Teachers’ Perceptions on Drama’s Role in Enhancing Young Learners’ Developmental Domains
Bibliographic record
Abstract
The study aimed to investigate teachers’ perceptions on drama’s role in enhancing young learners’ developmental domains. The sample consisted of (133) cooperative- teachers chosen upon availability from the collaborating schools with the Classroom Teacher and the Early Childhood Education Practicum Courses in the University of Jordan. The cooperative-teachers’ perceptions data were collected through a questionnaire designed by the researcher based on the literature review related to drama as a teaching tool. The instrument included three main domains; the social-emotional, linguistic-communicative and cognitive domain. The findings revealed that drama highly enhanced young learners’ developmental domains, in which the social-emotional domain came as the highest score according to the teachers’ perceptions. The results also revealed that both the specialization and experience variables proved not to cause any statistical significant differences on the cooperative- teachers’ perceptions about the role of drama in teaching young learners. Further studies were recommended on investigating teachers’ actual practices in applying drama in their teaching actions.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".