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  • Background to the Study

Research has shown that using dramatization in the classroom as a teaching technique enhances students’ learning in the intellectual, social, and developmental aspects of their growth. Using dramatization in the classroom has been around for a long time. Since the beginning of time, drama has been widely accepted as an excellent method of teaching and learning. There are new ways of using them, though, and they differ from the ways they have been used previously in several respects (Kirui, 2015). People who care about drama and education have recently begun to look at ways to use dramatization to teach and study drama as a genre of literature. McCaslin (2018) is a staunch believer in the need to integrate dramatization into all aspects of classroom instruction. Students who are otherwise unable to be reached can benefit from its capacity to challenge students who have previously grasped the subject matter. Dramatization is a fun way to learn new things. Traditionally, classrooms have been seen as a place where learning and emotions are kept firmly separate. However, there is growing evidence that our ability to learn is tied to our emotions in the brain. An emotional connection to a notion enhances our capacity to grasp the topic and issue. When we teach with the dramatization technique, we are building connections between what we have already learned and what we are learning now. Using theatrical activities in the classroom helps students learn and express themselves at the same time. Students are more likely to be engaged and empowered in their education when the dramatization method is used in the senior secondary classroom, which is vital for their future success. As a result of being active participants in the learning process rather than passive spectators, students learn more deeply, sustainably, and with an exponentially higher level of complexity through dramatization (Jeffrey, 2018). There is growing evidence that introducing dramatization into the classroom may benefit students of all ages and skill levels, particularly those who struggle with traditional methods of instruction. Using dramatization and theatrical activities to study drama has a lot of advantages. Nonverbal communication tactics, such as body gestures and facial expressions, are also encouraged to present students with an experience that they can recall at any moment and that will stay with them for a long time. Using dramatization in the classroom has several advantages over other methods of instruction. According to Desiatova (2019), emotional intelligence and the development of collaboration and self-control may be fostered through the use of dramatization as a teaching method. As a means of bridging the gap between the classroom and real-world problems, dramatization may give insights on how to handle challenging situations in a good manner. Using dramatization, children may practise their suprasegmental and para-linguistic abilities, as well as their listening comprehension. As a component of an eclectic approach to language acquisition, dramatization has the potential to aid in the development of communicative competence. Students’ natural abilities to imitate and express themselves are enhanced when dramatization is used in the classroom. When done correctly, dramatization may trigger and retain students’ interests and spark their imaginations. Drama helps people become more adaptable, fluent, and good communicators. When students are exposed to real-world examples of success, they will feel more confident when presented with situations outside of the classroom, putting their language skills into context. Emotions play a role in learning (Alabi, 2015). We learn better when we make connections between new and old concepts and actively participate in the learning process, which improves our ability to learn.

The brain undergoes an electrochemical process known as synaptic transmission during the passage of information between neurons. Neurons are the aggregate name for the brain’s billions of individual nerve cells (Longji, 2019). Numerous pathways and patterns are activated simultaneously to accelerate the creation of new neural connections and enhance the brain’s ability to learn. Simultaneous stimulation” improves learning when teachers connect new material to students’ prior knowledge and experiences.

Numerous benefits may be gained by incorporating dramatization activities into literary (drama) classes. Students may be more inclined to learn if they find it humorous and engaging. Depending on the application, it can provide a wide range of alternatives and provide participants with a richer experience since it incorporates feelings. For both teachers and students, the dramatization approach provides a wealth of rapid materials such as costumes, props, and others. In this case, dramatization and theatrical exercises might be employed to help students better understand the material at hand. Interaction between students and instructors may occur when theatrical techniques are used. Through the use of dramatization, students may get a more holistic understanding of a topic. When students participate in drama, they are completely immersed in their academics. They are engrossed in the topic at hand. People’s bodies, minds, and emotions become incredibly active when they are caught up in a drama. To Dickinson (2012) teachers who orally lecture their students, filling them with facts and numbers and then assessing them on what they have learned, are not teaching the brain; they are teaching the ego. During theatrical exercises, the student’s schema, or prior knowledge of the subject, is awakened, allowing him or her to get a comprehensive understanding of the material. In a nutshell, we are synthesising information when we learn. A new concept is being formed in our minds by combining old information with fresh information. Every brain has a distinct personality. According to Lawson (2001, p.32), learning is affected by genetic and environmental factors, and the connections between cells are generated as a result of the unique experiences of each individual. This shows that using dramatization as a teaching approach encourages students to engage on several levels, both intellectually and emotionally. Observations in psychology demonstrate that students learn better by doing rather than just listening and observing. Due to the information presented thus far, the goal of this research is to find out whether or not there will be an effectiveness of the dramatization method on the performance of students in drama in selected Senior Secondary Schools in Pankshin Local Government Area of Plateau State.

