EFFECT OF DRAMA METHOD ON STUDENTS’ ACADEMIC ACHIEVEMEMENT AND INTEREST IN CHRISTIAN RELIGIOUS KNOWLEDGE (CRK) IN SENIOR SECONDARY SCHOOLS

ABSTRACT

This study investigated the effect of drama method on students’ academic achievement and interest  in Christian  Religious  Knowledge  (CRK)  in senior  secondary  schools  in  Nsukka Local Government Area of Enugu state. Five research questions and five hypotheses guided the study. The study adopted the quasi-experimental research design. The population of the study was all the senior secondary two (SS11) students that were offering CRK in public co- educational secondary schools in Nsukka Local Government Area with an estimated number of 1,328 students. A sample of 115 students from two schools that were randomly selected from public co-educational secondary schools in Nsukka Local Government Area of Enugu State participated in the study. The instruments for data collection were Christian Religious Knowledge   Achievement   Test   (CRKAT)   and   Christian   Religious   Knowledge   Interest Inventory (CRKII). The  instruments  were validated by experts. The instruments  were trial tested to determine the internal consistencies of the instruments. Cronbach’s Alpha was used to calculate the reliability index coefficient of the CRKII and Kuder Richardson Formula 20 (KR20) was used to calculate the reliability index coefficient of the CRKAT respectively. The reliability  index  coefficient  of  the  CRKII  was  0.83  while  the  overall  reliability  index coefficient of CRKAT (40 items) was 0.66. Mean scores and standard deviation were used to answer the research questions while the Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results of the study revealed that students taught  with  drama  method  of  teaching  performed  better  than  those  taught  with  lecture method. The results of the findings further showed that the students taught CRK with drama method  developed  higher  interest  in  the  subject  than  those  students  taught  with  lecture method. The study has educational implications to  students, teachers, curriculum planners, textbook  writers and school administrators.  The  study recommended  that teachers should embrace the use of drama method of  teaching in the instructional delivery among others. Suggestions for further studies were stated and limitations of the study were highlighted.

CHAPTER ONE

INTRODUCTION

Background of the Study

Christian Religious Knowledge (CRK) is one of the subjects approved by the National Policy on Education (2004) to be taught and studied in the secondary schools in Nigeria. Its subject matter is similar to that of Christian Religious Knowledge that is offered in primary schools in Nigeria. The major aim of teaching Christian Religious Knowledge is to encourage students to participate in those activities, which foster personal discipline, character training and role-playing. CRK instills in the youths the  spirit of tolerance, reconciliation,  peaceful co-existence and non-violence. It provides opportunities for the Nigerian youth to learn more about  God  and  thereby  develop  their  faith  in  God.  According  to  Nigerian  Educational Research and Development  Council (NERDC) (2010, p.ii), CRK “helps to develop in the youths moral values, such as humility, respect, love, kindness, justice, spirit of forgiveness, obedience,   discipline,   hard   work   and   devotion   to  duty,   selfless   service   within   the community”. It also helps students to apply the teachings and examples of Jesus Christ  in their daily lives and to develop and foster in the students Christian attitude and values such as respect for life and selfless service to God and humanity. As stipulated by Ayogu (2008), the teaching  of  CRK  helps  the  learners  to  train  in  the  development  of  a  deep  sense  of responsibility, respect for authorities and sensitizes people to respect the rights and privileges of others.

Today in Nigeria, it is a common knowledge that our society has records of high rate of immorality and social vices such as cultism, killing, kidnapping, stealing, prostitution, and abortion to mention but a few. Students disobey their parents and teachers alike. These reflect to improper moral training; hence children grow up to become criminals in the society. No

wonder Omalle (2006) observed that to educate men without Religion is to make them clever

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devils. CRK therefore becomes a worthwhile school subject because of the values it has for the  society.  Today,  our  society  is  confronted  with  conflicts  of  all  sorts.  Perhaps,  these conflicts  could  be eradicated  if CRK  as a secondary  school subject  is taught  with good methods which will attract students’ interest and enhance their achievement in the subject.

