Project Abstract

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.

Project Overview

1.0 INTRODUCTION Christian Religious Knowledge (CRK) is taught at every level of education in Nigeria based on the National Policy on Education (2013). This is aimed at fostering personal discipline and character training among learners. It 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 (Nigerian Educational Research and Development Council (NERDC), 2010). It is a subject that instills in the youths the spirit of tolerance, reconciliation, peaceful co-existence and non-violence. It provides opportunities for the Nigerian youths to learn more about God, thereby developing their faith in God. The teaching of CRK according to Ayogu (2008) helps the learners to develop a deep sense of responsibility, respect for authorities and sensitizes people to respect the rights and privileges of others. There is an outcry of crime and social vices globally, ranging from cultism, killing, kidnapping, stealing, prostitution, and abortion to mention but a few. Youths are mostly affected which indicates a sign or reflection of improper moral training. Hence Omalle (2006) asserted that to educate men without religion is to make them clever devils. Since the society globally and Nigeria in particular is confronted with conflicts of all sorts, teaching CRK as a moral subject using activity method such as drama instead of the traditional teacher centered method becomes vital in order to motivate students’ interest in the subject. There are outcries in what should be done to bring back discipline and good morals in Nigerian society. Interest of students seems to be declining in this subject which could be attributed to poor teaching method. Such outcries are not directed towards teachers in all disciplines but principally to the teachers of Religion. Effective teaching of CRK in Secondary School will equally increase the interest of the students in the curriculum. These outcries are pointing towards the need for paradigm shift from the conventional method of teaching to an activity based method of teaching. Teaching methods are great weapons that teachers employ in their profession. This comprises 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 as noted by Bolunde (2005) can affect the learners’ interest positively or negatively. However, NERDC (2010) noted that in order to enhance the implementation of the CRK, teachers are expected to use stories, illustrations, role play, drama, video and audio aids methods. All these are methods that could make learning interesting, informative and life changing. Researchers have noticed that teachers in the secondary schools teach CRK mostly with conventional methods like lecture method (Ajah & Asadu, 2002; Asogwa & Echemazu 2011); and also in the universities and other tertiary institutions (Wagner, 2010). Lecture method according to Aja and Asadu (2002), encourages laziness, rote and memorization (Offorma, 2006) which kill students’ interest and low enrolment in CRK (Ayogu, 2008). Drama method is a modern teaching method that contributes to human development in many ways like expanding the imagination, developing creativity and an aesthetic sense; developing social and psychological sensitivity (Wagner, 2010). It is a method of teaching that involves more of physical activities in teaching and learning processes (Onder, 2004). This invariably improves academic achievement and interest of the learners. Effective lesson delivery as noted by Ede and Odo (2006) must sustain students’ interest and encourage their active participation. Interest is an innate motive that stimulates learning. It is seen as a feeling that arouses curiosity; holds and maintains attention (Omeje, 2009). According to Adiguzel and Timucin (2010) individual’s behavior as a result of class activities lead to interest and achievement. This feeling helps learners to explore activities fully and to come out with desired learning outcomes. As stated by Omeje (2009), a learning situation should involve the learners’ interest if they are to gain significantly from it. According to Bolunde (2005), interest in a subject could be positively or negatively based on ones gender. According to Russell (2012), gender refers to the different roles, rights, and responsibilities of men and women and the relationship between them. Gender does not simply refer to women or men, but to the way their qualities, behaviours, and identities are determined through the process of socialization (Wijk & Francis, 2010). Gender is generally associated with unequal power and access to choices and resources. Researchers have found out that gender difference influences learners’ choice of various school subjects in one way or the other (Asogwa & Echemazu, 2011; Egwu, 2010). This study therefore investigates students’ interest in CRK using drama method based on their gender. Several studies on the effect of drama on achievement of students in English language in Turkey (Akdag & Tutkun, 2010) as well as in mathematics in Ghana (Kariuki & Humphrey, 2010) were more successful than the traditional method. Hence, the researcher wants to identify if drama method will have any effect on senior secondary school students’ interest in CRK in Nsukka Local Government Area. 1.1 Statement of the Problem Enrolment into CRK seems not encouraging at the senior secondary school level in Nigeria when compared to other school subjects. According to Ayogu, (2008), he noticed that the drastic reduction in enrolment in CRK was attributed to lack of interest. This lack of interest of Senior Secondary School students in CRK was also traced to the dominant use of lecture method of instruction which appears to activate only one sense organ (Asogwa & Echemazu, 2011). If this problem is not effectively addressed, it could lead to degeneration and extinction of this important subject in the curriculum. This could lead to moral decadency and chaos in the society. 