WELCOME TO KENTERPRO:
FACTORS AFFECTING THE TEACHING AND LEARNING OF DRAMA IN SELECTED SECONDARY SCHOOLS IN PANKSHIN LOCAL GOVERNMENT AREA OF PLATEAU STATE

 CHAPTER ONE

INTRODUCTION

• BACKGROUND OF THE STUDY

The concept of drama as a subject in secondary schools encompasses a rich and multifaceted educational experience that goes beyond mere entertainment. Drama serves as a powerful pedagogical tool that engages students both intellectually and emotionally, fostering their holistic development. By immersing students in the world of theatrical expression, drama education enhances their communication skills, creativity, critical thinking, empathy, and self-confidence. According to Ajayi (2018) through the process of analyzing, interpreting, and performing dramatic texts, students gain insights into diverse cultures, historical contexts, and societal issues. They learn to embody and explore characters, themes, and narratives, honing their abilities to perceive and convey complex human emotions and perspectives. Drama also encourages collaboration and teamwork, as students work together to create performances, solve problems, and devise original productions. Beyond the classroom, drama equips students with life skills such as effective public speaking, adaptability, and the capacity to engage in constructive self-expression. Moreover, the subject provides a platform for self-discovery, allowing students to confront personal challenges, explore their identities, and build a sense of agency. Drama education in secondary schools encompasses a dynamic blend of artistic exploration, skill development, cultural enrichment, and personal growth that contributes significantly to students’ well-rounded education and prepares them for a diverse and interconnected world.

Drama holds immense significance as a subject within secondary schools, offering multifaceted benefits that contribute to students’ holistic development and future success. Beyond being a creative outlet, drama cultivates essential life skills such as effective communication, teamwork, empathy, and critical thinking. Through engaging in dramatic activities, students learn to express themselves confidently, both verbally and non-verbally, while honing their ability to adapt to different roles and situations. According to Adams (2015) drama also serves as a powerful tool for building social awareness, as it encourages students to explore diverse perspectives, cultures, and historical contexts through role-playing and storytelling. Furthermore, the collaborative nature of drama fosters a sense of camaraderie and community, fostering interpersonal skills that are valuable in various aspects of life. Moreover, the study of drama stimulates imagination and creativity, nurturing innovation and problem-solving skills that are increasingly essential in today’s rapidly evolving world. Whether aspiring to pursue careers in the performing arts or other fields, students who engage with drama develop a well-rounded skill set that equips them to navigate complexities, communicate effectively, and contribute meaningfully to society. Thus, drama stands as an indispensable subject in secondary education, nurturing not only artistic expression but also a range of critical life skills that shape well-rounded individuals poised for success in the future.

The state of teaching drama as a subject in secondary schools presents a dynamic landscape that reflects both its intrinsic educational value and the challenges it faces within the broader curriculum. Drama education offers students a unique avenue for creative expression, fostering skills in communication, collaboration, critical thinking, and empathy. It provides a platform for students to explore diverse perspectives, cultures, and historical contexts, enabling them to develop a deeper understanding of human experiences. However, the teaching of drama in secondary schools often contends with several challenges (Smith, 2019). Limited resources, including dedicated facilities, materials, and trained educators, can hinder the comprehensive delivery of drama programs. Additionally, the emphasis on standardized testing and core subjects in many education systems can lead to a marginalization of arts subjects like drama. This results in reduced instructional time, curriculum narrowing, and a perceived lack of academic rigor for drama education. Moreover, issues related to assessment methods, such as evaluating artistic expression and subjective interpretation, can pose difficulties in accurately measuring students’ learning outcomes. Nevertheless, educators, advocates, and researchers continue to emphasize the invaluable role of drama education in fostering holistic development and nurturing skills vital for success in the 21st century. Efforts to integrate drama into cross-disciplinary approaches and leverage technology for innovative learning experiences underscore the ongoing commitment to enhancing the state of teaching drama in secondary schools, ensuring its place as a vibrant and essential component of a well-rounded education.

The effective teaching and learning of drama as a subject in secondary schools is influenced by a multifaceted interplay of factors. Firstly, limited resources and facilities, such as insufficient performance spaces, inadequate props, and outdated technology, can impede hands-on experiential learning opportunities, hindering students’ ability to fully engage with and internalize dramatic concepts. Additionally, the shortage of qualified and passionate drama teachers, coupled with competing academic priorities, can lead to compromised instructional quality and reduced enthusiasm for the subject (Adekunle, 2018). Moreover, the absence of a comprehensive curriculum that integrates theory and practice, along with a lack of standardized assessment methods, can hinder the holistic development of students’ artistic and analytical skills. Societal perceptions that prioritize more “traditional” subjects over the arts may contribute to the undervaluation of drama’s educational significance, potentially leading to reduced support and resources. Addressing these challenges requires a concerted effort to invest in well-equipped drama facilities, recruit and retain qualified educators, establish a balanced and dynamic curriculum, foster collaboration with the arts community, and advocate for the recognition of drama’s vital role in nurturing creativity, critical thinking, and empathy among secondary school students.

