Abstract
The paper will present the results of experimental
research on the impact of drama activities on the development of pupils’
communication competence in primary education. The study was conducted on a
sample of pupils in the fourth year of primary school (N=344) in the City of
Zagreb, Croatia. An experimental model with equal parallel groups was applied.
The procedure was carried out according to the following scheme: K-control
group - traditional Croatian Language classes (lecturing and presenting) and
E-experimental group – where drama activities were performed in Croatian
Language classes. The pupils’ communication competence was measured by a
written composition evaluated at three levels: content, language, and
handwriting. The results of the analysis showed that there was a statistically
significant difference in the communication competence of pupils between the
control and experimental group at two of the three levels.
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