1.2 Theoretical perspective to the Study Constructivist theory maintained that humans can only understand what they themselves constructed. Proponents of this theory consist of Jean Piaget and John Dewey (Greece, 2010). This theory states that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. In the classroom, the constructivist view of learning can point to a number of different teaching practices. It usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge. In line with this theory, drama is a good method of teaching which encourages experiments and construction of knowledge in the side of the students which could stimulate their interest in learning a particular subject. Teaching with constructivist learning theory encourages communication between the teacher and the students and among the students to arouse their interest. 1.3 Significance of the Study 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. Thus, teachers will benefit from this study because it will widen and increase their innovative knowledge and horizon on drama method of teaching. 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. This study will encourage students to work as team and to be friendly since they will be exposed to different characters and behaviours. It will help students to develop confidence and interest in the subject in order to achieve higher. 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 CRK that will cover drama method of teaching. 1.4 Purpose of the Study The main purpose of this study is to identify the effect of drama method on students’ interest in CRK in senior secondary schools. Specifically, the study sought to: 1) Identify the effect of drama method on students’ interest in CRK. 2) Determine the effect of drama method on gender and interest in CRK. 1.5 Research Questions The following were the guiding research questions for this study: 1) What are the mean interest scores of students taught CRK using drama method and those taught CRK using conventional method? 2) To what extent does gender influence the mean interest scores of students using drama method and conventional method? 1.6 Research Hypotheses The following null hypotheses were posited to be tested at an alpha level of 0.05. H01: There is no significant difference between the mean interest scores of students taught CRK using drama method and those taught using conventional method. H01: 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. 2.0 Research Method This study adopted the quasiexperimental research design using pretestposttest control group design. This design was considered appropriate for this study as intact classes from two sampled schools were used. The researcher used intact class groups already in existence to avoid the possible class disruption involved in subject randomization. The design of the study is represented thus: E: O1 XD O2 C: O1 XL O2 Where, E = Experimental group C = Control group O1 = Pre-test XD = Drama method XL = Lecture method O2 = Post-test Area of the Study: This study was carried out in Nsukka Local Government Area of Enugu State. This area has thirty two (32) public secondary schools (Statistics unit PPSMB Nsukka Zone, 2011). This area was chosen for this study because according to the WAEC chief examiner’s reports from 2008 to 2011, students in this area have been performing poorly in CRK both in SSCE and GCE examinations respectively. Population of the Study : The population of the study includes all the senior secondary two (S.S.II) students that were offering CRK in public co-educational public secondary schools in Nsukka Local Government Area, with the population of one thousand, three hundred and twenty eight (1,328) students (Statistics Unit PPSMB Nsukka Zone, 2011). The researcher chose public co-educational secondary schools because gender is an independent variable in this study. Also, public schools were chosen because they use the recommended curriculum for teaching the students. Another reason of choice is because of the endemic problem of poor performance in CRK according to WEAC chief examiner’s report from 2008 to 2011. Senior secondary students 11 were also chosen to avoid the possible disruption of external examination if S.S.S III students were to be included. According to the scheme of work chosen, the content (leadership) is for SS11 students. Sample and Sampling Techniques: A total number of one hundred and fifteen (115) students constituted the sample of the study. Two intact classes were assigned to treatment and control groups respectively. This sample schools were randomly selected among the public schools (Community Secondary School, Alor-Uno and Model Secondary School, Nsukka) that participated in the study. Instruments for Data Collection: The instrument for data collection was developed by the researcher on Christian Religious Knowledge Interest Inventory (CRKII) and lesson plan on CRK. The lesson plan was used to teach CRK using Joseph, Joshua and Deborah as a leader in the bible. The lesson plan was designed to teach using drama and lecture method. The CRK interest inventory has twenty five items and it was used to determine the students’ level of interest in CRK. The CRK interest inventory was developed using four points rating scalestrongly agreed (4 points), agreed (3 points), disagreed (2 points), and strongly disagreed (1 point). Validation of the Instruments: Instruments were face validated by three experts from Measurement and Evaluation, Religion and curriculum and instruction respectively. All the experts were from the University of Nigeria, Nsukka. These instruments were validated for clarity and relevance which were modified appropriately. Reliability of the Instruments: The reliability of the instruments was ascertained through trial-testing using Community Secondary School Obollo-Afor. Trial testing offered the researcher the opportunity to determine whether the CRKII and lesson plan are useable, valid and reliable. Instruments for data collection were trial tested using a sample of thirty (30) students. The reason for trial testing was to determine the internal consistency of the instruments. The reliability for the CRK interest inventory was calculated using Cronbach’s alpha and the reliability index coefficient of the item was 0.83.