ABSTRACT

The study examined Prevalent Instructional Strategies in the Teaching of Drama at Senior Secondary Schools in Shomolu Local Government of Lagos State. To achieve the purpose of the study, research questions were posed and hypotheses were formulated. Descriptive survey research design was used for the study. The population for the study comprised secondary school teachers in secondary schools in Shomolu LGA of Lagos State. Stratified random sampling technique was used to sample 327 secondary school teachers. The instrument for data collection was a questionnaire titled “Teachers’ Perception Questionnaire” (TPQ). The instrument was trial tested to determine the reliability using secondary school teachers in Lagos State, and reliability coefficient of 0.93was obtained. The data collected for the study were analysed using means and standard deviations to answer the research questions while t-test and analysis of variance were used to test the formulated hypotheses 0.05 level of significance. The findings of the study were: instructional strategies as a method of teaching was perceived by teachers as an advantage in teaching drama in secondary schools; the extent to which drama teachers perceived instructional strategies as effective in teaching drama is to a high extent; there are numerous challenges hindering the effective use of instructional strategies in teaching drama; qualification has no significant influence on teachers’ perception of the use of instructional strategies for the teaching of drama in secondary schools. The findings have some implication for students, teachers, parents, ministry of education. Based on the findings of the study, it was recommended among others that drama method should be frequently used in teaching students at secondary school level and physical conditions in classrooms should be improved in order to accommodate drama activities.

CHAPTER ONE

INTRODUCTION

1.1 Background to Study

The importance of education to human beings cannot be overemphasized. Globally, education is considered as a human right that should be accorded to all human beings and that accounts for why a lot of international human right bodies consider education as a fundamental human right. Education is regarded, globally, as a potent instrument for introducing and sustaining social change in human societies, as well as shaping its destiny (Ifenkwe, 2013). Apart from serving as a vehicle for enhancing upward social and economic mobility, education is regarded as a key to social reconstruction and an instrument for conserving, transmitting and renewing culture. These are requisites for social integration, performance of productive tasks, and for effecting national development (Federal Republic of Nigeria, 2004).

In realization of the important role which education plays as an agent of national development and globalization, there has been agitation for more functional and qualitative education all over the world (Alaba, 2010). This agitation and concern for quality education is reflected in the inauguration of Education for All (EFA) in Jomtien (Thailand) in 1990 and Dakar in 2000. This was followed by a meeting convened by the 56th General Assembly of the United Nations to discuss the implementation of the Millennium Development Goals (MDGs). Operationally, education is a gradual and systematic way of acquiring knowledge to actualize one’s desired goal.

Though there are divergent systems of education in developed and developing countries of the world, education delivery come in stages which include pre-primary, primary, secondary and tertiary stages. For example, education in Nigeria is based on a system which involves three levels of institutional learning processes, the primary school, the secondary school level and the tertiary levels. Primary education is very important in the Nigerian education system as the first stage of compulsory education.

Secondary education plays a crucial formative role in the survival of the whole educational system. The National Policy on Education (2004) refers to the education at this level as the education given in institutions for children aged 6 to 11 plus. The NPE also added that since the rest of the education system is built upon it, the primary level is the key to the success or failure of the whole system. There is research evidence that successful adult intellectual development has its root in the early years of primary education (Gysbers & Henderson, 2005; Sink & Spencer, 2005). In line with the above view, Maduewesi (2005) who stated that a sound primary education is a pre-requisite not only to sound secondary and tertiary education but to continuing education. The objectives of primary education in Nigeria according to the Federal Republic of Nigeria (FRN) in National Policy on Education (2004) include inculcating permanent literacy and numeracy and ability to communicate effectively; lay a sound basis for scientific and reflective thinking and give citizenship education as a basis for effective participation in contribution to the life of the society. Others include moulding character and developing sound attitude and morals in the child and develop in the child the ability to adapt to the Child’s changing environment. It also aims to give the child opportunities for developing manipulative skills that will enable the child to function effectively in the society with the limit of the child’s capacity and provide the child with the basic tools for further education and advancement including preparation for trades and crafts in the locality. It is through Drama that it is hoped of these objectives will be achieved.

Drama involves the subject matter of realistic conditions, possessing skills, attitudes and activities that focus on society and on individuals as members of a social group. National Teachers’ Institute (NTI, 2000) opines that drama is an area of school curriculum specifically designed for the study of man and how he fits into the society by utilizing the necessary attitudes, values and skills at his reach. Drama is a discipline, if properly programmed and effectively taught, should help to solve social problems that are facing developing countries, especially Nigeria, where the old norms are fast losing their grips without any effective substitute to replace them (Fadeiye, 2005; Bozimo & Ikwumelu, 2009). Social Studies help to instill in man a disposition for acceptance of attitudinal change or rebranding in order to tame the tide of corruption which has enveloped all sectors of life in Nigeria. Bozimo and Ikwumelu (2009) also opined that Social Studies is concerned not only with knowledge but also with attitudes, skills and values. It gives an opportunity for important social and moral issues such as attitudes to the destitute, poverty, racialism and different types of government, cruelty to animals and children, brutality and injustice to be introduced into the curriculum (Ikwumelu, 2002).

