ROLE-PLAY: LEARNING EXPERIENCE THROUGH ENACTMENT IN SCIENCE EDUCATION

Authors

  • Muryem Akhtar, Farkhunda Rasheed Choudhary, Saima Akhtar

DOI:

https://doi.org/10.52337/pjer.v5i2.526

Abstract

An enormous shift is made in scientific approach of students by using new methods of teaching and learning. This study encompassed the reinforcement of scientific knowledge and real-life practices with the help of role plays. It was a mixed method research. The quasi control group comprised of 52 students and experimental sample consisted of 52 players (science students) and observers (science students) of 7th grade. The qualitative procedure to collect the data was through observational checklist (predefined schedule) and video recording followed by structured interviews of the observers and players. The responses were coded into themes. Findings showed that role plays are effective in strengthening the science concepts which were taught in the real time science classroom teaching. The learning of the students was improved along with the confidence and participation as a group. Moreover, it was found that conducting role plays was a healthy activity with in less time and resulted in enhancing creative abilities of science students. Indeed, science students felt motivated for being part of the role plays. It was also observed that students were excited about the performances and were taking it as a competition between them. The achievement of students was also improved in the final examinations. It is recommended to include role plays for teaching and learning science concepts at elementary level

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Published

2022-06-30

How to Cite

Muryem Akhtar, Farkhunda Rasheed Choudhary, Saima Akhtar. (2022). ROLE-PLAY: LEARNING EXPERIENCE THROUGH ENACTMENT IN SCIENCE EDUCATION. Pakistan Journal of Educational Research, 5(2). https://doi.org/10.52337/pjer.v5i2.526