Implementing drama-based pedagogy to enhance learning outcomes in two rural secondary schools of Bangladesh

This action research study examines the implementation and impact of drama-based pedagogy (DBP) in two rural secondary schools in Nikli, Kishoreganj: Nikli G C Government Pilot High School and Nikli Shahid Smaranika Girls High School. Conducted over one academic year, the study investigates how DBP influences student engagement, classroom interaction, and learning outcomes, while also exploring changes in teachers’ instructional practices and professional development. A cyclical action research design was employed, involving iterative phases of planning, implementation, observation, and reflection. The study adopted a mixed-methods approach, combining qualitative data from classroom observations, teacher reflective journals, and student focus group discussions with quantitative data from pre- and post-intervention assessments. Statistical analysis, including paired-sample t-tests, indicated significant improvements in students’ conceptual understanding, application of knowledge, and expressive abilities. Qualitative findings further revealed increased student participation, collaboration, and confidence, particularly among previously less active learners. Teachers reported a shift from teacher-centred to more facilitative pedagogical approaches, alongside enhanced professional confidence and reflective practice. Despite challenges related to time constraints, large class sizes, and assessment alignment, the findings demonstrate that DBP is both feasible and effective in resource-constrained rural contexts. The study highlights the potential of DBP as a scalable, learner-centred approach to improving teaching quality and student learning in secondary education.