EDUCATIONAL DRAMA AND ITS EFFICACY ON SOCIAL, EMOTIONAL, AND INTERCULTURAL COMPETENCIES AMONG PRIMARY SCHOOL STUDENTS: A QUASI-EXPERIMENTAL STUDY

Abstract

This empirical study, conducted at an American International school in Malaysia, examined the efficacy of online educational drama in fostering social, emotional, and intercultural (SEI) learning among 26 international students aged 8-12 at the primary level. Utilizing a mixed-methods convergent intervention design, it combined a pretest-post-test quasi-experimental approach with structured observations. Students were divided into two age groups (8-10 and 10-12) and further split into control and experimental groups. The experimental group was subjected to a 12-week online drama program, incorporating Information and Communication Technology (ICT) tools, drama techniques, and Social and Emotional Learning (SEL) activities, whereas the control group continued their drama lessons in regular classrooms. It was anticipated at the 105 beginning of the study that there would be no significant difference of learning efficacy in the SEI dimensions between the two groups. Post-intervention observations and analysis, however, revealed varied impacts of the intervention on SEI competencies. Younger students showed improvements in self-awareness, social awareness, and relationship skills, whereas older students exhibited mixed results in these areas, along with a decline in intercultural competencies. Observational data indicated high engagement levels despite technical challenges and distractions. Overall, the intervention was engaging but produced mixed outcomes on SEI competencies between ages, with notable technical difficulties affecting the experience. These findings suggest the need for ICT training for both students and teachers, the use of online drama as an engaging educational tool, and the integration of intercultural learning into SEL curricula.