Theatre as a Pedagogical Tool in Science: Effects on Well-being and Motivation in Primary School Students

This study examines the impact of a theatre-based methodology on the affective experience of primary school students in science, assessing the variables Well-being, Activation, and Hedonic Tone. A quasi-experimental design was implemented with 92 fifth-grade students. Four pre-existing classrooms were selected, and then randomly assigned to either a control group (traditional teaching) or an experimental group (theatrical methodology). Student selection was not randomized, as they remained in their original classrooms, maintaining group integrity. After a 10-session intervention, affective states were assessed through self-reports. Results showed a significant increase in Activation in the experimental group (p = 0.007), indicating that theatrical strategies promote energy, engagement, and active participation. Although differences in Well-being and Hedonic Tone were not statistically significant (p = 0.059 and p = 0.058, respectively), higher scores in the experimental group suggest a positive trend toward a more enriching emotional experience. Furthermore, no significant relationships were found between affective variables and personality traits (Anxiety, Extraversion, and Toughness), reinforcing the inclusive nature of theatrical methodology, benefiting all students regardless of individual differences. These findings support the implementation of creative and dynamic strategies to improve the emotional climate in the classroom, fostering more meaningful, inclusive, and motivating learning environments where students develop not only academic knowledge but also socioemotional skills and overall well-being.