dramatization is a technique that significantly helps teachers in their lessons -regardless of specialty. Next, we understood that the training of teachers in dramatization issues is absent from the general educational process; as a result, the processes that take place in the classroom are not the desirable ones, nor do they raise the level of the general educational process.

         As the normality hypothesis was rejected, but also due to the ordinal scale used in the questionnaire, we proceeded to use the Mann-Whitney and Kruskall-Wallis statistical tests.

        According to the results presented in the above analysis, there are no significant differences in the views of teachers based on gender and age. The two aforementioned statistical tests enabled us to ascertain differences of opinion on specific questions; subsequently, via descriptive statistics, we drew further conclusions regarding the views of each group. Thus, we conclude, that the methodology used is ideal in order to manage and utilize questionnaire results. Moreover, it can be very easily used in a similar way to conduct other studies in the field of Education, and, more specifically, with regard to the inclusion of different types of art therein.

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Greek

A1. Books – publications – theses

– Gargalianos, S. (2020). Dramatization. Techniques and Methods in Education. Thessaloniki: Kyriakidis Brothers.

– Golia, D. (2021). The role of dramatization in inter-cultural teaching methods in the Primary School Classrooms with mixed Non-Native and Native Pupils. Master Thesis. Trans-national, Inter-university, Inter-disciplinary Postgraduate Programme. Democritus University of Thrace. June 2021.