Examination of the Effect of Drama Education on Multiple Intelligence Domains of Children Attending to 5th Grade

Abstract

The purpose of the present study was to assess the multiple intelligence domains of the children attending to 5th grade and ascertain whether the drama education made a difference regarding verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal-social, intrapersonal-internal and naturalistic intelligence domains of children. The study group was comprised of a total of 65 children, assigned to the experimental group (n=30) and the control group (n=35), attending to the 5th grade of two secondary schools at Altındağ Neighborhood of Ankara Province. “General Information Form” and “Self-Assessment Scale in Multiple Intelligence Domains” were used in the study for the purpose of data collection. The experimental group received “Drama Education Plan.” Data obtained in accordance thereof were assessed by t-test and ANOVA test. As a result of the study no significant difference was found between pretest and posttest scores of children in the experimental and control groups regarding verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal-social, intrapersonal-internal, and naturalistic intelligence subdomains of the “Self-Assessment Scale in Multiple Intelligence Domains” (p>0.05). It was found that there was a significant difference between pretest and posttest scores of children regardless of their groups in visual-spatial, bodily-kinesthetic, musical-rhythmic, interpersonal-social, and naturalistic intelligence subdomains of the “Self-Assessment Scale in Multiple Intelligence Domains” (p<0.05).

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