© Chris Port, Central School of Speech and Drama, 2000
The following forms of data are analyzed both quantitatively and qualitatively in this chapter:
- A comparison of estimated approximate proportions of characteristic teaching and learning models for each subject lesson (R.E; Geography; Maths; Art; Technology).
- A comparison of Year Group Gender proportions for Year 8 and Year 10 Drama groups.
- A comparison by Year Group of questionnaires issued against questionnaires completed and returned.
- A comparison by Year Group of responses to proposition 1: ‘Drama is usually taught to you in the same way as other subjects’.
- A comparison by Year Group of responses to proposition 2: ‘Drama is easier than other subjects’.
- A comparison by Year Group of responses to proposition 3: ‘You learn more in Drama when:’
- A comparison by Year Group of responses to proposition 4: ‘In other subjects, you find it easier to understand things by:’
- A comparison by Year Group of responses to proposition 5: ‘In Drama, you mostly learn about:’
- A comparison by Year Group of responses to proposition 6: ‘The Drama teacher should:’
- A comparison of estimated approximate proportions of characteristic teaching and learning models for each subject lesson.
R.E. | Geography | Maths | Art | Technology | |
Behaviourism | 80% | 95% | 80% | 70% | 100% |
Constructivism | 10% | 5% | 10% | 15% | 0% |
Social Constructivism | 10% | 0% | 10% | 15% | 0% |
- A comparison of estimated approximate proportions of characteristic teaching and learning models for each subject lesson.
Although I have offered a quantitative analysis of my general observations, this should not be read as being in any way inductive, verifiable or indicative of ‘true’ teaching and learning models. Nor are my observations deductive or falsifiable according to Popper’s model of scientific theories (cf. Papineau 1996:291). They are not even timed observations. Rather, as the above subtitle suggests, they are estimated and approximate proportions using a pro forma of recurrent identifiable lesson activities as a reference point. They are inherently subjective and intuitive observations (i.e. it felt like x activity and x% of a lesson was indicative of x model of teaching and learning), hence the convenient rounded percentages. A more experienced observer may offer a different proportion of teaching and learning models. This hypothetical discrepancy would, however, miss the real point. As my later thinking in 5.1 Emerging Themes will show, it is by no means clear whether any particular lesson activity is characteristic of any one model of teaching and learning and it may be a mistake to attempt to categorise them so. The flaw may actually lie in the suggested methodology (cf. Pollard and Triggs) and this revelation is the real value of the observations.
- A comparison of Year Group gender proportions for Year 8 and Year 10 Drama groups.
Year Group | Pupils | Boys | Girls | % Boys | % Girls |
8I | 28 | 11 | 17 | 39.29% | 60.71% |
8R | 25 | 12 | 13 | 48.00% | 52.00% |
Year 8 | 53 | 23 | 30 | 43.40% | 56.60% |
10A | 27 | 12 | 15 | 44.44% | 55.56% |
- A comparison of Year Group gender proportions for Year 8 and Year 10 Drama groups.
The first most noticeable characteristic of this data is that girls outnumber boys in all Drama groups for this research site. This is not unexpected as the girls outnumber the boys in the total pupil roll by a ratio of 1.28:1. This compares with a slightly higher ratio of girls to boys in Year Group 8I of 1.55:1; in Year Group 8R the ratio of girls to boys is less at 1.08:1. The ratio of girls to boys in the participant Year 8 groups overall is 1.3:1. In the Year 10A Drama group the ratio of girls to boys is 1.25:1. I do not attach any great significance to these ratios or the slight variations between them per se.
The second most noticeable characteristic is that there has not been any significant decline in the ratio between boys and girls in Drama from Year 8 to Year 10. In other words, boys are well represented in taking Drama as an option at the end of Year 9. Drama is not seen as a ‘girls’ subject.
