Implementing Creative Drama and Game Based Activities to Attain

Permanent Learning of the Subject Nomenclature of Compounds

idem Nilfer Umar, Asuman Okka

Terakki Foundation Schools ili Terakki Private High School (Turkey)
cigdemumar@terakki.org.tr

Abstract
The main goal of this study is to make students attain permanent comprehension of the subject
nomenclature of compounds found in 9 grade chemistry curriculum with the implementation of
creative drama, game based activities and constructivist learning approach. The study was carried out
in the first semester of 2011-2012 academic year with 26 students who are attending a private high
school. Experimental method was used in the study. 13 of the students were designated as
experimental group, whereas the remaining 13 students were designated as control group. The study
sessions with the experimental group were carried out as two 60 minutes sessions. In the first session,
creative drama was implemented. This session included the main components of creative drama
(warm up, animations, evaluation) where students have learned the names and charges of the ions by
playing games. In the second session, rules for naming compounds were taught by the teacher and
reinforced with game based activities. The study with the control group was carried out in classrooms
where conventional teaching methods were employed. Same test containing open ended questions
aiming to test weather target knowledge was achieved or not has been applied to both groups before
and after the study. The test consisted of questions about naming ions, compounds and writing
chemical formulae of compounds. The same test has been applied to both groups two weeks after the
end of the study to test the permanence of the acquired knowledge. The result of the study showed no
difference in the academic success of the students. However the study designates that creative drama
is an effective teaching method for students motivation and collaboration. Also, teachers involved in
the study, have observed that continuation of the implementation of creative drama in learning
patterns will help permanence of the acquired knowledge.

1. Introduction

1.1 Problem
As the information age has reflections on every system in the world, the changes in educational
system can be considered as inevitable. According to the contemporary educational view, teachers
should have knowledge and experience not only about their specialized field but also about the current
developments in the world [1]. If this is the case, diverse teaching and learning processes such as;
cooperative learning, problem solving, activities for improving creativity have been gaining importance.
Drama can be seen as a teaching method to make students cognitively physically active in teaching
and learning process in todays classrooms [2].
The latest chemistry curriculum, which is in effect since 2007, emphasizes that students will not only
acquire basic chemistry knowledge but will be able to use their knowledge and skills in real life
experiences as well. Taking students motivation into consideration, starting with concrete, real life
experiences, achieving meaningful learning and encouraging students to use their chemistry

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knowledge in related areas are the main criteria of the program [3]. It is obvious that, these criteria can
be satisfied by using creative drama and game based activities.
By creative drama based instruction it can be claimed that students are not assumed as passive
learners, in contrast they are aware of their cognitive learning styles and they are required to construct
the knowledge. Therefore, drama in education can be named as a constructivist teaching method.
Upon observing that students are having problems learning the names and charges of the ions, the
researcher implemented creative drama and game based activities to solve this problem. It is
postulated that handling the problem like learning a new language and continuous repetition would be
an effective approach.
The problem sentence of the study is set as Does implementing creative drama and game based
activities have a positive effect on students attaining permanent learning of the subject Nomenclature
of Compounds?

1.2 Aim of the study

The main aim of this study is to epitomize the implementation of creative drama and game based
activities in teaching the nomenclature of compounds topic to 9th grade students to attain persistent
and joyful learning.

1.3 Importance of the study

Numerous studies have been come across about implementation of creative drama in primary school
level science education during the consultation of domestic literature, whereas only one study was
found in high school chemistry level [4]. The study was about the usage of creative drama as a
teaching method and its effects on the cognitive learning levels of the students when teaching
Properties of Chemicals and The History of the Periodic Table subjects found in 9th grade
chemistry curriculum.
Nevertheless, a study about the effect of creative drama on the permanence of learning was also
investigated [5]. The aforementioned study was about the positive effect of usage of drama on
problem solving skills of students in mathematics in comparison to conventional teaching methods.
Taking into consideration Taking into consideration the fact that there are limited amount of study on
the implementation of creative drama in teaching chemistry, this study may be a noteworthy sample
for teachers and creative drama leaders.

1.4 Assumptions
The experimental and the control groups are affected equally by undesired variables.
The assessment tools employed in the study are valid and reliable.
Statistical methods employed in analyzing data are acceptable.

