The Theater in the Educational Context: Elements of Strengths, Weaknesses, Opportunities, and Threats
DOI:
https://doi.org/10.7596/taksad.v9i2.2564Keywords:
Egyptian education, Educational Theater, Educational Context, SWOT Analysis.Abstract
Theater in education has gained global popularity since its creation. It employs the use of different forms of art to promote teaching and learning in schools. The practice has positively influenced the lives of school-going children. One importance derived from its application is the enhancement of students' communication skills. While the educational theater has received a positive light and adopted in many educational fronts, it has also encountered several challenges that have limited its effectiveness. This paper, therefore, seeks to uncover the reality behind theater application in schools by using SWOT analysis. The paper focuses on Egyptian education and schools as the case study. The questionnaire was implemented as a data survey tool in four Egyptian governorates, which included 186 experts and teachers in the various educational departments. The technique examines a given subject analytically and presents its strengths, weaknesses, opportunities, and threats. From the analysis results, it is observed that school educational theater enhances learners' self-esteem and promotes self-actualization. Several gaps were also pinpointed, including inadequate training among teachers and substandard content quality in the Egyptian education system and schools. The launching of the 2014-2030 educational strategic plans provided several opportunities for strengthening the effectiveness of educational theater. Possible erosion of students' moral values was among the threats identified when applying theatrics in the teaching and learning processes. The study concluded through its results the challenges facing the educational theater in Egypt, despite the problems of lack of funding, technical capabilities, and real opportunities to activate school activities in the educational field. The results of this study will provide an opportunity for different stakeholders in education to examine the nature of theater practices within their jurisdictions carefully, and hence formulate relevant policies to make the practice better and effective in driving the desired academic outcomes.
References
Abawi, K. (2017). Data Collection methods Questionnaire & Interview. Training in Sexual and Reproductive Health Research, Geneva Workshop. URL: https://www.gfmer.ch/SRH-Course-2017/Geneva-Workshop/pdf/Data-collection-methods-Abawi-2017.pdf
Abdullah, A. Z. (2009). The theory of theater for Egyptian nationalists in the first quarter of the twentieth century. Quaderni di Studi Arabi, 8(5), 193-204.
Agofure, I. (2013). Drama/theater in education and theater as an academic discipline: A question of nomenclature, techniques, and effects. An International Journal of Arts and Humanities, 2(3), 19-22.
Akey, T. (2006). School context, student attitudes and behavior, and academic achievement: An exploratory analysis. MDRC. URL: https://eric.ed.gov/?id=ED489760
Allen, R. (1995). The Arabic Novel: An Historical and Critical Introduction. Syracuse: Syracuse University Press.
Barbour, N. (1937). The Arabic theater in Egypt. Bulletin of the School of Oriental and African Studies, 8(4), 991-1012.
Basom, J. (2005). The benefits of drama education. We are CCA. URL: http://www.wearecca.com/wp-content/uploads/2012/06/Benefits-of-Drama-Education.pdf
Bruno, U. D. O., & Njoku, J. (2014). The role of the teacher in improving students self esteem. International Journal of Academic Research in Progressive Education and Development, 4(7), 53.
Ejiofor, B. A., & Ken-Aminikpo, F. I. (2016). Theater in education: A technique for effective social studies teaching in junior secondary schools classes. Journal of Education and Human Development, 5(2), 155-168.
Eyisi, D. (2016). The usefulness of qualitative and quantitative approaches and methods in researching problem-solving ability in science education curriculum. Journal of Education and Practice, 7(15), 91-100.
Gulam, K. (2015). The SWOT Analysis: Process and basic components. EDU. URL: https://www.uj.edu.sa/Files/1001210/Subjects/Chapter%2011%20SWOT%20ANALYSIS.pdf
Hefferon, C. (2000). Process drama: Its effect on self-esteem and inclusion of primary fifth class boys and girls. Dissertation (M.Ed.). St. Patrick’s College. URL: https://www.dcu.ie/sites/default/files/edc/pdf/colmhefferonsthesis-drama.pdf.