In drama, man is viewed as being at the centre, while his physical, political, cultural, psychological and socio-economic environments encircle him. Thus, Social Studies deal with relationship between man, and his physical and social environments as well as his relationship with science and technology (Nigeria Education Research Development Council in Fadeiye, 2005). Social Studies can help the Nigerian citizens to generally develop the ability to respect the worth and dignity of individuals; helps in the inculcation of national consciousness and national unity; and instil in man a disposition for acceptance of attitudinal change or rebranding in order to tame the tide of corruption which has enveloped all sectors of life in Nigeria. However, Social Studies in the elementary years are crucial if we expect the young people of this nation to become active, responsible citizens for maintaining the democratic values upon which this nation was established. Unless children acquire the foundations of knowledge, attitudes, and skills in Social Studies in the important elementary years, it is unlikely that teachers in the junior and senior high schools will be successful in preparing effective citizens for the 21st century.

To achieve these objectives, teachers of drama in all affected levels of education need to be familiar with the content and methods of teaching the subject in order to interpret the content of drama correctly and encourage its learning. In addition, teachers need to acquire skills on selection and utilization of drama methods. Whether a subject is effective or not depends on the nature and quality of the learning experiences that are associated with it (Wheeler in Fadeiye, 2005). This implies that it is not only the content that determines effectiveness but also the quality of learning experiences which in some cases are dependent upon proper selection and appropriate utilization of instructional methods by the teachers. Content must be related to the selected instructional methods for effective and quality learning experiences to be achieved (Mkpa, 2005). In reality, content and process are so interrelated that an outright distinction may not be desirable except for analytical purpose. Content and process should therefore be seen as an integral part of each other and should both be accorded sufficient emphasis as one cannot exist in isolation of the other. Proper selection and appropriate utilization of instructional methods and strategies could encourage skills acquisition and development of values (Mbakwem, 2005). From the foregoing, it appears that the ability of Social Studies to realize the lofty goals expected of it rests on the teaching methods selected and used by the teachers. However, the ever-increasing changes in the world, new requirements of globalization in the system of education have made it difficult to enhance the quality of education (Akin 2014). The importance of applying learner-centered contemporary approaches has increased to bring up creative students.

Drama is commonly defined as a platform which improves individuals’ learning by providing a fictional environment in which they can bring their past experiences, feeling, and their body into action through playing roles (Ekeberg, Lepp, & Dahlberg, 2004). Drama supremely involves the pupils’ imaginations. It forces pupils to think actively, logically and emotionally about human situations, problems and challenges that they encounter in unfolding scenarios (Nichol, 2008). Drama involves doing something as it is real. It provides a presentation and interpretation of a physical or mental activity and is a way to transform pupils’ mental and physical potentials into creative acts (Durusel, 2007). Experiences, intellectual background and knowledge gained through education and dreams are all basis for drama (Aksarı, 2005). The drama method provides a cooperative learning environment in which pupils can employ scientific principles in their daily life (Sloman & Thomson, 2010). In drama, pupils are assigned various roles. They then act as the character they were assigned. They talk and think in the way the related character talks and thinks. In this way, students improve their language and communication skills (Farris, 2001, cited in İçelli,Polat, & Sülün, 2008). Drama in educational settings makes pupils active participants in the learning process (Gönen & Uyar-Dalkılıç, 2003). It also reinforces pupil motivation due to its joyful character (Önder, 2006).

Since pupils animate the roles in their preferred way, they are not timid, leading to an increase in their self-confidence. During role playing, children try different solutions and exclude those that do not work in the relevant situation, and employ useful ones that are further improved upon. This process eventually improves their problem-solving skills (Kocayörük, 2004). In short, drama as an educational method allows students to reflect, discuss, make connections with real life, and look at the events from different angles (Littledyke, 2001). Some scholars likeDorion, (2009) argue that drama reinforces the attainment of cognitive, emotional and technical skills related to analysis, synthesis and evaluation.

Drama is one of the contemporary methods that have been used in education to serve multiple dimensions such as the students’ arts education, the students’ social and emotional development, support of the teaching of other cognitive subjects like Language, History, Mathematics (Unal, 2004). Drama in education refers to the dramatic techniques that support and strengthen learning in the classroom. Some terms like developmental drama, creative dramatics, educational drama, and mantle of the expert have been used to describe different approaches of the engagement of drama in classroom teaching practices (Masoum, Rostamy-Malkhalifeh & Kalantarnia, 2013). It is one of the most effective methods of stimulating the students in what they learn. It is a natural way through which students express freely their understanding of life around them. The method allows for a great deal of involvement and participation by the students physically, emotionally and mentally. In a situation where a lesson or topic is boring, dramatization could effectively help to sustain the pupils’ attention and interest.

Dramatization involves direct and simple techniques such as miming play-let and role-playing. Dramatization provides among other things, an avenue for respect of opinion of others, the attitude of co-operation within the development of desirable skills, confidence and self-esteem and the opportunity for the pupils to express themselves freely. pupils can be led to dramatize the function of a family, the role of the father or mother, honesty, leadership, followership, among others, which are topics in the Social Studies syllabus as these will be geared towards effective teaching and learning.

Effective teaching is seen as teaching that successfully achieves the learning objectives by the pupils as identified by the teacher. Effective teaching is potentially the largest single school influence on student achievement (Watson, 2011). There are essentially two simple elements to effective teaching: the teacher must have a clear idea of what learning to be nurtured and the teacher sets up and provides a learning experience that enables this to happen. This brings to bear, the pivotal role of effective teachers in the process. For this study, effective teaching is a systematic way of teaching with instructional materials, skills or method to achieve teacher stated objectives.