The sizable and near comparative proportions of boys to girls in all Drama classes, plus the fact that there is no statistical ‘drop-off’ for boys in Year 10, raises the question of whether my selected models of teaching and learning are ‘gender-blind’ or whether any particular model might favour one gender more than other, particularly in behaviour management techniques? Jackson (1998) observes that behavioural management techniques that specifically target boys’ underachievement can be very useful but they need to work with an understanding that ‘...for some boys, academic achievement is associated with fears and anxieties about effeminacy.’ (Jackson 1998:90). The Mentor’s philosophy of Drama Education is to ‘knock ideas of effeminacy on the head early on’ and it has been noticeable during my research placement that, in the Drama Studio, there does not seem to be any macho culture or equation of being ‘arty’ with being homosexual. Whether this is a school-wide phenomenon or due to the teaching style of the Mentor is unclear, but it is certainly refreshing to see boys unafraid to be creative and un-mocked by their peers for doing so. While the genders tend to separate like oil and water without constant mixing on the part of the teacher, there are few problems when they do work together beyond occasional playground politics and, surprisingly, both genders are very tactile in a work-oriented and unsexual way. It would be interesting to research further what influence the Behaviourist model of teaching and learning may have had in achieving this desirable state of affairs.
- A comparison by Year Group of questionnaires issued against questionnaires completed and returned.
Year Group | Pupils | Completed | % |
8I | 28 | 28 | 100.00% |
8R | 22 | 21 | 95.45% |
Year 8 | 50 | 49 | 98.00% |
10A | 24 | 23 | 95.83% |
- A comparison by Year Group of questionnaires issued against questionnaires completed and returned.
Questionnaires were issued to all pupils present during a Drama lesson as homework. In retrospect, this may have implied a pseudo-mandatory response as evidenced by the high completion and return rate. However, pupils absent during the hand-out and hand-in lessons were not pursued as would normally be the case for more conventional homework.
Pupils were informed in advance of completing the questionnaire that:
- Their answers would be used as part of a research project investigating different ways of teaching and learning in Drama; and
- Their answers would be treated as confidential in that their names would be kept secret.
There were no objections from any of the pupils to completing the questionnaires. Many pupils seemed pleased that their opinions were being sought. At the beginning of each hand-in lesson, I discussed some of the issues of my research project with the whole group (in a simplified version) and treated the activity as a (Social Constructivist) exercise in pupil self-evaluation in the context of their peers.
- A comparison by Year Group of responses to proposition 1: ‘Drama is usually taught to you in the same way as other subjects’.
Year Group | Disagree strongly | Disagree | Not sure | Agree | Agree strongly |
8I (28) | 2 | 17 | 5 | 4 | 0 |
8R (21) | 5 | 13 | 0 | 3 | 0 |
Year 8 (49) | 7 | 30 | 5 | 7 | 0 |
10A (23) | 10 | 10 | 3 | 0 | 0 |
Year Group | Disagree strongly | Disagree | Not sure | Agree | Agree strongly |
8I (28) | 7.14% | 60.71% | 17.86% | 14.29% | 0% |
8R (21) | 23.81% | 61.91% | 0% | 14.28% | 0% |
Year 8 (49) | 14.29% | 61.22% | 10.20% | 14.29% | 0% |
10A (23) | 43.48% | 43.48% | 13.04% | 0% | 0% |
- A comparison by Year Group of responses to proposition 1: ‘Drama is usually taught to you in the same way as other subjects’.
If we assume (for the moment) that there is a strong predominance of the Behaviourist model of teaching and learning in other subjects, and also a strong influence of this model in the teaching style of the Mentor and my chosen teaching style for this research placement, then the response to this proposition seems surprising. The majority of Year 8 pupils disagreed with this proposition. There were, however, a significant number of pupils in 8I who were either unsure or agreed with the proposition. 8R, as a group, seemed more confident of their own opinions. Also, more pupils in 8R chose to disagree strongly. It may be the case that this proposition revealed more about the respective group dynamics than the actual research question.
The majority of Year 10 also disagreed with the proposition. Significantly, no Year 10 pupil agreed with it. Since Drama at Key Stage 4 is prescribed by the Edexel (2000) Syllabus (which would seem to characterize the subject as similarly Behaviourist to other prescribed curricula), it may be that pupils see Drama differently by the nature of the subject regardless of the model of teaching and learning.
