Year: 2026
Type: article
Study design: Clinical Trial
Abstract: This study examined whether fourth-grade students receiving Role Play instruction demonstrated different Natural and Social Sciences learning outcomes from students receiving conventional instruction, while also describing classroom implementation. A quasi-experimental nonequivalent control-group pretest-posttest design involved 43 students, with 21 in the experimental group and 22 in the control group. Learning outcomes were measured using multiple-choice and essay tests, supported by observation sheets and a student-response questionnaire. One-Way ANOVA was the primary posttest comparison, and ANCOVA was used as a sensitivity analysis with pretest scores as a covariate. The experimental group obtained a higher posttest mean than the control group (89.00 vs. 80.86), F(1, 41) = 32.17, p < 0.001, eta squared = 0.440. ANCOVA confirmed the difference after baseline adjustment, F(1, 40) = 31.08, p < 0.001, partial eta squared = 0.437. Role Play was therefore associated with higher posttest achievement in this classroom context.
Authors: Muhammad Fauzi, Siti Ramdiah
Institution: Universitas PGRI Kalimantan
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7224329994