  • Statement of the Problem

In theory, drama should be entertaining and thought-provoking, and as a result, students should be enthusiastic and engaged in studying. Unfortunately, the opposite is true. In recent years, education experts such as WAEC Chief Examiner’s Report (2021) have expressed concern over students’ low performance in literature, particularly in drama, in schools. In some cases, poor performance can be blamed on the way drama classes are taught.

The manner of instruction can either detract from or increase the interest of the learner, thereby improving his or her academic achievement as a result. When children do badly in drama, a range of stakeholders in education is held responsible for a variety of reasons. Despite this, very little thought is given to the way drama teachers are taught as a factor in students not doing well in school.

To provide a long-term solution to this problem, the researcher is investigating the effectiveness of applying the dramatization approach on the performance of students in drama, intending to develop a long-term solution.

  • Aim and Objectives of the Study

This study aims to evaluate the effectiveness of using the dramatization method on the performance of students in drama in selected senior secondary schools in Pankshin Local Government Area of Plateau State.

The objectives of the study are:

  1. Determine the effectiveness of dramatization method in the learning of themes in drama.
  2. Determine the effectiveness of dramatization method in the learning of setting in drama.
  3. Analyse the effectiveness of dramatization method in teaching characterisation in drama.
  4. Examine the effectiveness of dramatization in learning of plot summary in drama.
    • Research Questions

The following questions are postulated in this study:

  1. What is the effectiveness of dramatization method in the learning of themes in drama?
  2. What is the effectiveness of dramatization method in the learning of setting in drama?
  • What is the effectiveness of dramatization method in teaching characterisation in drama?
  1. What is the effectiveness of dramatization in learning of plot summary in drama?
    • Significance of the Study

A lot of people in the education field will benefit from this study, including teachers, the government, curriculum developers, and students. It will also be good for the researchers who did it.

It will help teachers of literature because they will learn that drama is a type of literature that needs to be taught through dramatization.

Dramatization is a way to teach and learn about the drama that will be pushed by education curriculum planners, especially in subjects that involve drama.

As for the government, they will benefit from this study because, after being made aware of the importance of using the dramatization method in teaching drama, they will sponsor workshops for teachers to encourage them to use this method as a means of enhancing both the teaching and learning of the subject.

The students who are at the centre of our investigation stand to gain greatly from it. They will be more motivated to learn drama if the suggestions made at the end of this work are implemented effectively by the government, curriculum designers, and instructors. As a result, their academic performance will improve as a result of the recommendations from this work.

Finally, when this research is concluded, it will serve as reference material for future researchers who would want to research similar ground. It will add to the already existing literature on the effectiveness of the dramatization method of teaching.

  • Scope/Delimitation of the Study

This study shall cover the effectiveness of the dramatization approach on the performance of senior secondary school students. It is limited to two (2) senior secondary schools in the Pankshin Local Government Area of Plateau State, which have been selected for participation. Characterization, themes, setting, and a synopsis of the storyline of Frank Ogodo’s play Harvest of Corruption are some of the aspects that will be addressed in this investigation. In any case, it is crucial to remember that although this research was conducted just in chosen secondary schools and a single local government, the findings may be applied to other sections of the state and the country as a whole.

1.7 Operational Definitions of Terms

Dramatization method: A teaching strategy that involves the use of drama techniques, such as role-playing, improvisation, and skits, to enhance student learning and understanding. In this study, it refers to the instructional approach used by teachers in senior secondary schools in Pankshin Local Government Area to teach various subjects.

Effectiveness: Refers to the degree to which the dramatization method impacts the performance of students in senior secondary schools, as measured by changes in test scores, grades, and overall academic achievement.

Performance: Refers to the ability of students to understand and apply subject-specific knowledge and skills as measured by test scores, grades, and overall academic achievement.

Senior secondary schools: Refers to secondary schools that offer education to students in the senior secondary education level (SS1-SS3), usually between the ages of 15-19.

Pankshin Local Government Area: Refers to the Pankshin Local Government Area in Plateau State, Nigeria, where the study is being conducted. It is a geographical location that serves as the setting for the research.

  • Format: ms-word (doc)
  • Chapter 1 to 5
  • With abstract reference and questionnaire
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