- A comparison by Year Group of responses to proposition 2: ‘Drama is easier than other subjects’.
Year Group | Disagree strongly | Disagree | Not sure | Agree | Agree strongly |
8I (28) | 0 | 6 | 8 | 12 | 2 |
8R (21) | 0 | 5 | 3 | 10 | 3 |
Year 8 (49) | 0 | 11 | 11 | 22 | 5 |
10A (23) | 1 | 17 | 3 | 2 | 0 |
Year Group | Disagree strongly | Disagree | Not sure | Agree | Agree strongly |
8I (28) | 0% | 21.43% | 28.57% | 42.86% | 7.14% |
8R (21) | 0% | 23.81% | 14.28% | 47.62% | 14.29% |
Year 8 (49) | 0% | 22.45% | 22.45% | 44.90% | 10.20% |
10A (23) | 4.35% | 73.91% | 13.04% | 8.7% | 0% |
- A comparison by Year Group of responses to proposition 2: ‘Drama is easier than other subjects’.
The most noticeable feature of the responses to this proposition is the total difference of perceptions between Year 8 and Year 10. While the majority of Year 8 agreed or agreed strongly that Drama was easier (by a ratio of 1.23:1 in favour), the majority of Year 10 disagreed (by a ratio of 3.6:1 against).
In conversation, Year 8 pupils who thought Drama was easier tended to cite the comparative lack of written work and the enjoyable aspects of games and acting. Year 8 pupils who disagreed tended to speak of shyness and lack of confidence.
In conversation, Year 10 pupils who disagreed that Drama was easier tended to speak of the effort they put into their practical work and the complexity of some of the theories and issues with which they were dealing. Year 10 pupils who agreed tended to cite the comparative lack of written work. Unsurprisingly, given that they had chosen Drama as an option, confidence was less of an issue with Year 10 pupils (although it was mentioned by a few pupils).
It is unclear whether this divergence of opinion between Years 8 and 10 indicates a lack of continuity and progression for Drama between Key Stages 3 and 4 or whether we are dealing with issues of pupil engagement and maturity. Do Year 8 pupils engage with Drama on a shallower and less demanding level than their Year 10 counterparts? If so, should a focus on a Behaviourist model of teaching and learning effectively increase the demands being made on the Year 8 pupils? Or should the focus be on a Constructivist/Social Constructivist model to increase pupils’ cognitive and social engagement with the learning areas?
- A comparison by Year Group of responses to proposition 3: ‘You learn more in Drama when:’
Year Group | The teacher explains things | You work things out for yourself | You work with others | You get up and act things out | You talk about what you’ve done |
8I (28) | 3 | 1 | 9 | 11 | 4 |
8R (21) | 2 | 1 | 4 | 11 | 3 |
Year 8 (49) | 5 | 2 | 13 | 22 | 7 |
10A (23) | 4 *(+ 4 = 8) | 0 | 4 *(+ 3 = 7) | 6 *(+ 1 = 7) | 5 *(+ 2 = 7) |
Year Group | The teacher explains things | You work things out for yourself | You work with others | You get up and act things out | You talk about what you’ve done |
8I (28) | 10.71% | 3.57% | 32.14% | 39.29% | 14.29% |
8R (21) | 9.52% | 4.76% | 19.05% | 52.38% | 14.29% |
Year 8 (49) | 10.20% | 4.08% | 26.53% | 44.90% | 14.29% |
10A (23) | 17.39% *(34.78%) | 0% | 17.39% *(30.43%) | 26.09% *(30.43%) | 21.74% *(30.43%) |
(*Four Year 10 pupils deliberately disregarded the questionnaire instruction and selected more than one response on the grounds that all their responses were equally applicable; their multiple responses are included in parentheses above to show the total numerical selection for each option).
