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Role-Playing in the Classroom: Gender Differences in Reactions of Bahraini Students
- Journal of Middle East Women's Studies
- Indiana University Press
- Volume 7, Number 2, Spring 2011
- pp. 89-102
- Article
- Additional Information
Faculty at Bahrain Teachers' College were concerned that their students lacked the ability to succeed in educational contexts designed to promote deep, or active, student-centered, learning. Deep learning is an educational approach that involves critical analysis, the linking of ideas and concepts, creative problem solving, and application. The researcher introduced role-playing to encourage more active learning among the students and to assess gender differences in their reactions to a method that requires a great deal of open-mindedness and risk-taking. Results indicated a high satisfaction rate and few gender differences in reactions towards role-playing, with uniquely interesting implications for both educational institutions and gender studies.