1.5 Limitations
The study is limited to Compounds unit found in the first semester chemistry curriculum in
2011-2012 academic year.
The study is limited to 9th grade students.

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2. Method

2.1 Study Group

The study was carried out with 26 students who are attending Private ili Terakki High School in
Istanbul. 13 of the students were designated as experimental group, whereas the remaining 13
students were designated as control group. The experimental group was composed of voluntary
students who were willing to attend creative drama and game based activities. The number of students
in the experimental group is limited because only the voluntary students were accepted to this group.
On the other hand, the control group was composed according to their academic success in the first
chemistry exam. The model containing Control group-pretest-final test-retest were employed in the
study.

2.2 Instruments
Each activity was assessed individually during the study, where necessary feedback was shared with
the students. The model containing pretest and final test with a control group was employed to
determine the effectiveness of the methods being used. Also, students approaches was monitored by
activity evaluation forms where students expressed their opinions freely. Finally, content analysis
was carried out by student interviews at the end of the study.

2.3 Process
The study sessions with the experimental group were carried out as two 60 minutes sessions after
school. In the first session, creative drama was implemented where students have learned the names
and charges of the ions. Drama based lesson plans consist of 3 phases. These phases are; warm up,
animation and evaluation [6]. In accordance with the literature, the lesson was initiated with warm up
activities which were aiming to raise excitement and create a challenging atmosphere by employing
games where students have learned basic concepts as well. In the animation phase, cooperative
group work, communicating in a group and reinforcement of the knowledge acquired in the worm up
phase, were the main targets. The students were asked to share their experiences at the end of the
lesson.
The second session was developed by implementing game based activities in which the rules for
naming compounds were embedded. These activities included animating the formation of compounds
by the elements in nature and discovering the rules for forming and naming compounds by imitating
the need for a common language to establish communication among people. The evaluation phase of
the study consisted of a challenging game based on forming and naming compounds. The study with
the control group was carried out in the classroom by using conventional teaching methods in
accordance with the yearly academic plan. A test consisting of open ended questions about naming
anions, cations, compounds and writing chemical formulae of compounds was applied to both control
and experimental groups prior to the study.
Two weeks after the end of the study to test the permanence of the acquired knowledge, same test
was applied to both groups.

3. Results and Discussion

Each activity was assessed individually during the study, where necessary feedback was shared with
the students. The model containing pretest and final test with a control group was employed to
determine the effectiveness of the methods being used. Also, students approaches was monitored by

3
activity evaluation forms where students expressed their opinions freely. Finally, content analysis
was carried out by student interviews at the end of the study.
The results of the pretests and the final tests showed no significant difference between the
experimental and the control groups. Also, the permanence test results of the experimental and control
groups showed no significant difference (Table-1).
However, according to students evaluations, students participation, motivation and joy are in favor of
the experimental group. Furthermore, the result of the activity evaluation forms showed that the
students in the experimental group have enjoyed the lessons and their approaches towards learning
and motivations to participate the lessons have increased. Finally, the student interviews are also
supporting the results of the evaluation forms. The result of the study designates that implementing
creative drama in learning patterns is an effective teaching method for student motivation and
collaboration together with reducing anxiety towards the content of the subject and fostering positive
attitude. Also, teachers involved in the study, have observed that continuation of the implementation of
creative drama in learning patterns will help permanence of the acquired knowledge.

Group Statistics

GROUP N Mean Std. Deviation Std. Error Mean

FINALTEST-2 EXPERIMENTAL 11 34,00 11,198 3,376

GRADES
CONTROL 24 30,33 11,563 2,360

Independent Samples Test

Levene's
Test for
Equality of
Variances t-test for Equality of Means

95% Confidence
Interval of the
Sig. Difference
Mean Std. Error
F Sig. t df (2tailed) Difference Difference Lower Upper

FINAL Equal ,660 ,422 ,879 33 ,386 3,667 4,170 -4,818 12,152
TEST-2 variances
GRADES assumed

Equal ,890 20,078 ,384 3,667 4,120 -4,925 12,258

variances
not
assumed

(Table-1)

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