The impact of drama-based pedagogy on academic achievement in primary education : a comprehensive literature review

Abstract

This dissertation explores the extent to which drama-based pedagogy - widely recognised internationally for enhancing academic achievement - has been researched and applied within Malta’s primary education context, where local studies remain limited and scattered. Addressing this gap, the study draws on international research and expert consultation to provide insights into local educational structures and teacher training. Through a systematic literature review, it analyses global and local sources to identify key patterns, benefits, and challenges related to drama implementation in Maltese schools. International research consistently shows drama-based pedagogy improves student engagement, motivation, and memorisation, while fostering critical social-emotional and cognitive skills. Meta-analyses by Abu-Helu (2018) and Batdi and Batdi (2015) report academic improvements across subjects. Studies by Sağlam and Kartal (2023), Mages (2008), and Fleming et al. (2004) highlight gains in language learning, including pronunciation, confidence, and communication, as well as improvements in mathematics, creative writing, and self-concept. Moreover, Tombak (2014) and Dawson and Kiger Lee (2018) highlight drama’s role in boosting creativity, emotional wellbeing, and joy - factors essential to inclusive, deeper learning - while the DICE Project (2010a) further demonstrates drama’s contribution towards empathy, intercultural competence, social inclusion and social justice. Local studies align with these findings. Bonanno (2019) noted improved behaviour in students, while Attard (2013) reported progress in shy, dyslexic, and behaviourally challenged pupils. Despite policy support, barriers such as insufficient teacher training (Farrugia, 2014), limited spaces, and reliance on traditional methods (Mallia, 2002) persist. Since its introduction at the Faculty of Education, University of Malta in 1995, drama education was embedded as a compulsory component in the original B.Ed. structure for all prospective teachers. This approach shifted with the restructuring of the programme into separate B.Ed. Primary and Secondary tracks. A further change occurred in 2016 with the introduction of the Master in Teaching and Learning (MTL) programme. Currently, formal training in drama pedagogy is provided only to students enrolled in the MTL for Primary or Drama, limiting broader teacher preparedness across other subject areas. The findings reveal a gap between policy and practice. Recommendations include reinstating drama pedagogy training in all subject areas, allocating more time to drama modules within Primary and Early Childhood teacher education, appropriate investment in adequate resources, enhancing professional development, and encouraging cross-curricular drama-based pedagogy. This study calls for further research on practical applications in Malta and comparative studies with other small island education systems to inform effective implementation.