International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Vasileios Papageorgiou

doi:10.23947/2334-8496-2022-10-2-145-162

Authors

Vasileios Papageorgiou Department of Mathematics, Aristotle University of Thessaloniki, Greece https://orcid.org/0000-0002-8131-3484

DOI:

https://doi.org/10.23947/2334-8496-2022-10-2-145-162

Keywords:

Dramatization, Education, pedagogy, Mann-Whitney U test, Kruskall-Wallis test, Inferential Statistics

Abstract

In this article, we attempt to examine the general teachers’ attitudes towards dramatization and the differences that arise according to their major demographic elements, using inferential statistics methodology. Our sample consists of 60 (sixty) Greek teachers, of which 15 (fifteen) are male and 45 (forty-five) are female respondents. The teachers completed all questionnaire’s statements correctly (without missing values), allowing us to draw valuable conclusions on both their knowledge and their perspectives regarding the usefulness of dramatization in a school environment and the necessity of its inclusion in the educational process. The analysis focuses both on the general teachers’ tendencies and the existing differences that are caused according to the respondents’ sex, age, years of experience and their willingness of working with immigrant students. Our analysis is carried out via the Mann-Whitney, Kruskal-Wallis and chi-square statistical tests. These statistical methods are ideal for the comparison of data resulting from questionnaires based on the Likert scale, providing trustworthy and valuable conclusions about the attitudes towards the inclusion of drama in the educational procedure. This paper reveals important existing differentiations in the viewpoints of Greek primary school teachers in terms of dramatization in education, while it brings out a quite positive attitude towards the benefits of including drama in the teaching process of primary schools.

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