RESEARCH METHOD COHEN ok

ROLE-PLAYING IN AN EDUCATIONAL SETTING: AN EXAMPLE 455
Strengths and weaknesses of role-playing
and other simulation exercises
Taylor and Walford (1972) identify two prominent
themes in their discussion of some of the possible
advantages and disadvantages in the use of
classroom simulation exercises. They are, first, the
claimed enhancement of pupil motivation, and
second, the role of simulation in the provision
of relevant learning materials. The motivational
advantages of simulation are said to include:
a heightened interest and excitement in
learning
a sustained level of freshness and novelty
arising out of the dynamic nature of simulation
tasks
a transformation in the traditional
pupil–teacher subordinate–superordinate
relationship
the fact that simulation is a universal
behavioural mode.
As to the learning gains arising out of the use of
simulation, Taylor and Walford (1972) identify:
the learning that is afforded at diverse levels
(cognitive, social and emotional)
the decision-making experiences that participants
acquire
an increased role awareness
the ability of simulation to provide a vehicle
for free interdisciplinary communication
the success with which the concrete approach
afforded by simulation exercises bridges the gap
between ‘schoolwork’ and ‘the real world’.
What reservations are there in connection with
simulation exercises Taylor and Walford (1972)
identify the following:
Simulations, however interesting and attractive,
are time-demanding activities and
ought therefore to justify fully the restricted
timetabling allotted to competing educational
approaches.
Many computer simulation exercises can be
expensive.
Simulation materials may pose problems of
logistics, operation and general acceptance as
legitimate educational techniques particularly
by parent associations.
Simulations catch some of the elements of
the real world, but in a controlled, possibly
safe environment, enabling the researcher to
understand phenomena as well as to predict, and
enabling a situation to be looked at holistically
rather than as a simple composite of variables
(the whole is greater than the sum of the parts).
As Robson (2002: 363) suggests, they act as a halfway
house between the unnatural world of the
laboratory and the real, natural outside world.
Our discussion of the strengths and weaknesses
of role-playing has focused upon its application in
pupil groups. To illustrate Taylor and Walford’s
(1972) point that simulation is a universal
behavioural mode, Robson and Collier’s (1991)
example of a role-play with students in further
education is useful.
Role-playing in an educational setting: an
example
Our example of role-play in an educational setting
illustrates the fourth use of this approach that Van
Ments (1983) identifies, namely, simulating a
situation from which others may learn. As part of
astudyofsecondaryschoolpupils’perceptionsof
teacher racism, Naylor (1995) produced four fiveminute
video presentations of actual classroom
events reconstructed for the purposes of the
research. The films were scripted and role-played
by twenty-one comprehensive school pupils, each
video focusing on the behaviour of a white,
female teacher towards pupils of visible ethnic
minority groups. A gifted teacher of drama
elicited performances from the pupils and faithfully
interpreted their directions in her portrayal of
their devised teachers’ roles. The four parts she
played consisted of a supply teacher of Geography,
ateacherofFrench,ateacherofEnglishanda
Mathematics teacher.
In an opportunity sample drawn throughout
England, Naylor (1995) showed the videos to
over 1,000 adolescents differentiated by age, sex,
ability and ethnicity. Pupils’ written responses
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