Vol. 13 No. 1 (2024): Voices of Teachers and Teacher Educators
Articles

Exploring the Effectiveness of Drama-based Learning (DBL) in Elementary Education: Students’ Perceptions and Subject Preferences

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  • Raj Ballav Panda,
  • Ghanashyam Sahu,
  • Meenakshi Singh,
  • Binod Mahakur

Published 2024-07-31

Keywords

  • Drama-based learning,
  • 21st-century skills,
  • Learners’ perception,
  • Elementary education,
  • Holistic development

How to Cite

Panda, R. B. ., Sahu, G. ., Singh, M. ., & Mahakur, B. . (2024). Exploring the Effectiveness of Drama-based Learning (DBL) in Elementary Education: Students’ Perceptions and Subject Preferences. Voices of Teachers and Teacher Educators, 13(1), p.1-10. http://14.139.250.109/index.php/vtte/article/view/2954

Abstract

The National Education Policy (NEP) 2020 emphasises the importance of 21st-century skills and interactive teaching methods. This study investigated elementary-level students’ perception of drama-based teaching and explored any potential differences between male and female students. A descriptive survey method was employed, in which 50 students were taught using drama. The findings suggest that drama-based learning (DBL) is both effective and engaging, especially for language-based subjects, as it promotes exploration, discovery, and problem-solving skills. There was no significant difference in perception between boys and girls, although language subjects were preferred over Mathematics, Science/EVS, and Social Science. This study highlights the potential of DBL as an effective tool for holistic development in elementary education.

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