Performance and Pedagogy: A unique blend: Experimenting Applied Theatre for Literature Teaching in Hybrid Classrooms

In the context of rapidly evolving educational landscapes, particularly in hybrid and blended learning environments, the need for innovative, student-centered pedagogies has never been more urgent. This study explores the integration of applied theatre techniques into the teaching of English literature within a hybrid classroom setting. Using Alphonse Daudet’s short story “The Last Lesson” as the literary anchor, the research was conducted with 251 Grade 12 students across experimental and control groups. The intervention included performance-based strategies such as Image Theatre, in-class skits, and digital monologue submissions delivered through a blended learning model combining face-to-face sessions and online platforms like Google Classroom.
A quasi-experimental mixed-methods design was employed to assess both cognitive and affective learning outcomes. Quantitative data from pre- and post-tests revealed a statistically significant improvement in the experimental group compared to the control group. Qualitative data, including student reflections, focus group discussions, and teacher observations, highlighted enhanced student motivation, empathy, expressive confidence, and engagement with complex literary themes. The study draws on constructivist and experiential learning theories to argue that applied theatre re-humanizes literary education in digital spaces, positioning performance as a powerful pedagogical tool in the blended learning paradigm.

Keywords
Blended learning, Applied theatre, Hybrid classrooms, English literature education, Experiential learning, Constructivist pedagogy, Student engagement, Performance-based learning, Digital pedagogy, Arts integration