Designing a Curriculum Implementation Model Based on Drama in the Fourth-Grade Persian Textbook and Its Effectiveness on Students’ Academic Achievement, Language Skills, and Social Skills
Keywords:
Performance-based curriculum, Persian language teaching, Fourth grade, academic progress, Language skills, social skillsAbstract
The purpose of this study was to propose a model for implementing a drama-based curriculum in the fourth-grade Persian language course and to examine its effectiveness on students’ academic achievement, language skills, and social skills. This research employed a mixed-method (qualitative–quantitative) approach using an exploratory design. In the qualitative phase, through meta-synthesis analysis, the elements of the implementation model were identified and validated using content and face validation methods. In the quantitative phase, the effectiveness of the model on the dependent variables was tested through a quasi-experimental pretest–posttest design with a control group. In addition, narrative inquiry was used to gain a deep understanding of the students’ lived experiences. The findings indicated that the model demonstrated desirable validity and reliability, and its implementation led to significant improvements in academic achievement, language skills (reading, writing, listening, speaking), and social skills (self-control, empathy, assertiveness, cooperation) among students. Narrative inquiry further revealed that this model had a transformative impact on students’ learning and holistic development. The drama-based curriculum model represents an effective and innovative approach to improving the quality of Persian language education in elementary school and can be utilized in the design and implementation of curricula.
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