The effect of English instructional design based on Viola Spolin's theater approach on 5th grade students' achievement and retention test scores

The aim of this research is to determine the effect of English instructional design based on Viola Spolin's theater approach on the academic success of students and the retention of their learning. A quasi-experimental research model was used in the study. The study group of the research consists of 51 students studying in the 5th grade in a secondary school at a lower socio-economic level, receiving internal and external migration in Aydın, Efeler district. As data collection tool in the research, the "English Achievement Test" developed by the researcher was used as a pre-test, post-test and retention test. An instructional design based on the theater approach of Viola Spolin, which includes 3 units in the English curriculum, was prepared by the researcher. The experimental invention lasted 10 weeks. While the instructional design based on Viola Spolin's theater approach was applied in the experimental group, the control group was instructed based on the objectives and activities existing in the English curriculum. Dependent groups t-test and independent groups t-test were used in the analysis of the data. According to the results of the data analysis, there was no statistically significant difference between the post-test and retention scores of the experimental group and the control group. The pretest and posttest scores of the experimental group showed a statistically significant increase. The retention test mean score of the experimental group increased compared to the posttest mean score, and a statistically significant difference was observed. It has been concluded that Viola Spolin's English teaching based on the theater approach enhances retention levels of students.