Integrating a Drama-Based Framework with Science Education to Enhance Pre-Service Teachers’ Engagement and Self-Efficacy: A Cluster-Based Study

This exploratory pilot study investigated the impact of a framework integrating drama-based and constructivist-oriented science instruction on pre-service teachers’ engagement and self-efficacy. A total of 151 post-course participants were invited to complete an online questionnaire. The theoretical framework was devised drawing from constructivist learning theory, drama-based pedagogy, and interdisciplinary learning. A mixed-methods approach was employed, combining quantitative, and qualitative analyses. K -means cluster analysis was used to identify student response patterns, with model quality evaluated using the Akaike Information Criterion (AIC) and Bayesian Information Criterion (BIC). A linear discriminant analysis (LDA) was conducted to assess the predictive power of background variables such as gender, academic program, and prior STEM experience. Results indicated distinct response patterns across clusters, with students demonstrating increased engagement and self-efficacy, particularly among those with prior STEM exposure. Contrary to expectations of convergence, the inclusion of drama-based instruction produced differentiated outcomes across learner profiles, suggesting that this may amplify rather than homogenize existing tendencies. This study contributes to the ongoing discourse on constructivist STEM education by illustrating how drama-based pedagogy could enhance levels of engagement and self-efficacy of pre-service teachers. Future studies should explore the long-term effects and sustainability of drama-based approaches across different educational settings, particularly in K -12 science classrooms.