The effect of drama on academic achievement and social skills of female elementary school students in Tehran

Education through drama is a concept that has recently received more emphasis in the world than in the past, and in recent years has been growing and finds more of its audience in the age group of children and adolescents. The aim of this study was to determine the effect of play on academic achievement and social skills of female students in fourth, fifth, sixth grade, second grade, Tehran. The research method was quasi-experimental. The statistical population was 361 students selected by stepwise random sampling using Morgan table and received Gersham and Elliott (1999) social skills questionnaire. Then, in a simple group of 180 people, they were randomly divided into experimental groups (private schools) and control groups (public schools). The experimental group was trained in one useful month in 4 sessions of useful 45 minutes in the art class (Drama), while the control group followed their daily schedule during this period and did not receive any educational intervention. After the training program, the questionnaire was administered to both groups again. Data analysis using analysis of covariance showed that participation in performance art classes had a significant effect on promoting students' academic achievement. These results show that the play has a positive and significant effect on social skills in the dimensions of: cooperation, assertiveness, self-control and empathy.