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.
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Research Article| July 01 2011
Role-Playing in the Classroom: Gender Differences in Reactions of Bahraini Students
Journal of Middle East Women's Studies (2011) 7 (2): 89–102.
Nina Abdul Razzak; Role-Playing in the Classroom: Gender Differences in Reactions of Bahraini Students. Journal of Middle East Women's Studies 1 July 2011; 7 (2): 89–102. doi: https://doi.org/10.2979/jmiddeastwomstud.7.2.89
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