Thesis Defense -Final Seminar _2020.pptx

Development of creative thinking and adaptability skills through process drama techniques in junior secondary school students in Sri Lanka

1. Development of creative thinking and adaptability skills through process drama techniques in junior secondary school students in Sri Lanka PhD Final Seminar Ayomi Indika Irugalbandara School of Early Childhood and Inclusive Education Faculty of Education

2. Supervisory Team Principal Supervisor Professor Marilyn Campbell Associate Supervisor Dr Rebecca English Associate Supervisor Dr Carly Lassig

3. Primary Level Grade 1-5 (5 years) 01 Junior Secondary Level Grade 6-9 (4 years) 02 Senior Secondary Level Grade 10- 11 (2 years) 03 Colligate Level Grade 12-13 (2 years) 04 Key stage1 (grades 1-2): Play-based learning and limited deskwork. Key stage 2 (grades 3-4): Play, activity-based learning and deskwork. Key stage 3 (grade 5): Deskwork Compulsory education The contemporary structure of the school education system Sri Lanka Grade 5 scholarship exam G.C.E..(O/L) Exam G.C.E..(A/L) Exam

4. Free text books to all children up to Grade11 A set of school uniforms given free annually Scholarships schemes which provides financial assistance to deserving children Transport subsidies for travelling to school Free medical inspections in schools, provision of dental care and free spectacles to needy children Literacy rate is 98% Net enrolment rate 99.08% in primary education 89. 04% in secondary School Census Preliminary Reports - Ministry of Education, Sri Lanka - 2016 World Bank Report -2017

5. The main problems in Education – Sri Lanka 1 2 National school education system not preparing students for 21st century demands 3 Human capital mismatch for enhancement of national economic and social development Lack of standard and applicability of secondary education High competition examination culture Inadequate teachers and traditional teaching approaches A narrow curriculum with inadequate skills for labour market Absence of participation in international assessments of learning outcomes Inefficient and unequal access to quality secondary education 4 6 5 7 8

6. Queensland University of Technology

7. What is Creative T hinking Creative thinking is a Grand Challenge (Cardoso, Veale, & Wiggins, 2009), it is complicated ( Jordanous & Keller, 2016). Adaptability Skills ( Kampylis & Berki , 2014) Creative thinking is a skill it enables students to apply their imagination to generate ideas, questions and hypotheses, experiment with alternatives, and to evaluate their own and their peers' ideas, final products and processes Adaptability in terms of appropriate cognitive, behavioural and affective adjustments in the face of uncertainty and novelty (Martin et al., 2012). Cognitive adjustment Behavioral adjustment Affective adjustment

8. 1 4 5 3 Process Drama 1 2 3 41 5 Whole-group drama making process Improvised Own play Action, reaction and interaction Challenging 61 Motivating 7 Share and respond to each other’s ideas 8 Collaborative Drama

9. Marking the Moment Role on the wall improvisation Role play Story telling freeze frame Hot Seat Mantle of the Expert Story telling improvisation Hot-Seat What has literature found? Facilitating students’ creative thinking and adaptability skills Teacher-in-role Still Image Narration Thought-tracking Decision alley Soundscape Guided Imagery/Visualization

10. Improvisation Story telling Hot-Seat Motivated for experiential learning ( Dell’Aquila et al.2017) Sharpens direct experience, amplifies disputes and polarities, and promotes free expressions ( Elanda , 2015) Reflecting and creating their truths about real life in different perspectives ( Theodorou & Nind , 2010). Powerful and popular technique in development of different thinking skills ( Karwowski , & Soszynski , 2008). The heart of process drama ( O’Neill, 1995; ). Provide opportunities for W-5 questions ( Taylor & Warner, 2006 ) Creativity can be developed Johnstone (1985) Stimulates the generation of ideas and leads to social interaction (Phillips, 2000) Stimulate emotions, creative feelings, critical judgments, and promote students’ responsiveness (Edmiston, 2000; Winston, 1999). in- kum et al, 2017). Suggested as an intervention tool (Edmiston, 2000; Winston, 1999).

11. Little c Socio-cultural theory Bridging the gap Possibility thinking Does including process drama techniques in the teaching-learning program in drama improve creative thinking and adaptability skills of junior secondary school students? Little c Individual development Human action Zone of proximal development Agents Processes Domains

12. A Non- Randomised Controlled Trial (NRCT) Design Research Design Grade 7, age 11-12 years old 01 02 03 01 Intervention group (treatment group) An active control group 02 03 Control group

13. Mixed Methods Research Design Did the teachers maintain fidelity to the intervention ? Data Triangulation Teacher interviews Did teachers implement the intervention faithfully? Focus group How acceptable was this method of teaching to students? Pre/post intervention surveys Adapted TTCT/ Adaptability test

14. April 5 9 2 6 10 3 7 11 4 8 2018 July Method

15. Gampaha Kalutara This is a sample text. Insert your desired text here. Colombo Nature of the intervention Intervention Group Active Control Group Control Group Placeholder

16. Pilot study – Brisbane school Pre intervention workshop Gender Intervention group Active control Group Control group   Pre Post Pre Post Pre Post Male 39 28 27 24 22 19 Female 25 25 17 12 22 20 Total 64 53 44 36 44 39 Pre-test Intervention P ost-test Procedure