- A comparison by Year Group of responses to proposition 3: ‘You learn more in Drama when:’
The majority of Year 8 pupils in both Drama groups opted for the response that they learn more in Drama when they get up and act things out (the second favourite response being that they learn more when they work with others). I must confess, as an interested observer, to some scepticism about the Year 8 response to this proposition, suspecting that they may enjoy the Drama lesson more when they are playing games or acting: but enjoyment is not necessarily synonymous with learning (although, perhaps, in an ideal world it might be). In fact, when reviewing their written homework (issued as pro forma worksheets with multiple choice responses to check for correct understanding), the most learning appeared to take place (in a Behaviourist sense) when they recalled teacher-led explanations (although the pro forma worksheets were, admittedly, primarily designed to check for effective teaching of concepts).
The response from Year 10 pupils was more evenly distributed although a slightly higher proportion opted for teacher-led explanation. However, perhaps the most interesting and significant aspect of the Year 10 response was that four pupils deliberately disregarded the questionnaire instruction and selected more than one response. During the questionnaire debrief, they reasoned that all the responses were equally valid in terms of their learning (and how they defined learning in the wider social context). They argued (convincingly and maturely) that the questionnaire was unreasonably restrictive in restricting its respondents to one option and for them to have answered otherwise would have been dishonest and misleading. (I accepted their arguments as valid during the debrief).
These multiple responses were problematic when I compiled my quantitative analysis of the results. Technically, I should have invalidated these responses as spoiled questionnaires. However, I felt that their rationale was justifiable and their responses should be included. Although mathematically their inclusion created an absurd result (a sample which does not consist of 100% and more numbers of responses than pupils) I considered this anomaly the lesser of two inaccuracies. Therefore, multiple responses from Year 10 pupils are included in the quantitative analysis (and others) with an appropriate explanatory caveat and clear optional readings of the results.
- A comparison by Year Group of responses to proposition 4: ‘In other subjects, you find it easier to understand things by:’
Year Group | Listening to the teacher | Reading books or looking at pictures | Doing something practical | Discussion | Writing |
8I (28) | 12 | 0 | 5 | 10 | 1 |
8R (21) | 2 | 0 | 8 | 10 | 1 |
Year 8 (49) | 14 | 0 | 13 | 20 | 2 |
10A (23) | 6 *(+ 2 = 8) | 0 *(+ 2 = 2) | 3 *(+ 4 = 7) | 8 *(+ 2 = 10) | 2 *(+ 1 = 3) |
Year Group | Listening to the teacher | Reading books or looking at pictures | Doing something practical | Discussion | Writing |
8I (28) | 42.86% | 0% | 17.86% | 35.71% | 3.57% |
8R (21) | 9.52% | 0% | 38.10% | 47.62% | 4.76% |
Year 8 (49) | 28.57% | 0% | 26.53% | 40.82% | 4.08% |
10A (23) | 26.09% *(34.78%) | 0% *(8.7%) | 13.04% *(17.39%) | 34.78% *(43.48%) | 8.7% *(13.04%) |
(*Four Year 10 pupils deliberately disregarded the questionnaire instruction and selected more than one response on the grounds that all their responses were equally applicable; their multiple responses are included in parentheses above to show the total numerical selection for each option).
- A comparison by Year Group of responses to proposition 4: ‘In other subjects, you find it easier to understand things by:’
The purpose of this proposition was to ascertain whether there was any significant difference in the way pupils viewed their optimum learning in other subjects compared against their perceived optimum learning in Drama (and how they defined learning).
The responses from the two Year 8 Drama groups differed significantly. The highest scoring response for 8I was listening to the teacher. This option attracted a very low response from 8R whose highest scoring response was discussion (attracting an identical numerical response from both groups). Due to the widely differing response between the two Year 8 groups, the overall priority for understanding became discussion.
Both Year 8 groups had discounted the importance of teacher-led explanation in a similar proposition for Drama. Reading did not attract any response. Interestingly, Year 8 pupils in both groups attached significantly lower importance to writing in other subjects than they did for Drama. Literacy may well be an issue here in Year 8 pupils’ learning difficulties.