Teaching  methods  comprise  the  principles  and  means  used  for instruction  in  the classroom  (Uwameiye  & Ojikutu, 2008). Commonly used teaching methods  may  include demonstration,  drama,  recitation,  memorization,  lecture  method  or  combination  of  these teaching methods. Teaching methods as noted by Bolunde  (2005)  can affect the learners’ achievement and interest positively or negatively. Teaching methods are great weapons that the teachers should employ in their profession. Richards and Rodgers (2001) observed that if teaching is successfully carried out, learning will occur and successful teaching axiomatically implies good method application. The choice of the teaching method or methods to be used depends largely on the information or skills that are being taught. The choice of teaching methods may also be influenced by the aptitude, interest and enthusiasm of the students. As noted  by  the  (NERDC,  2010)  in  order  to  enhance  the  implementation  of  the  Christian Religious Knowledge, the following teaching methods are expected to be used by teachers — the use of stories, illustrations, role play, drama, video and audio aids to mention but a few. Teaching should be learner centered. This involves discussion, question and answer sessions. All these are teaching methods that make learning interesting, informative and life changing.

However,  it is disheartening  to  notice  that  in our secondary schools  today,  CRK teachers  teach the students  mostly with conventional  method  (lecture  method).  Ajah and Asadu (2002) observed that CRK teachers especially those in public secondary schools teach the students mostly with lecture method. As postulated by Wagner (2010), lecture method is a method that is most often found in the universities  and other  tertiary institutions.  Lecture method is based on the transmissive teaching model. In lecture method, it is believed that

knowledge is an object that can be transferred from the teacher to the learner. As noted by Ajah  and  Asadu  (2002),  lecture  method  of  teaching  yields  less  deep  knowledge  when compared to other teaching methods such as project based teaching method and other activity based methods of teaching. As opined by Offorma (2004), lecture method makes the learners to aim at passing examination and not at the transfer of learning because they learn by rote and memorization.  Asogwa and Echemazu (2011, p.23) observed that “an important subject as Christian Religious Knowledge is taught with the traditional method of talk and chalk.” In addition,  lecture  method  reduces  students’  interest  in the subject  and  thereby makes  the students’  achievement  very  low  and  poor.  As  stated  by Ayogu  (2008),  lecture  method, conventional as it is, also affects the number of students that enroll in CRK examinations in each year. Ayogu (2008) is of the opinion that lecture method makes the teacher the only active person in the class while the students are complete observers throughout the lesson. As noted by Aja and Asadu (2002), lecture method encourages laziness, rote and memorization which kill students’ interest and attitudes towards CRK. It is observed that at the secondary school level, no strong emphasis is placed by teachers on the use of teaching methods. The CRK teachers still regard the way they were taught in their own days as the best way to teach.

Any systematic and effective lesson delivery as noted by Ede and Odo (2006) must sustain students’ interest and encourage their active participation. However, Ajah and Asadu (2002) have it that this lecture method used presently in most public  schools, presents the CRK content in such an abstract manner that most students seem to achieve little or nothing in  teaching-learning   processes.  This  could  be  because   lecture  method  makes  lessons uninteresting and dull. Lecture method does not demand many activities from the students and thereby makes the students passive in the class. This method which is not learner centred consistently  used without  variation,  is  said to be the primary causes of students’ lack of

interest  in CRK, failures in CRK examinations  and increase  in moral ills in schools  and society in general (Ajah & Asadu, 2002).

The West African Examination Council (WAEC) chief examiner’s reports in 2008,

2009,  2010  and  2011,  indicated  poor  achievement  of  students  in CRK  in senior  school certificate examination (SSCE) and general certificate of education (GCE) respectively. The results revealed that senior secondary schools students’ achievement in CRK in SSCE and GCE  was  highly appalling,  even when few  students  sat for the  examinations.  However, according  to  the  chief  examiner’s  reports,  the  following  indicates  where  students  had problems  in SSCE and GCE examinations  in paper 2  (Theory questions).  In 2008 SSCE question 1, in 2009 GCE question 1, in 2009 SSCE question 2, in 2010 SSCE question 2, and in 2011 SSCE question 3. Students also had  problems in objective questions (Paper 1) in these  years.  All  these  questions  were  on  leadership  and  as  stated  by the  WAEC  Chief Examiner’s general comments, there was inadequate preparation for the examination by the candidates  and inadequate  knowledge  of biblical themes.  The candidates’  points  in these examinations  were  vague and many were irrelevant.  Thus, these reports necessitated  this study.

