Child & Youth Services· 2026Q2
School-Based Drama Group Intervention for Enhancing Collaborative and Relational Skills Among Primary School Children: A Mixed-Methods Study
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- Q2SCImago
- 2026year
Short summary
A 13-session drama group intervention improved collaborative skills like positive interdependence and individual responsibility in 26 primary school children compared to a control group.
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Key points
- A 13-session drama group intervention was implemented with 26 primary school children.
- Quantitative analysis showed improvements in positive interdependence, individual responsibility, and group processing.
- Qualitative data indicated enhanced peer interaction, shared responsibility, and trust.
- The intervention positively impacted collaborative and relational skills in the experimental group compared to the control.
AI-generated from the title and abstract; the full text is not read.
Abstract
This mixed-methods study examined a school-based drama group intervention designed to strengthen collaborative and relational skills among 26 primary school children in Greece. Thirteen drama-based group sessions were implemented in one experimental class, while a control class followed regular classroom practice. Quantitative data were collected through the Cooperative Learning Questionnaire and analyzed using factorial mixed ANOVA. Qualitative data came from observational journals and critical friend reflections. Findings indicated improvements in promotive interaction, positive interdependence, individual responsibility, and group processing, with cautious interpretation for social skills. Drama-based group work supported peer interaction, shared responsibility, trust, and reflective participation in classroom life.
The authors' abstract, as published at the source. Child & Youth Services, 2026 · DOI ↗
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Field: Visual Arts and Performing Arts
Visual Arts and Performing ArtsArts and Humanities