INTRAC. (2017). Secondary data sources. INTRAC. URL: https://www.intrac.org/wpcms/wp-content/uploads/2017/01/Secondary-data-sources.pdf
Isyar, O. O., & Akay, C. (2017). The use of" Drama in Education" in primary schools from the viewpoint of the classroom teachers: A mixed method research. Online Submission, 8(28), 201-216.
Jacobs, R. (2016). Challenges of drama performance assessment. Drama Research, 7(1), 2-19.
Jena, P. C., & Dorji, R. (2016). Self-actualization and value orientation among primary school teachers in Bhutan. World Scientific News, (54), 217-239.
Johnston, M. P. (2017). Secondary data analysis: A method of which the time has come. Qualitative and quantitative methods in libraries, 3(3), 619-626.
O’Leary, J. L., & Israel, G. D. (2017). The savvy survey #6c: Constructing closed-ended items for a questionnaire (Revised). The University of Florida. URL: https://edis.ifas.ufl.edu/pdffiles/PD/PD06800.pdf
Lohan, A., & King, F. (2016). Self-esteem: Defining, measuring and promoting an elusive concept. REACH-Journal of Special Needs Education in Ireland, 29(2), 116-127.
Mages, W. (2016). Educational drama and theater. Journal for Research and Education, 5(2), 17-19.
Mathers, N., Fox, N., & Hunn, A. (2009). Surveys and questionnaires. The NIHR Research Design Service for Yorkshire & the Humber. URL: https://www.rds-yh.nihr.ac.uk/wp-content/uploads/2013/05/12_Surveys_and_Questionnaires_Revision_2009.pdf
Morrison, M. (2016). SWOT analysis (TOWS matrix) made simple. RAPIDBI. URL: https://rapidbi.com/swotanalysis/
Nasr, A. (2014). Strategic plan for pre-university education 2014 – 2030. Egypt National Project. URL: http://www.unesco.org/education/edurights/media/docs/c33b72f4c03c58424c5ff258cc6aeaee0eb58de4.pdf
Olaniyan, M. E. (2015). The challenges and prospects of teaching and learning dramatic arts in tertiary institutions in Nigeria. African Research Review, 9(3), 113-124.
Olsen, E. (2020). Internal & External Analysis. URL: https://onstrategyhq.com/resources/internal-and-external-analysis/
Ommani, A. R. (2011). Strengths, weaknesses, opportunities, and threats (SWOT) analysis for farming system businesses management: Case of wheat farmers of Shadervan District, Shoushtar Township, Iran. African Journal of Business Management, 5(22), 9448.
Oshionebo, B., & Asen, M. A. (2017). The challenges of theater workshop in Katsina-Ala and Oju Colleges of Education. Creative Artist: A Journal of Theater and Media Studies, 11(1), 243-275.
Rahman, F., Jumani, N. B., Akhter, Y., Chisthi, S. U. H., & Ajmal, M. (2011). Relationship between training of teachers and effectiveness teaching. International Journal of Business and Social Science, 2(4), 18-22.
Rowe, K. (2018). Childhood development: How the fine and performing arts enhance neurological, social, and academic traits. Undergraduate Honors Theses. East Tennessee State University. URL: https://dc.etsu.edu/honors/464
Tombak, A. (2014). Importance of drama in pre-school education. Procedia-Social and Behavioral Sciences, 143(6), 372-378.
Turner, O. (2010). A history of theater in education at the Belgrade theater, Coventry. Belgrade Community & Education Company. URL: https://media.bloomsbury.com/rep/files/m.%20Belgrade%20Building%20on%20Our%20heritage.pdf
Vila i Tana, I. (2018). Barriers at the beginning of teaching English using drama: an action research case. Final Degree Project in Early Childhood Education. Universitat de Vic – Universitat Central de Catalunya.
Waters, S., Monks, H., Ayres, J., & Thomson, S. (2012). The use of Theater in Education (TIE): A review of the evidence. Child Health Promotion Research Centre, ECU. URL: http://www.ntccorporate.com.au/wp-content/uploads/2011/11/ECU_the_use_of_theater_in_education_a_review_of_the_evidence.pdf
Downloads
Published
How to Cite
Issue
Section
License
All papers licensed under Creative Commons 4.0 CC-BY.- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.