The effect of the drama method on the acquisitions of the curriculum program and the self-efficiency beliefs of hearing impaired women taking Quran course education

As a fact of existence, disability is a phenomenon as old as the history of mankind, and disabled individuals have always existed for some reason, either by birth or later. In terms of responsibility, Islam recognises every individual with a sound intellectual capacity as an interlocutor. Therefore, religious education is an activity that should be carried out within the theological framework that targets all segments of the society without discrimination and considers them equal as human values regardless of their situation. In the literature review, it has been seen that the studies on the religious education of hearing impaired individuals are generally sociologically based survey studies on the axis of Religious Culture and Moral Knowledge courses that deal with their problems. Unlike the others, this study is a mixed study that directly deals with the learning processes of hearing impaired individuals. In this respect, it will provide data to the field based on the experiences of the target group. In addition to classical teaching methods, it is hoped that drama method will support not only effective teaching but also the development of individual and social skills. The other important aspect of this study is that it has collected data on disability and women's issues, which are sensitive points of the society, on the axis of the Qur'an course by addressing women attending the Qur'an course. The phenomena expressing the two disadvantageous conditions of the society have been discussed together. In this respect, it will contribute not only within the Presidency of Religious Affairs, but also with its theoretical and practical contributions, it will contribute to the presentation of data that will be a source for both academic studies and the programme development studies of the Ministry of National Education. In this study, mixed research method was used. In the quantitative stage, achievement test and General Self-Efficacy Belief Scale were applied as pre-test/post-test in the experimental design consisting of control-experimental group. In the qualitative stage, semi-structured interviews were conducted to obtain the opinions of the participants about the drama method applied, and the data obtained were coded and analysed. At the end of the research, it was seen that the drama method applied had positive effects on students' course success and self-efficacy beliefs.