Innovator: Hedia Mhiri Sellami, https://www.linkedin.com/in/h%C3%A9dia-mhiri-sellami-82b9485/
Organisation: High Institute of Management of Tunis
Setting of the practice: face to face
Description of the practice:
Our institute has experienced significant absenteeism in recent academic years across all subject areas, with decreasing motivation. This is also typical at various levels of higher education. Additionally, students put less effort into understanding the course material, which is more and more obvious when we look at their exams. Many students only learn the course material so they can answer exam questions truthfully. Because of this, when we mark these students' exam answers, their responses accurately reflect how they retained the information. This is something that we have noticed in our various modules at various levels and specialties, and the COVID-19 crisis only confirmed these trends.
On the other hand, numerous studies conducted all over the world have found that theater-based education encourages motivation and active participation. Many experiments employ theater-based instruction, particularly when teaching languages like English or French, or even physics. Their findings highlight play's beneficial effects. Additionally, incorporating science into an engaging story can help audience members remember the scientific concepts presented in the play.
At the end of the semester, we asked them to write and perform a theatrical piece. This was a way to innovate and help students master our module material. In the play scenario, the student, who is a newly hired employee, has to convince his boss that using the module concepts and tools may improve the company's management and operation. Besides, students master French less and less. It is the second language in Tunisia and is used in university teaching; however, its mastery is neglected for English. Students have to write the scenario and present the play in French. We informed them that the module’s assessment was based on the scenario and the play.
Through this innovation, we hope that scriptwriting helps students master the course content while improving their level of French. We also offer them the indirect improvement of soft skills by presenting their plays.
We tested this experiment in three of the modules we teach at the High Institute of Management of Tunis (ISG). The 148 students involved in these experiments were enrolled in three different sections. Despite their different profiles, all students enjoyed these experiments according to the questionnaire analysis. Writing the scenario led them to review their courses and French. Students requested that we renew the experiment the following year and extend it to other modules. We should not forget that this experiment may be used in various modules and environments. It doesn't need specific infrastructure. It only needs a table and two chairs to simulate a meeting. It is also an opportunity to discover students’ hidden talents.
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