WELCOME TO KENTERPRO:
IMPACT OF ROLE PLAY METHOD ON THE PERFORMANCE OF SENIOR SECONDARY SCHOOLS IN DRAMA IN PANKSHIN LOCAL GOVERNMENT AREA OF PLATEAU STATE

CHAPTER ONE

INTRODUCTION

• Background to the Study

Literature is the window through which readers see the world; their knowledge of that world provides the basis by which they assess the worth of their own lives and come to a better understanding of themselves and their society. Literature is a useful tool in the socialization and education of the individual because a literary text is a compendium of information and knowledge about humans and their social experiences. Proficiency in reading literature text is as important as being proficient in the use of language. Language and literature are important aspects of culture. They are also means of communication, though their focus differs in some ways. While literature is concerned with the literary aspect of communication, language is concerned with all forms of person-to-person relationships and interactions in the conduct of human affairs (Ayebola, 2016). By this submission, the study of literature does not only bring learners into contact with functional varieties of English that they need in actual communicative situations, it demands that learners apply their knowledge of language to read, understand and appreciate literature.

Drama is an important subject in the senior secondary school curriculum that provides students with opportunities to develop their imagination, creativity, critical thinking skills, and collaborative abilities. However, many students struggle with drama due to its complex and multifaceted nature (Ogunsiji, 2013). To address this challenge, the use of the role-play method has been proposed as an effective teaching strategy in enhancing the performance of senior secondary school students in drama.

Role-play is a teaching technique that involves assigning specific roles to students in a given scenario to encourage active learning, critical thinking, and problem-solving. Role-playing has been used as an effective teaching method in various fields, including drama education. Senior secondary school students in drama are often required to participate in role-play activities to enhance their understanding of various characters, settings, and themes. One of the main benefits of role-playing is that it promotes active learning and student engagement. Students who participate in role-playing activities are more likely to be invested in the learning process and retain information better than those who passively listen to lectures. In addition, role-playing provides a safe and supportive environment for students to experiment with different characters and scenarios, which can help them develop their creativity and critical thinking skills. Furthermore, role-playing can also improve students’ communication and collaboration skills. Through role-playing, students learn how to work together effectively and communicate their ideas clearly and convincingly. These skills are essential in drama education, where students often work in groups to create and perform plays.

There is growing evidence that introducing role-playing into the classroom may benefit students of all ages and skill levels, particularly those who struggle with traditional methods of instruction. Using role-play 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 role-playing 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 role-playing as a teaching method. As a means of bridging the gap between the classroom and real-world problems, role play may give insights on how to handle challenging situations in a good manner.

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 role-playing 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 role-playing approach provides a wealth of rapid materials such as costumes, props, and others. In this case, role-playing 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 role-playing, 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 role play 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 impact of the role-play 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

The inclusion of drama as an important subject in the senior secondary school curriculum is intended to cultivate students’ imagination, creativity, and critical thinking skills, which are important life skills. The problem arises from the fact that drama is an important subject in the senior secondary school curriculum, but many students struggle with it. Drama requires students to use their imagination, creativity, and critical thinking skills in order to successfully perform. Drama necessitates working with others to produce a successful performance, which can be daunting for students who prefer working independently. This is to say that drama is a collaborative art form, meaning that students must work together in order to create a successful performance. The role-play method is believed to be an effective teaching strategy that can help to address these challenges and improve students’ performance in drama. Role-play is a teaching strategy that involves students taking on specific roles and acting out scenarios in order to better understand complex concepts or ideas. In drama, the use of role-play can help students to develop their understanding of character, story, and the overall theatrical experience.

Overall, this study seeks to determine whether the use of role-play method can be an effective teaching strategy in improving the performance of senior secondary school students in drama in Pankshin Local Government Area of Plateau State, and to identify the factors that may influence the effectiveness of this method..

• Aim and Objectives of the Study

This study aims to evaluate the influence of using the role-play 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. To determine the performance of students taught drama using role play method in themes of the play.
2. To determine the performance of students taught drama using role play method in giving plot summary of the play.
3. To determine the performance of students taught drama using the role-play method in discussing the setting of the play.
   • Research Questions

The following questions are postulated in this study:

1. What is the performance of students taught drama using the role-play method in themes of the play?
2. What is the performance of students taught drama using the role-play method in giving a plot summary of the play?

• What is the performance of students taught drama using the role-play method in discussing the setting of the play?
  • 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.

The fundamental roles of literature in the making of the enlightened and educated mind and exposing readers to important human values and the human condition cannot be fully achieved without qualitative instruction in the teaching of drama literature. Hence, the findings of this study would be useful to students and teachers of literature, curriculum planners, textbook writers, policymakers and other individuals interested in the teaching of literature in English. Specifically, it is hoped that the study would improve the way literature is taught and learnt through the strategies employed. This would in turn influence students’ interest in reading and increase achievement in drama. It would also help to foster independent reading skills in students. It would likely make teachers aware of alternative and more effective instructional strategies for teaching drama, especially the ones used in this study.

            Again, the findings would equally be useful to textbook writers who may wish to incorporate these instructional strategies into their texts so that schools, individuals and interested groups may adopt them for school and private study. The result of this study would probably be beneficial to the general public because it would enable learners and teachers to see reading as a fun-filled activity, through the atmosphere of play pervading the classroom during role play strategy, thereby raising the reading interest of students which is presently considered to be low. This will also help to improve the low literacy level experienced among students.

Finally, when this research is concluded, it will serve as reference material for future researchers who would want to research similar ground. The study would serve as the basis for further research on the use of other student-centred strategies in the effective teaching of drama in senior secondary schools. It will add to the already existing literature on the effectiveness of the role-play method of teaching.

• Scope/Delimitation of the Study

This study shall cover the impact of the role-playing 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 John K. Kargbo’s novel Let Me Die Alone 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

Impact: The measurable effect or influence that the use of the role-play method has on the performance of senior secondary school students in drama in Pankshin Local Government Area.

Role-play method: A teaching strategy that involves students taking on different roles or characters in a simulated environment to enhance their understanding and application of drama concepts and skills.

Performance: The level of competence demonstrated by senior secondary school students in drama, which could be measured through assessments, grades, and evaluation by drama experts.

Senior secondary school students: Students in the final three years of secondary education in Nigeria, usually between the ages of 16 and 19 years old.

Drama: A form of literature that involves the creation, production, and performance of stories through spoken dialogue, actions, and gestures.