Examining the Teachers’ Views Regarding the Usefulness of Dramatization in Primary Education Based on Non-Parametric Statistical Tests

In this article, we examine the differences that arise in teachers’ views regarding the utilization of dramatization in the educational process, using reliable inferential statistical methods. Our sample consisted of 60 (sixty) primary school teachers on the Greek island of Paros, of which 15 (fifteen) are men and 45 (forty-five) are women. The subjects completed a well-structured questionnaire, during the period October 2017-May 2018, allowing us to draw useful conclusions on both their knowledge and the usefulness of dramatization inside a school environment. Furthermore, we explore their general tendencies according to the importance and necessity of dramatization within the educational procedure, while the analysis focuses on their differentiation of views based on their gender and years of work experience, using the non-parametric statistical tests of Mann-Whitney and Kruskal-Wallis. These tests are ideal for the comparison of data resulting from questionnaires employing the Likert scale, due to the avoidance of mean value’s usage during their application. Finally, these well established and widely used statistical tools, enhance the trustworthiness of the produced results and conclusions, providing a representative insight of the general teachers’ opinions about the inclusion of dramatization in primary education.