The Effect of Drama-Based Pedagogy on Pre-K-16 Outcomes: A Meta-Analysis of Research From 1985 to 2012

• In Event: Instructional Paradigms in Humanities, Social Science, and Fine Arts Education

Abstract

The President’s Committee on the Arts and Humanities report (2011) called for a better understanding of the dimensions of quality and best practices of arts integration. One promising arts integration method is drama-based pedagogy (DBP). A comprehensive search of the literature revealed 47 quasi-experimental DBP intervention studies. A meta-analysis of this research suggested that DBP has a positive, significant impact on achievement outcomes in educational settings. Effects were strongest when the intervention was (a) led by a classroom teacher or researcher rather than a teaching artist, (b) included more than five lessons, and was (c) integrated into English language arts or science curriculum. Positive effects across psychological and social outcomes were found. Implications for policy and practice are discussed.

Authors

• Bridget Lee, The Ohio State University

• Erika Alisha Patall, University of Southern California

• Stephanie W. Cawthon, The University of Texas - Austin

• Rebecca Rose Steingut, The University of Texas - Austin