In the light of the above and in consonance with the educational goal which is all round development of a child, a proper teaching and learning of literature in English is very desirable if the said goal is to be achieved. It is evident that there are Factors affecting the teaching and learning of drama in secondary schools in Pankshin Local Government Area of Plateau State.

1.2 STATEMENT OF THE PROBLEM

Drama education is meant to foster creativity, collaboration, critical thinking, and communication skills among students. In an ideal situation, secondary schools should provide an environment where drama can be taught and learned effectively, nurturing students’ artistic and social development.

However, the teaching and learning of Drama in selected secondary schools appear to be challenged by various factors, inhibiting its effectiveness and impact on students.

Over the years, interventions such as curriculum enhancements, teacher training programs, provision of resources, and extracurricular drama clubs have been implemented. Various pedagogical strategies have been explored, including the integration of modern technology and collaboration with professional drama organizations.

Despite these measures, the challenges in teaching and learning Drama persist. There has been a consistent struggle with issues like inadequate funding, lack of specialized teachers, improper infrastructure, and cultural barriers in the selected secondary schools.

The persistence of these problems negatively impacts students, teachers, and the community. Students are deprived of a holistic education that includes artistic expression; teachers struggle with motivation and adequate resources; the community misses out on the potential benefits of a thriving drama education system, such as enhanced cultural appreciation and societal cohesion.

This prevailing situation underscores the urgency to conduct an in-depth investigation into the underlying factors affecting the teaching and learning of Drama in the region. Failure to address these challenges might lead to the continual degradation of the quality and reach of drama education, with far-reaching implications on the educational system and societal growth.

Although similar studies have been conducted in different contexts, there remains a unique gap in understanding the specific dynamics within Pankshin Local Government Area. The particular sociocultural, economic, and educational landscapes of this region may require a tailored approach that distinguishes it from methods previously applied elsewhere.

It is in light of these compelling circumstances that this research is proposed. Investigating the specific factors affecting the teaching and learning of Drama in selected secondary schools in Pankshin Local Government Area will not only fill the existing knowledge gap but also potentially inform policy and practice, leading to tangible improvements in drama education in the region. By doing so, the research aims to contribute to the broader goal of enhancing educational quality and fulfilling the artistic and societal potentials of the next generation.

1.3 PURPOSE OF THE STUDY

The purpose of the study is to identify the Factors affecting the teaching and learning of drama in secondary schools in Pankshin Local Government Area of Plateau State. Specific objectives are:

1. To determine student problems that pose a problems to teaching and learning of literature in English.
2. To find teacher-related problems hindering the proper teaching and learning of literature in English.
3. To determine school-related problems that pose as problems to teaching and learning of literature in English.
4. Determine curriculum related problems that challenge teaching and learning of literature.

1.4   RESEARCH QUESTIONS

            In order for the researcher to have a sense of guide, the following research questions are formulated which will be answered by the end of the research:

1. What are the student-related problems that pose a problems to teaching and learning of literature in English?
2. What are the teacher-related problems hindering the proper teaching and learning of literature in English?
3. What are the school-related problems that pose as problems to teaching and learning of literature in English?
4. What are the curriculum related problems that challenge teaching and learning of literature?

1.5 HYPOTHESES

            The following null hypotheses were postulated to be test at 0.5 level of significance:

H₀₁: There is a significant relationship between students-related problems and learning of drama in secondary schools in Pankshin Local Government Area.

H₀₂: There is no significant relationship between teacher-related problems and teaching of drama in secondary schools in Pankshin Local Government Area.

H₀₃: There is no significant relationship between school-related problems and teaching and learning of drama in secondary schools in Pankshin Local Government Area.

H₀₄: There is no significant relationship between curriculum-related problems and teaching and learning of drama in secondary schools in Pankshin Local Government Area.

1.6 SIGNIFICANCE OF THE STUDY

The study on “Factors affecting the teaching and learning of drama in secondary schools in Pankshin Local Government Area” can have several beneficiaries, including:

Students: The primary beneficiaries of this study would be the secondary school students in Pankshin Local Government Area. By identifying the Factors affecting the teaching and learning of drama, the study can help improve the quality of education in drama for these students. It can lead to better teaching methods, curriculum enhancements, and overall improved learning experiences.

Teachers: Drama teachers in secondary schools in Pankshin Local Government Area would also benefit from this study. It can provide them with insights into the specific challenges they face in teaching drama and help them develop strategies to overcome those challenges. The study can offer recommendations for professional development, training, and support to enhance their teaching skills and effectiveness.

