Policy Paper - Drama Improves Lisbon Key Competences in Education

Do you regularly participate in drama
or theatre workshops or lessons? nO YES
(input measurement)
IN A DAY / HOURS Hours Hours
sleeping 8.0083 > 7.9061
relaxing 1.712 > 1.704
eating 1.447 < 1.524
in school 6.317 < 6.403
learning outside of school 1.575 < 1.603
reading (not compulsory material) 0.760 < 0.971
watching TV 1.719 > 1.612
surfing the internet 1.797 > 1.770
playing computer games 0.898 > 0.773
doing housework 0.885 < 0.973
playing, talking, spending time
with your family members
1.652 < 1.840
taking care of younger brother(s)/sister(s) 0.496 < 0.579
In another question, the students had to indicate how they feel when they are at home on
a scale of 1 to10, where 10 is that they feel great at home most of the time, and 1 is that
they feel terrible most of the time. Between input and output measurements, changes
were slight, but in different directions: while the members of the control group felt worse
at home, those who participated in theatre and drama activities felt better at home. The
difference is significant (p 2.71
spending time with your hobby 3.35 < 3.40
watching , listening to
or reading about the news
3.08 < 3.23
doing things for my family
(e.g. the shopping, organising supplies, 2.48 < 2.70
fixing things, making clothes)
doing a part-time job 0.28 < 0.39
being creative (e.g. making music,
writing, acting, dancing etc)
1.95 < 3.00
There are remarkably more students who have participated in theatre and drama
activities both in the group that changes from average to good and the group that is
stable good, than was expected. The differences are significant (p