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Using mixed methods to understand the mechanisms and prevalence of creative engagement in drama-based instruction
Journal article   Open access   Peer reviewed

Using mixed methods to understand the mechanisms and prevalence of creative engagement in drama-based instruction

Jen Katz-Buonincontro, Ross C. Anderson and Vida Manalang
Methods in Psychology (Online), v 2, 100013
Nov 2020
DOI: https://doi.org/10.1016/j.metip.2019.100013
url
https://doi.org/10.1016/j.metip.2019.100013View
Published, Version of Record (VoR)CC BY-NC-ND V4.0,  Open

Abstract

Creativity Drama-based instruction Engagement Mixed methods Video
While arts integration is an increasing area of inquiry in educational research, few studies collect and analyze data on the creative engagement of adolescents in real-time. This mixed methods study employed a convergent design to transform one set of videos depicting drama-based instructional classes into a qualitative and quantitative data set. Each data set was analyzed separately and the results were compared and merged. The qualitative data analysis revealed two cross-cutting themes: autonomous gesture as active part of learning and reciprocity and shared vulnerability in student teamwork. After the video data were analyzed qualitatively for these general themes, the classes of drama-based instruction (science, health, history and an instructional class) were compared more precisely. The video data was coded quantitatively using a Likert scale (0–3) to indicate the prevalence of creative engagement in the areas of autonomy, belonging, creative resources, and competency. The quantitative data analysis revealed differences across the classes: observed expressions of autonomy were statistically higher in the health class, belonging and creative resources were not different across classes at a statistically significant level, but competency increased progressively from Grade 6 to Grade 10. The merging of the data emphasized the reciprocating features of individual enactment and group-level reinforcement during drama-based instruction and alternate explanations for the observed differences across the instructional classes.

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7 citations in Scopus

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