School Administrators: The findings of this study can assist school administrators in understanding the issues surrounding drama education. It can guide them in making informed decisions regarding resource allocation, curriculum development, and policy formulation to support drama teaching and learning in secondary schools.

Education Policy Makers: Policymakers at the local government level can benefit from this study by gaining a deeper understanding of the challenges faced in drama education. The study’s findings and recommendations can influence policy decisions related to curriculum development, teacher training, and infrastructure improvement in secondary schools.

Researchers and Academics: The study can serve as a valuable resource for researchers and academics interested in drama education. It can contribute to the existing body of knowledge on the challenges specific to drama teaching and learning in secondary schools, particularly in the context of Pankshin Local Government Area. Researchers can build upon this study to conduct further investigations, propose solutions, and contribute to the field of drama education.

Community and Society: The study’s outcomes can have a broader impact on the community and society at large. Drama education plays a significant role in nurturing creativity, critical thinking, teamwork, and communication skills among students. By addressing the Factors affecting drama education, the study can contribute to the holistic development of students, positively impacting their personal and social lives.

1.7 THEORETICAL/CONCEPTUAL FRAMEWORK

One suitable theory for the topic under investigation is Social Cognitive Theory (SCT) proposed by Albert Bandura. SCT is a widely recognized theory that explains how individuals acquire knowledge, skills, and behaviors through the interaction of personal, environmental, and behavioral factors.

In the context of drama education, Social Cognitive Theory can provide valuable insights into the factors that influence the teaching and learning processes. Here’s how the theory can be applied as a theoretical framework:

1. Personal Factors: Social Cognitive Theory emphasizes the role of personal factors in learning. In the context of drama education, personal factors could include the self-efficacy beliefs of drama teachers and students. Self-efficacy refers to an individual’s belief in their ability to successfully perform specific tasks or behaviors. Exploring the self-efficacy beliefs of drama teachers and students can shed light on how confident they feel in their teaching or learning abilities in the dramatic arts.
2. Environmental Factors: The theory highlights the importance of environmental influences on learning. In the context of drama education, environmental factors could include the availability of drama resources, facilities, and support systems within secondary schools in Pankshin Local Government Area. Additionally, the cultural and community context, including the level of recognition and support for drama education, can impact the teaching and learning experiences.
3. Behavioral Factors: Social Cognitive Theory emphasizes the reciprocal relationship between behavior and the environment. In the context of drama education, behavioral factors could include the teaching strategies employed by drama teachers, the engagement and participation levels of students, and the dynamics of peer interactions during drama activities. Exploring these behavioral factors can provide insights into how teaching methods and student behaviors shape the teaching and learning experiences in drama.

By employing Social Cognitive Theory as the theoretical framework, researchers can investigate how personal, environmental, and behavioral factors interact and influence the teaching and learning of drama in secondary schools in Pankshin Local Government Area. This framework can guide data collection, analysis, and interpretation, allowing for a comprehensive exploration of the factors that impact drama education in the given context.

 1.8 SCOPE/DELIMITATION OF THE STUDY

This study is based solely on problems faced by teachers and learners improper teaching and learning of literature in English in selected Senior Secondary Schools in Pankshin Local Government Area of Plateau State. Despite the fact that the study is restricted to Pankshin Local Government Area of Plateau State, its findings will be generic – it can be generalized to other parts of the country as well.

1.9 OPERATIONAL DEFINITION OF TERMS  

These definitions as used in this project work:

Teaching of Drama: For the purpose of this study, “teaching of drama” refers to the instructional activities and strategies employed by drama teachers in secondary schools in Pankshin Local Government Area. This includes lesson planning, classroom management, use of drama techniques, assessment methods, and the overall facilitation of learning experiences related to drama education.

Learning of Drama: “Learning of drama” in this study refers to the acquisition, assimilation, and application of knowledge, skills, and attitudes related to drama among secondary school students in Pankshin Local Government Area. It encompasses their understanding and interpretation of dramatic texts, performance skills, improvisation abilities, critical analysis, and appreciation of dramatic forms.

Problems: In the context of this study, “problems” refer to challenges, obstacles, or difficulties encountered in the teaching and learning of drama in secondary schools. These may include issues such as inadequate resources, limited time for drama instruction, lack of trained drama teachers, insufficient infrastructure, curriculum constraints, assessment biases, student disengagement, or any other factors that hinder the effective teaching and learning of drama.

Secondary Schools: The term “secondary schools” in this study specifically refers to educational institutions providing education at the secondary level (typically grades 9 to 12) in the Pankshin Local Government Area. This includes both public and private secondary schools within the defined geographical region.