The purpose of this study was to investigate the effect of dramatic creativity training on working memory and schoolwork engagement of elementary school students. The research method was quasi-experimental with pretest, posttest and follow-up with control group. The sta More
The purpose of this study was to investigate the effect of dramatic creativity training on working memory and schoolwork engagement of elementary school students. The research method was quasi-experimental with pretest, posttest and follow-up with control group. The statistical population of the study was the students of primary girls' schools in district one of Saveh city. Among them, 50 second grade students were selected by available sampling method and randomly assigned in experimental and control groups. The experimental group participated in a 12-session course of dramatic creativity based on auditory and visual stimuli of working memory and creating positive emotions and motivation to do homework. Academic engagement scale and computer software "working memory information processing index" were used for data collection. Data were analyzed using multivariable variance analysis with repeated measures. Findings showed that teaching dramatic creativity led to a significant increase in working memory processing capacity and school-work engagement of students. These findings were also stable in the two-month follow-up. Therefore, it can be concluded that the use of creativity dramatically plays in the educational process, increases the capacity of processing working memory and students motivate to engage more in school works.
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