Drama  provides  a  particularly  powerful  method  for  developing  the  teaching  and learning in a broader sense. As noted by Onder (2004), drama method of teaching involves total physical response activities and thereby gives more effective and permanent products in teaching and learning processes. Therefore, drama is a teaching method that gives the pupils good learning opportunities and atmosphere by taking their emotions and imaginations into consideration.

According to Ozdemir and Cakmak (2008);

“Drama  is an instructional  method,  which  helps individuals  to  develop themselves in multi dimensions by empathizing with others,  be active in educational and instructional processes, be able to express themselves, be creative, perceive life from many perspectives, be keen on research and on

learning  as  opposed  to  the  fact  of  education’s  getting  dull  and  non- productive” (P.14).

However,  with  drama  method,  students  internalize  different  situations  by  total physical response and by making use of their own lives, more effective  learning  occurs. Learning by drama is facilitated when many sense organs are activated. This then calls for the use  of  drama  method  which  is  learner  centred  in  nature,  activates  many  sense  organs, reinforces and strengthens one another in enhancing progress, interest and achievement of the learners.

According to Nwachukwu (2002) achievement is the act of accomplishing something. It is a result by effort, a great or heroic deed. Achievement  is the quality and quantity of students’ work. As stated by Okeke (2012), an academic achievement is something one does or gets at school, college or university, in a class, in a laboratory, library, or fieldwork. An

academic achievement, as noted by Pandey (2008) such as graduating 1st  in one’s class,  is

sometimes a purely quantitative matter, while having the findings of lengthy, comprehensive research published by a recognized journal is also a notable academic  achievement.  Being named head/chairman of a particular department at a university is both a professional and an academic achievement (Onyilo & Onyilo, 2010). However, teaching methods can affect the learners’ academic achievement in CRK which could lead to interest in the subject.

As  stated  by Ahuja  (2001),  psychologically  interest  is an individual’s  behaviour tendency towards an object, a class or classes of activities. He further noted that interest acts as a very powerful motive and no one attacks a task energetically unless he/she has interest in it. As  opined  by Omeje  (2009),  interest  is a feeling  that  arouses  curiosity,  it holds  and maintains attention. Ekeke (1987) viewed interest as a condition of wanting to know or learn about something.  A feeling of interest towards a thing  helps learners to explore activities fully and  to  come  out  with  desired  learning  outcomes.  To  secure  the  learners’  interest, therefore means to attach some features of seductiveness to the activities. As stated by Omeje

(2009),  a  learning  situation  should  involve  the  learners’  interest  if  they  are  to   gain significantly  from it. Ekeke (1987),  is of the opinion that if the learners’  must  gain any substantial knowledge,  skills, abilities, competence,  they ought to be engaged  in activities which  are  interesting  to  them.  Onwuka  (1984)  maintains  that  interest  helps  learners’  to explore activities fully. As postulated by Bolunde (2005), teaching  methods can affect the learners’ interest positively or negatively which could be based on ones gender.

As postulated by Wijk and Francis (2010), gender is a socially constructed definition of women and men. It is not the same as sex (biological characteristics of women and men). Gender is determined by the conception of tasks, functions and roles attributed to women and men in society and in public and private life. These functions and roles seem to transcend into what learners learn in school which could influence their academic achievement. However, scholars have different views on how gender influences academic achievement. According to Asogwa and Echemazu (2011) there has been endless debate on gender and achievement on different school subjects when exposed to the same treatment conditions. Egwu (2010), found out  that  gender  has  a significant  factor  in students’  achievement  in History  while  Umo (2001), also found out otherwise in Igbo language. However, this study aims to investigate students’  academic  achievement  and interest in CRK using drama method based on their gender.