17. Data Analysis Procedure – Back Translation 2/24/2020 19

18. Data analysis 2/24/2020 20 Fidelity Feasibility Acceptability Content Analysis The Adaptability Scale Torrance Test of Creativity Test (Adapted) 2x2 mixed-design ANOVA Q ualitative data analysis Quantitative data analysis

19. Results - Torrance Test of Creativity Test (TTCT) Verbal Creativity Figural Creativity   F df p Verbal (pre) 3.16 5, 122 .010 Verbal (post) 3.54 5, 122 .005   F df p Figural (pre) 0.79 5, 122 .560 Figural (post) 2.92 5, 122 .016

20. Total Score - TTCT   Wilks’ Lambda F df p Time .873 17.76 1,122 <.001* Group   5.21 2,122 .007* Gender   5.08 1,122 .026 Group * Time .684 28.24 2,122 <.001* Time * Gender .987 1.63 1,122 .204 Group * Gender   6.46 2,122 .002* Group * Time * Gender .962 2.41 2,122 .094

21. Adaptability Total Score   Wilks’ Lambda F df p Time .609 78.32 1,122 <.001* Group   84.91 2,122 <.001* Gender   1,122 .998 Group * Time .826 12.89 2,122 <.001* Time * Gender .996 .51 1,122 .478 Group * Gender   1.29 2,122 .279 Group * Time * Gender .99 .61 2,122 .545

22. Three components of adaptability skills test School   Pre-C Post-C Intervention A Mean 15.92 19.25   S D 3.078 1.29 Intervention B Mean 16.96 19.68   S D 2.77 1.40 Active control A Mean 13.25 15.79   S D 4.44 2.50 Active control B Mean 11.41 14.83   S D 3.11 2.36 Control A Mean 12.15 12.89   S D 5.28 4.34 Control B Mean 13.25 13.30   S D 3.97 2.957 Total Mean 14.22 16.39   S D 4.246 3.72 School   Pre -B Post - B Intervention A Mean 14.92 18.71   S D 3.484 1.718 Intervention B Mean 15.12 18.56   S D 3.72 1.68 Active control A Mean 10.87 15.87   S D 3.19 2.54 Active control B Mean 10.95 12.70   S D 4.69 3.62 Control A Mean 11.21 10.52   S D 4.35 2.89 Control B Mean 10.95 12.70   S D 4.69 3.62 Total Mean 12.71 15.56   S D 4.16 3.94 School   Pre- E Post- E Intervention A Mean 15.92 19.25   S D 3.078 1.29 Intervention B Mean 16.96 19.68   S D 2.77 1.40 Active control A Mean 13.25 15.79   S D 4.44 2.50 Active control B Mean 11.41 14.83   S D 3.11 2.36 Control A Mean 12.15 12.89   S D 5.28 4.34 Control B Mean 13.25 13.30   S D 3.97 2.957 Total Mean 14.22 16.39   S D 4.246 3.72 Cognitive Behavioural Emotional

23. Qualitative Results Fidelity Acceptability Feasibility

24. Fidelity

25. 1 Acceptability 2 3 4 5 Question-posing Question- responding Participation skills Collaboration Flexibility 1 2 3 5 6 7 4 Collaboration Participation skills Problem finding Motivation Confidence Relaxed Minimal teacher approach

26. Formulating difficulties Preparation Timing Space and Resourcing Results from c lassroom observations Results from teacher interviews Results from focus group Cultural and linguistic differences Preparation of lessons Difficulty reconciling their previous teaching experiences with the lessons in the manual Pressure from the exam based nature Pressure from parents to show work in a notebooks Structural issues and policy Pressure from parents Pressure from teachers for the examination Feasibility

27. Process drama techniques could help inter-social competencies, collaborative skills and everyday creativity. NO.2 NO.1 NO.3 NO.4 Findings Process drama techniques, and the intervention lesson approach could support and enhance students’ creative thinking and adaptability skills Students need to be able to engage in active learning and succeed their own learning in their upcoming drama processes Two possible reasons for the intervention was successful. 1. Motivation 2. Interaction

28. Theoretical Methodological Practical Implications The intervention built on and then analysed through the lens of Vygotsky’s sociocultural theory and Craft’s possibility thinking A non-randomized, mixed-method study design Lucas’s five creative disposition model used in the first time in observing creative assessment in drama classrooms Policymakers, school administrators, teachers and parents

29. Policymakers Teacher practices School administration Parents Implications

30. Contribution to Knowledge 32 05 04 02 Success of the process drama implementation in teaching and learning drama education NRCT methodology first time implemented in drama education Sri Lanka and the Hot-Seat technique first time in Sri Lanka Add new knowledge about the field of drama education in Sri Lanka Clear implications for the development of creative thinking and adaptability skills through process drama techniques in Sri Lanka Add new knowledge that the drama teachers and students face problems and challenges in their teaching and learning contexts 01 03

31. International Conferences 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. Journal Article Irugalbandara, A.I., & Campbell, M. (in press). Points and practices: A new strategy for Sri Lankan drama education. Research in Drama Education: The Journal of Applied Theatre and Performance . Relevant Publications

32. For my country which is being offered free education access for all… For the unprivileged people who are being shouldered the burden of my living expenses in Australia by paying taxes on their blood, tears and sweats, for their children’s future potentials…

33. Questions