GRADERS' ATTITUDES TOWARD THE USE OF ROLE-PLAY METHOD IN TEACHING 7th-grade CIVIC EDUCATIONAL CURRICULUM AT EXPERIMENTAL SCHOOL OF EDUCATIONAL SCIENCE, BA DINH DISTRICT, HANOI CITY

DOI: 10.18173/2354-1075.2023-0087

Tóm tắt

Teachers must utilize teaching methods that align with students' individual needs to maximize the efficacy of the learning process. This research aims to investigate 7th-grade graders’ attitudes towards the relationship between the use of the role-play method by the teacher and its effectiveness in enhancing positivity, initiative, excitement, and self-confidence within the classroom, as well as learning outcomes of civic educational curriculum at Experimental School of Educational Science, Ba Dinh district, Hanoi city. A cross-sectional descriptive-analytic case-control research was used and data were collected through questionnaires administered to the graders and two exams designed to assess the civic educational knowledge of the participant's pre-test and post-test. The use of the role-play method helped graders to significantly improve their enjoyment of learning, leading to increased active engagement in learning. The method attracted graders because they were active, comfortable, and more confident in learning the civic education curriculum. Using the role-play method significantly improved students' learning outcomes. The role-play method emerged as a valuable teaching strategy, elevating the quality of learning 7th-grade-civic educational curriculum at Experimental Schools of Educational Science.