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Introduction:

School-based drama-based pedagogy has gained increased attention in recent years as a promising approach to engage students in the learning process. This pedagogical approach utilizes drama techniques, such as role-playing, improvisation, and performance, to enhance student participation, understanding, and retention of academic content. By actively involving students in dramatic activities, educators can create dynamic and interactive learning environments that promote creativity, critical thinking, empathy, and collaboration. This thesis explores the role of school-based drama-based pedagogy in supporting student engagement and learning, with a focus on its impact on student academic achievement, social-emotional development, and overall well-being.

Table of Contents:

Chapter 1: Introduction
1.1 Introduction
1.2 Background of Study
1.3 Problem Statement
1.4 Objective of Study
1.5 Limitation of Study
1.6 Scope of Study
1.7 Significance of Study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
2.1 Historical Overview of Drama-Based Pedagogy
2.2 Theoretical Frameworks Supporting Drama-Based Pedagogy
2.3 Benefits of Drama-Based Pedagogy in Education
2.4 Challenges of Implementing Drama-Based Pedagogy
2.5 Best Practices in Integrating Drama-Based Pedagogy in the Classroom
2.6 Impact of Drama-Based Pedagogy on Student Engagement
2.7 Impact of Drama-Based Pedagogy on Academic Achievement
2.8 Impact of Drama-Based Pedagogy on Social-Emotional Learning
2.9 Role of the Educator in Facilitating Drama-Based Pedagogy
2.10 Future Directions for Research in Drama-Based Pedagogy

Chapter 3: Research Methodology
3.1 Research Design
3.2 Sampling
3.3 Data Collection Methods
3.4 Data Analysis Procedures
3.5 Ethical Considerations
3.6 Pilot Study
3.7 Validity and Reliability
3.8 Limitations of the Study

Chapter 4: Discussion of Findings
4.1 Overview of Study Participants
4.2 Analysis of Student Engagement Levels
4.3 Analysis of Academic Achievement Data
4.4 Analysis of Social-Emotional Learning Outcomes
4.5 Comparison of Drama-Based Pedagogy with Traditional Teaching Methods
4.6 Educator Perspectives on Drama-Based Pedagogy
4.7 Recommendations for Implementation
4.8 Implications for Future Research

Chapter 5: Conclusion and Summary
5.1 Summary of Key Findings
5.2 Implications for Practice
5.3 Implications for Policy
5.4 Recommendations for Educators
5.5 Contributions to the Field
5.6 Reflections on the Research Process
5.7 Conclusion

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