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Ayomi Irugalbandara Thesis

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Ayomi Irugalbandara Thesis INVESTIGATION OF THE DEVELOPMENT OF CREATIVE THINKING AND ADAPTABILITY SKILLS THROUGH PROCESS DRAMA TECHNIQUES IN JUNIOR SECONDARY SCHOOL STUDENTS IN SRI LANKA Ayomi Indika Irugalbandara B.A. (Honours), PGDE (Distinction), M.Ed. Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy School of Early Childhood and Inclusive Education Faculty of Education Queensland University of Technology 2020 Keywords Acceptability, adaptability skills, drama-based intervention, creative thinking, engagement, feasibility, fidelity, hot-seat, improvisation, observation, process drama techniques, possibility thinking, storytelling, socio-cultural theory, tripartite perspective. Investigation of the development of creative thinking and adaptability skills through process drama techniques in junior secondary school students in Sri Lanka i Abstract Creative thinking and adaptability skills are widely considered to be important 21st-century skills. However, in Sri Lanka they are not being taught, which may affect students’ ability to compete in a global skills market, and, as a result, they may lack specific life skills, such as thinking creatively, the ability to creatively solve problems, engaging in lifelong learning, reasoning and the ability to plan and apply their knowledge. Subjects such as drama may be successful vehicles for developing such skills in students; however, when students experience a teacher-oriented approach to drama, neither creativity skills nor dramatic performance are encouraged, either individually or collaboratively. In order to address these skills shortages, this study set out to explore the potential of an intervention that could develop creative thinking and adaptability skills in Sri Lankan school students. I implemented in a non-randomised control group an intervention program that I had designed to examine and evaluate the potential of process drama techniques to develop creative thinking and adaptability skills in Grade 7 school students, aged 11-12, who were studying drama. The program was implemented over twelve consecutive weeks, in weekly two-hour sessions, by regular drama teachers who had been trained in the method. The training involved a whole- day workshop. I conducted pre/post-test measures to assess the intervention, using an adapted version of the Torrance Test of Creative Thinking and Martin’s Adaptability Scale. I also observed lessons in which the implementation was carried out, and conducted interviews and focus groups with both staff and students involved in the trial, in order to ensure fidelity, feasibility, and the measure of acceptability of the program in relation to both students and teachers in the Sri Lankan school context. The study found that process drama techniques and approaches did improve students’ creative thinking and adaptability skills scores, compared to both the control group and the active control group. As such, the data suggest that when a suitable environment and possibilities for active engagement are provided, students engage energetically in creative experiences, processes and development, and their creative thinking and adaptability measurement scores are significantly enhanced. The data found that the teachers had implemented the program faithfully, and that it was a viable ii Investigation of the development of creative thinking and adaptability skills through process drama techniques in junior secondary school students in Sri Lanka program both for students and teachers. However, while students were enthusiastic in their evaluation of the program, the teachers found that there were external forces, such as the lack of physical space and the format of the examination assessment, which prevented them from continuing with the program after the study was completed. Implications of these findings in relation to both Sri Lankan drama education and future research directions are discussed. Investigation of the development of creative thinking and adaptability skills through process drama techniques in junior secondary school students in Sri Lanka iii Preface For my country which is being offered free education access for all… For the unprivileged people who are shouldering the burden of my living expenses in Australia by paying taxes on their blood, sweat and tears … For their children’s future potential… iv Investigation of the development of creative thinking and adaptability skills through process drama techniques in junior secondary school students in Sri Lanka Relevant Publications JOURNAL ARTICLE Irugalbandara, A. I., & Campbell, M. (2020). A new strategy for Sri Lankan drama education. Research in Drama Education: The Journal of Applied Theatre and Performance, 25(2), 256-262. doi: 10.1080/13569783.2020.1730173 CONFERENCE PRESENTATIONS Irugalbandara, A.I. (December, 2019). How could an educational intervention influence students’ creativity and adaptability skills? Paper presented at the Australian Association for Research in Education Conference (AARE), QUT, Kelvin Grove Campus, Brisbane. Irugalbandara, A.I. (October, 2019). Creativity as a right in drama education: Sri Lankan student experiences. Paper presented at the HDR conference, Griffith University, South Brisbane. Irugalbandara, A.I. (October, 2019). Fostering creative thinking through drama education: teacher perspectives. Paper published in the 33rd Annual Conference of the Asian Association of Open Universities (AAOU), Pakistan. Irugalbandara, A.I. (March, 2019). Dramatic thinking as an open thinking strategy. Paper presented at the international conference on 3rd Australia and New Zealand Conference on Advance Research (ANZCAR -2019), Melbourne, Australia. Investigation of the development of creative thinking and adaptability skills through process drama techniques in junior secondary school students in Sri Lanka v Table of Contents Keywords .................................................................................................................................. i Abstract .................................................................................................................................... ii Preface ..................................................................................................................................... iv Relevant Publications ............................................................................................................... v Table of Contents .................................................................................................................... vi List of Figures .......................................................................................................................... x List of Tables ........................................................................................................................... xi Statement of Original Authorship .......................................................................................... xii Acknowledgements ............................................................................................................... xiii Introduction ...................................................................................... 1 My personal journey to the research problem ................................................................ 2 Research context: Sri Lanka........................................................................................... 3 The structure of formal education ........................................................................ 5 The rationale behind conducting this study ................................................................... 7 Criticisms of the present education system in Sri Lanka ..................................... 7 Drama-based approaches for teaching and learning .................................................... 16 Suitable drama techniques for successful teaching and learning of creative thinking and adaptability skills in schools ........................................... 16 Aim of the study ........................................................................................................... 17 Research objective ............................................................................................. 18 Research question .............................................................................................. 18 Research design ................................................................................................. 18 Significance of the research ......................................................................................... 18 Thesis outline ............................................................................................................... 19 Literature Review ........................................................................... 22 The place of drama education in sri lanka ................................................................... 22 The advantages of teaching drama differently ............................................................. 28 Creative thinking .......................................................................................................... 30 Adaptability skills ........................................................................................................ 38 Tripartite perspective on adaptability ................................................................ 43 Process drama for successful teaching and learning of creative thinking and adaptability skills in schools ..................................................................................................
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