EFFECTIVENESS OF ROLE-PLAYING TECHNIQUES IN TEACHING CONFLICT RESOLUTION AT SECONDARY LEVEL

Abstract

This study examined the effectiveness of role-playing techniques in teaching conflict resolution at the secondary level, focusing on enhancing students’ interpersonal and socio-emotional competencies. Conflict among adolescents is a persistent issue in school environments, necessitating the use of innovative instructional strategies to promote constructive conflict management. The objectives of the study were to examine the effectiveness of role-playing techniques in teaching conflict resolution, to compare the conflict resolution skills of students taught through role-playing and traditional methods, and to analyze the impact of role-playing on students’ socio-emotional skills. A quantitative research approach with a quasi-experimental design was employed to investigate these objectives. The population comprised approximately 210 secondary schools with an estimated 25,000 students in District Rawalpindi. A sample of 200 students was selected from four secondary schools using stratified random sampling, with 100 students assigned to the experimental group and 100 to the control group. The research tools included a structured questionnaire and a conflict resolution performance checklist designed to measure students’ skills and behaviors. The validity of the instrument was ensured through expert review, while reliability was established through pilot testing, yielding a Cronbach’s Alpha value of 0.82. Data were analyzed using both descriptive and inferential statistics, including mean, standard deviation, and t-tests to compare group performance. The findings of the first objective revealed that role-playing techniques significantly improved students’ conflict resolution skills compared to traditional teaching methods, leading to the recommendation that educators should integrate role-playing strategies into classroom instruction to enhance students’ practical skills. The study is significant as it provides empirical evidence supporting the use of experiential learning methods to improve both academic and socio-emotional outcomes among secondary school students, thereby contributing to the development of a more positive and collaborative learning environment.