There are outcries in what should be done to bring back discipline and good morals in Nigerian  society.  Such  outcries  are  not  directed  towards  teachers  in  all  disciplines  but principally to  the teachers  of Religion.  Therefore,  there  are problems  in the methods  of teaching CRK. Above all, Religion and moral Education form the bedrock of other subjects that require discipline. This is because a child who is not disciplined or well behaved would certainly pose problems  to  teachers  in other  subjects.  Effective  teaching  of CRK  in the Secondary Schools will therefore help to inculcate discipline in the Nigerian child. Effective

teaching of CRK in Secondary School will equally increase the interest of the students in the subject and also enhance students’ achievement in the subject. The CRK Secondary School curriculum is therefore designed to teach not only the content of the Holy Bible, but also the moral lessons desirable.

However, the continuous poor achievement and lack of interest of secondary school students in CRK has been a source of concern to religious educators and all the  lovers of CRK. These outcries are pointing towards the need for paradigm shift from the conventional method of teaching to an activity based method of teaching. Therefore, employing a teaching method such as drama method that appeals to more than one sense may be desirable. Scholars from different parts of the world have carried  out studies  on  drama method on different subjects, which turned out to improve learning, interest and achievement. Akdag and Tutkun in 2010 conducted a study on effect of drama  method on students’ academic achievement level in English Language  in Turkey,  which  also was successful.  From the results of the findings, it was shown that the teaching method based on drama was more effective than the traditional teaching method  at the total achievement level. Kariuki and Humphrey in 2010 conducted a study on effect of drama on the performance of at- risk elementary Mathematics in Ghana, and findings of the study revealed improvement in mathematics. The results of the findings showed that drama can be an effective teaching method but may be more beneficial over a long time to students whose learning style best appeals to such instruction. Hence the researcher wants to identify if drama method will have any effect on senior secondary school students’ academic achievement and interest in CRK in Nsukka Local Government Area.

It is in view of these that the researcher conducted a study, which aims at finding out the effect of drama method on students’ academic achievement and interest in CRK in senior secondary schools in Nsukka Local Government of Enugu State.

Statement of the Problem

The  lecture  method  of  teaching  which  has  been  the  method  used  by most  CRK teachers is teacher-centred  and subject-matter oriented. The poor performance  and lack of interest of Senior Secondary School students in CRK could be traced to the dominant use of lecture method of instruction which appears to activate only one sense  organ (Asogwa  & Echemazu,   2011).   However,   the  West   African   Examination   Council   (WAEC)   chief examiner’s report from 2008 to 2011 which indicated poor achievement of students in CRK in SSCE and GCE examinations  respectively  necessitated  this study. As stated  by Onder (2004) it has also been argued that  students can learn at a higher rate of effectiveness and efficiency through the use of  drama method  in teaching and learning of some secondary school subjects like  English, Igbo, Mathematics,  Social studies to mention but a few. This study therefore is determined to find out the effect of drama method on students’ academic achievement and interest in CRK in senior secondary schools in Nsukka Local Government Area.  The  problem of this study is therefore the alarming poor performance  and lack of interest of secondary school students in CRK.

Purpose of the Study

The main purpose of this study is to identify the effect of drama method on students’

academic achievement and interest in CRK in senior secondary schools.

Specifically, the study sought to:

1)  Identify the effect of drama method on students’ achievement in CRK.

2)  Identify the effect of drama method on students’ interest in CRK.

3)  Determine the effect of drama method on gender and achievement in CRK.

4)  Determine the effect of drama method on gender and interest in CRK.

5)  Determine  the  interaction  effect  of  drama  method  and  gender  on  the  students’

achievement and interest in CRK.

Significance of the Study

This study has both theoretical and practical significance.

The theoretical significance of this study is that the study will add body to already existing knowledge and literature in this field of study and researchers will refer to it while carrying out research. The practical significance is that the study will benefit the teachers, students, curriculum planners, text book writers and the Nigerian society at large.

