The effects of creative-based learning on self-efficacy and creative dramatic arts performance

Abstract

This research aims to 1) compare self-efficacy perceptions in creative dramatic arts performance before and after creative-based learning, 2) study dramatic arts performance creation skills and abilities, and 3) examine the relationship between self-efficacy perceptions and the quality of dramatic arts performances. The research sample consisted of 76 third-year Bachelor of Education in Performing Arts Education students enrolled in the 07-211-309 Creation of Dance course, selected using purposive sampling. The research instruments included 1) Creative-Based Learning (CBL) activities, 2) The Test for Creative Thinking Drawing Production (TCT-DP), 3) A self-efficacy assessment questionnaire, and 4) a creative dramatic arts performance ability assessment questionnaire. The research findings revealed that: 1) A comparison of self-efficacy in creative dramatic arts performance showed that students' overall average self-efficacy scores after the intervention were significantly higher than before the intervention (Posttest  = 4.73, S.D. = 0.21 > Pretest  = 1.91, S.D. = 0.38, t = 34.72), with statistical significance at the 0.05 level. 2) The study of creative thinking skills showed that students possessed the highest overall average score in creative thinking skills (  = 4.68, S.D. = 0.39), and their ability to create dramatic arts performances was also at the highest level ( = 4.70, S.D. = 0.46). 3) The study of the relationship between self-efficacy and the quality of dramatic arts performances revealed a very high positive correlation (r = 0.845) with the quality of dramatic arts performances, with statistical significance at the 0.05 level.