Year 10 pupils opted for similar priorities to the overall Year 8 response to other subjects (discussion; listening to the teacher; doing something practical. Again, significantly, Year 10 pupils attached less importance to writing for other subjects than they did for Drama.
Again, four Year 10 pupils deliberately opted for multiple responses to this questionnaire which are included in the quantitative analysis.
- A comparison by Year Group of responses to proposition 5: ‘In Drama, you mostly learn about:’
Year Group | The theatre and acting | How other people think and feel | How to work with other people | How to become more confident | The way you think and feel |
8I (28) | 14 | 0 | 4 | 8 | 2 |
8R (21) | 7 | 1 | 5 | 7 | 1 |
Year 8 (49) | 21 | 1 | 9 | 15 | 3 |
10A (23) | 12 *(+ 7 = 19) | 0 *(+ 4 = 4) | 1 *(+ 5 = 6) | 2 *(+ 5 = 7) | 0 *(+ 7 = 7) |
Year Group | The theatre and acting | How other people think and feel | How to work with other people | How to become more confident | The way you think and feel |
8I (28) | 50.00% | 0% | 14.29% | 28.57% | 7.14% |
8R (21) | 33.33% | 4.76% | 23.82% | 33.33% | 4.76% |
Year 8 (49) | 42.86% | 2.04% | 18.37% | 30.61% | 6.12% |
10A (23) | 52.17% *(82.61%) | 0% *(17.39%) | 4.35% *(26.09%) | 8.7% *(30.43%) | 0% *(30.43%) |
(*Eight Year 10 pupils deliberately disregarded the questionnaire instruction and selected more than one response on the grounds that all their responses were equally applicable; their multiple responses are included in parentheses above to show the total numerical selection for each option).
- A comparison by Year Group of responses to proposition 5: ‘In Drama, you mostly learn about:’
The purpose of this proposition was to ascertain what aspects of the Drama curriculum pupils attached most importance to.
In Year 8, 8I attached most importance to learning about the theatre and acting while 8R attached equal importance to both the former and becoming more confident. Overall, these were the two most important learning areas to Year 8 pupils.
Year 10 pupils also attached the greatest importance to this curriculum model of Drama although this was a predictable response given that they are also working to an examination syllabus.
Significantly, out of the three Drama groups, the Year 10 group attached the greatest importance to the way pupils think and feel (possibly indicating a greater emotional maturity).
On this curriculum subject, eight Year 10 pupils deliberately gave multiple responses on the grounds that a single response would be unreasonably reductionist and misleading. Their multiple responses were included in the quantitative analysis.
- A comparison by Year Group of responses to proposition 6: ‘The Drama teacher should:’
Year Group | Explain to pupils what to do | Ask pupils what they want to do |
8I (28) | 21 | 7 |
8R (21) | 16 | 5 |
Year 8 (49) | 37 | 12 |
10A (23) | 19 *(+ 1 = 20) | 3 *(+ 1 = 4) |
Year Group | Explain to pupils what to do | Ask pupils what they want to do |
8I (28) | 75.00% | 25.00% |
8R (21) | 76.19% | 23.81% |
Year 8 (49) | 75.51% | 24.49% |
10A (23) | 82.61% *(86.96%) | 13.04% *(17.39%) |
(*One Year 10 pupil deliberately disregarded the questionnaire instruction and selected more than one response on the grounds that all their responses were equally applicable; their multiple responses are included in parentheses above to show the total numerical selection for each option).
- A comparison by Year Group of responses to proposition 6: ‘The Drama teacher should:’
The purpose of this proposition was to ascertain the pupils’ preferences in terms of a Behaviourist (instructional) model or Social Constructivist (facilitative) model (although, given the proposition’s brevity, pupils may have interpreted the question as one of propriety rather than preference, e.g. the traditional view of a teacher is…).
All Year groups gave a similar proportional response with a majority in favour of a Behaviourist model of the teacher as an instructor rather than a facilitator.
No comments:
Post a Comment