Abstract:

This research aimed to present how using the drama method in high school history courses affected student achievement. The descriptive study utilized data collected with quasi-experimental design in quantitative method and made use of data based on content analysis in qualitative method. The study group of the research consisted of 59 students in 9/K (experimental) and 9/G (control) classes, selected through simple non-random sampling method from a state high school in Çankaya District of Ankara Province in the 2017-2018 academic year. The research was limited to the unit of “Eurasia in the First and Middle Ages” in the 9th grade History Course. The data obtained at the end of the eight-week implementation process were collected with pre and post academic achievement tests, focus group interviews and researcher observations. Quantitative data on academic achievement were analyzed with the SPSS 15.00 (Statistical Package for the Social Sciences) Package Program, focus group interview data were analyzed with content analysis and researcher observations were analyzed with descriptive analysis. The study concluded that history lessons taught with the drama method were more effective and efficient compared to history lessons taught with direct instruction method and that there was a significant difference in favor of the experimental group students in regards to academic achievement. The findings of focus group interviews and researcher observations demonstrated that use of drama in education was effective on student learning, it developed positive affect and it informed students about drama.

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