The findings of this study will be of immense benefit to classroom teachers because it will expose an alternative method of teaching CRK in secondary schools. The findings will help teachers to improve their effectiveness since they will take pains to  prepare elaborate lesson plans which will involve the use of drama method. Thus, teachers will benefit from this study because it will widen and increase  their  innovative  knowledge  and horizon on drama method of teaching.

However, students will equally benefit from this research, because it will make them to be more active and participatory in class, since drama method is learner-centred in nature. From this study, students will learn how to work in a team. This study will also encourage students  to work with people  and to be friendly since  they will be  exposed  to different characters and behaviours. This study will help students to develop confidence in themselves and  to  develop  emotionally  and  otherwise.  It  will  also  help  students  to  achieve  more academically,  be more informed, out spoken, exposed  and therefore perform better in the classroom since they will be involved in the whole activities. It will help students to work better with groups in future and also exposes their interest in CRK. As leaders of tomorrow,

the students are expected to use the knowledge they will gain from this study to solve  the leadership problems in Nigeria.

The findings of this study will help the curriculum planners and designers to see the need and importance of drama method and thereby make it a compulsory method of teaching other subjects in secondary schools in Nigeria.

Textbook writers will also benefit from this study because  it will expose them  to produce  good  and  comprehensive  textbooks  on Christian  Religious  Knowledge  that  will cover drama method of teaching.

The Nigerian society will equally benefit from this study. Nigeria as a society has a lot of societal problems. It is expected that this study will be of great help in solving the societal problems in our country Nigeria. The students are leaders of tomorrow and from this study they will learn the good qualities of the great leaders of Israel like sound judgment of cases, absolute trust in God, patriotism and humility which will help them  to govern the people under them very well and to solve the societal problems when  they will be in leadership positions.

Scope of the Study

The  study was  limited  to  senior  secondary  two  (S.S.11)  students  of  public  co- educational  secondary  schools  in  Nsukka  Local  Government  Area  of  Enugu  State.  The content scope of the study was Christian Religious Knowledge. The researcher chose public co-educational  secondary schools because public schools are  expected to have trained and qualified teachers that can teach the students using drama method. Besides, there was need for public co-educational secondary schools because gender is an independent variable in this study.  Another  reason  for the choice  of public  schools  was that,  public  schools  use the recommended  curriculum in teaching the  students and the unit that was taught was picked from the curriculum.  The scope of  the  study was limited  to S.S 11 students because the content that was taught was an SS11 work. The content that was taught was “leadership”.

(See Appendix for details). The reason for the choice of the content scope was that according to  the WAEC  chief  examiner’s  report  2008  to 2011,  students  had  a lot of  problems  in questions on leadership in SSCE and GCE examinations respectively. Besides, as leaders of tomorrow, it is good to inculcate the qualities of good leadership  in these students at their tender age, so that when they grow up they will not depart from it. Besides, one of the biggest problems Nigeria is facing today is that of leadership. The researcher did not choose S.S.111 students because they are already in examination class.

Research Questions

The following were the guiding research questions for this study:

1)      What are the mean achievement scores of students taught CRK using drama method and students taught CRK using conventional method?

2)      What are the mean interest scores of students taught CRK using drama method  and those taught CRK using conventional method?

3)      To what extent does gender influence the mean achievement scores of students using drama method and conventional method?

4)      To what  extent  does gender  influence  the mean  interest  scores  of students  using drama method and conventional method?

5)      What is the interaction effect of drama method and gender on students’ achievement and interest in CRK?

Hypotheses

The following  null hypotheses  guided  the study and were tested  at 0.05  level  of significance.

HO1: There is no significant difference between the mean achievement scores of  students taught CRK using drama method and those taught using conventional method.

HO2: There is no significant difference between the mean interest scores of students taught

CRK using drama method and those taught using conventional method.

HO3: There is no significant difference in the mean achievement scores of male and female students taught CRK using drama method and those taught using conventional method

HO4: There  is no significant  difference  in the mean  interest  scores of male and  female students taught CRK using drama method and those taught using conventional method.

HO5: The interaction effect of drama method and gender on students’ mean achievement and mean interest in CRK is not statistically significant.

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