THE EFFECTIVENESS OF ROLE‑PLAY ON PRIMARY STUDENTS’ COMMUNICATION SKILLS: A QUASI‑EXPERIMENTAL STUDY IN MORAL EDUCATION
DOI:
https://doi.org/10.46827/ejes.v12i11.6314Keywords:
role-play, communication skills, primary education, active learning, competencyAbstract
Role-play is widely regarded as an effective approach to develop speaking–listening communication skills in primary education; however, experimental evidence within the subject of Moral Education remains limited. This study examined the effectiveness of role-play for Grade-2 students’ communication skills using a quasi-experimental, intact-class design with pretest–posttest control. Two comparable classes in the same school were randomly assigned (if applicable) or were simply assigned to experimental (n=42) and control (n=42) conditions. The intervention comprised three consecutive lessons on the topic “Loving My Homeland,” delivered through a five-step role-play cycle; the control class received standard or conventional instruction. Communication skills were assessed using a three-level rubric and a subject test. Descriptive statistics and cross-group posttest comparisons were conducted. After the intervention, the experimental class achieved a higher posttest mean in Moral Education (8.4 vs 7.9) and a favourable shift in communication levels. When goals are aligned with explicit criteria and peers provide evidence-based feedback, role-play substantially improves primary pupils’ communication skills and proves feasible in large classes.
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