Adaptability is defined as appropriate cognitive, behavioural, and/or affective adjustment in the face of uncertainty and novelty; significant skill as being necessary for students to be effective in future economic work contexts. However, in Sri Lanka human capital mismatch with the enhancement of national economic and social development; school leavers are not opened to trying new challenges or experimenting with different and unpredictable solutions to problems and challenges in the workplace. The study was a non-randomised control group an intervention program, which was designed to examine and evaluate the potential of process drama techniques to develop creative thinking and adaptability skills in Grade 7, 128 school students, aged 11-12, who were studying drama. This article only presents evaluation results of adaptability scale. Over twelve consecutive weeks in weekly two-hour sessions by regular drama teachers who had been trained in the method. Martin’s Adaptability Scale used as pre/post-test intervention measures to assess the enhancement of students’ suitable adaptation. Following this, a one-way ANOVA was conducted to check whether there are any differences between pre/post adaptability scores among the three factors, and basic descriptive statistics for the adaptability scale were also examined. The overall adaptability results showed a significant difference between total pre-and post-test scores in the intervention group and results suggest that process drama techniques might develop better approaches to situations that involve change.
| Published in | Humanities and Social Sciences (Volume 11, Issue 4) |
| DOI | 10.11648/j.hss.20231104.15 |
| Page(s) | 154-162 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Adaptability, Schoolstudents, Sri Lanka
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APA Style
Ayomi Indika Irugalbandara. (2023). Utilizing Process Drama Techniques as an Approach for the Development of Adaptability Skills in Junior Secondary Students. Humanities and Social Sciences, 11(4), 154-162. https://doi.org/10.11648/j.hss.20231104.15
ACS Style
Ayomi Indika Irugalbandara. Utilizing Process Drama Techniques as an Approach for the Development of Adaptability Skills in Junior Secondary Students. Humanit. Soc. Sci. 2023, 11(4), 154-162. doi: 10.11648/j.hss.20231104.15
AMA Style
Ayomi Indika Irugalbandara. Utilizing Process Drama Techniques as an Approach for the Development of Adaptability Skills in Junior Secondary Students. Humanit Soc Sci. 2023;11(4):154-162. doi: 10.11648/j.hss.20231104.15
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Download@article{10.11648/j.hss.20231104.15,
author = {Ayomi Indika Irugalbandara},
title = {Utilizing Process Drama Techniques as an Approach for the Development of Adaptability Skills in Junior Secondary Students},
journal = {Humanities and Social Sciences},
volume = {11},
number = {4},
pages = {154-162},
doi = {10.11648/j.hss.20231104.15},
url = {https://doi.org/10.11648/j.hss.20231104.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.hss.20231104.15},
abstract = {Adaptability is defined as appropriate cognitive, behavioural, and/or affective adjustment in the face of uncertainty and novelty; significant skill as being necessary for students to be effective in future economic work contexts. However, in Sri Lanka human capital mismatch with the enhancement of national economic and social development; school leavers are not opened to trying new challenges or experimenting with different and unpredictable solutions to problems and challenges in the workplace. The study was a non-randomised control group an intervention program, which was designed to examine and evaluate the potential of process drama techniques to develop creative thinking and adaptability skills in Grade 7, 128 school students, aged 11-12, who were studying drama. This article only presents evaluation results of adaptability scale. Over twelve consecutive weeks in weekly two-hour sessions by regular drama teachers who had been trained in the method. Martin’s Adaptability Scale used as pre/post-test intervention measures to assess the enhancement of students’ suitable adaptation. Following this, a one-way ANOVA was conducted to check whether there are any differences between pre/post adaptability scores among the three factors, and basic descriptive statistics for the adaptability scale were also examined. The overall adaptability results showed a significant difference between total pre-and post-test scores in the intervention group and results suggest that process drama techniques might develop better approaches to situations that involve change.},
year = {2023}
}
TY - JOUR T1 - Utilizing Process Drama Techniques as an Approach for the Development of Adaptability Skills in Junior Secondary Students AU - Ayomi Indika Irugalbandara Y1 - 2023/08/15 PY - 2023 N1 - https://doi.org/10.11648/j.hss.20231104.15 DO - 10.11648/j.hss.20231104.15 T2 - Humanities and Social Sciences JF - Humanities and Social Sciences JO - Humanities and Social Sciences SP - 154 EP - 162 PB - Science Publishing Group SN - 2330-8184 UR - https://doi.org/10.11648/j.hss.20231104.15 AB - Adaptability is defined as appropriate cognitive, behavioural, and/or affective adjustment in the face of uncertainty and novelty; significant skill as being necessary for students to be effective in future economic work contexts. However, in Sri Lanka human capital mismatch with the enhancement of national economic and social development; school leavers are not opened to trying new challenges or experimenting with different and unpredictable solutions to problems and challenges in the workplace. The study was a non-randomised control group an intervention program, which was designed to examine and evaluate the potential of process drama techniques to develop creative thinking and adaptability skills in Grade 7, 128 school students, aged 11-12, who were studying drama. This article only presents evaluation results of adaptability scale. Over twelve consecutive weeks in weekly two-hour sessions by regular drama teachers who had been trained in the method. Martin’s Adaptability Scale used as pre/post-test intervention measures to assess the enhancement of students’ suitable adaptation. Following this, a one-way ANOVA was conducted to check whether there are any differences between pre/post adaptability scores among the three factors, and basic descriptive statistics for the adaptability scale were also examined. The overall adaptability results showed a significant difference between total pre-and post-test scores in the intervention group and results suggest that process drama techniques might develop better approaches to situations that involve change. VL - 11 IS - 4 ER -
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