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

 CHAPTER ONE

INTRODUCTION

• Background of the Study

Literary arts are works of imagination, most of which are products of real life situations. Literary artists over the years have presented their thoughts showing considerable concerns regarding the state of affairs in their various societies as they affect the general masses of their societies.  Their works therefore, represent the voices of the people. They express value and situations that reflects social life (Iortyer & Longdet, 2016).

Literature in English is an academic discipline today in schools and universities. It owes its heritage to ancient times. Its sources rise out of inherent nature of man. Its variations which reflect the social, political, religious, cultural and environmental changes of ages, and its objectives demonstrate the dominant ideas, events, concepts, beliefs as well as time and space in the society. In the contemporary society, both oral and written literature held allegiance to the African traditional society which started orally. Olehi (2005) stated that education can be more beneficial when it takes literature in English as its bedrock, because it deals with human innermost feelings. Abola (2004) has it that, our traditional literature(s) with which people are informed and the modern African literature have no differences. This shows that our traditional literature mould us while the modern literature modernizes us. Literature plays a vital role to individuals and the society. It should not be taken for granted.

Writers renew, expand and update language by discarding awkward and outdated syntactic structure and new grammatical forms of structure just as literature in English structure individual feeling, emotion as a vehicle for culture transmission and preservation. It performs the functions of preserving and propagating culture as stated by Oko (2004). The cultural values of a people are encoded in their literature. This calls for the attention of teachers of literature to make these plausible functions realizable by cultivating and stimulating positive students’ attitude towards literature. Many educationists are deeply concerned with improving the standard of literature in English. Muouat (2002), confirm the poor attitude and performance of students in literature in English at all levels.

The Nigerian government after the attainment of independence and with the wave of Western ideologies saw a great need of making literature in English a discipline in school curriculum. This was done not only to educate but to propagate the cultural heritage of the country. In achieving this, the curriculum was designed, personnel were trained, school building erected and learners were grouped according to age ability. Teaching and learning materials were made available to the school. Proper orientation and counselling were done. Teachers recruited into schools were not only qualified but also very conscientious and dedicated in the discharge of their legitimate duties. All these were done to enhance proper teaching and learning of literature in English. The teaching and learning of this subject starts from the first stage of formal education in poetry form known as nursery poem or rhymes which is done through recitation. It advances in stage as one advances in education. Literature is completely introduced in Junior Secondary Schools and it comprises of the three genres of literature. Literature in English and English language were integrated to be known as English studies, Ezenyiriobu (2001), which every student had to study.

Drama seems to attract positive response from readers.  Murphy (2011) says that one thing that strikes any student about a novel is its bewildering variety of subject matter.  The novel is the most widely practiced and most widely read form of literature in the world.  There is practically no subject, no human situation that has not been at sometime the subject of novel, Murphy list areas in life which the novel covers.  These are adventure, Horror and spy Macabre, Crime and dictation and Caspronage, Historical, Humorous, war, Western, Satirical, Romance, Saga, Annual and so on.

Rivers (1968) states that the Junior high school curriculum should provide students with an organized introduction to many avenues of human knowledge and experience, showing him the possibilities which lie before him. The philosophy for Nigerian education report of the national curriculum conference (1969) cited by Uwaifor shows that out of the fifteen objectives stated for primary and secondary schools in Nigeria, the following can be achieved through the study of literature in English.

• Catering for the difference in talents, opportunities and roles open to students after their secondary education.
• Raising a generation of people who can be reflective for themselves.
• Encouraging students to develop a desire achievement, continual self improvement both in school and outside school.
• Helping students appreciate and understand Nigerian culture as well as the world’s cultural heritage.
• Fostering clear communication of thoughts and making relevant judgment.

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 problems affecting the teaching and learning of drama in secondary schools in Mangu Local Government Area of Plateau State.

• Statement of the Problem

Over the years, parents and educational stakeholders have expressed their concern over the failure of student in literature as a subject. This scenario is witnessed in both the internal and external examinations conducted yearly by National Examination Council (NECO) and West African Examination Council (WAEC). As a result of this failure, the researcher has seen the need to venture into digging out the problems militating against the proper teaching of literature in secondary schools.

Literature has become very relevant because, parents and the entire society send their wards to school to acquire knowledge, skills and societal norms and values. The only best way to acquire this knowledge of societal norms and values is through the study of literature in English. It is true that this subject is not properly handled. This is as a result of some problems which include teacher challenge, parental challenge, curriculum planners challenge and students challenge.

Drama is an essential part of arts education and plays a significant role in fostering creativity, critical thinking, communication skills, and self-confidence among students. However, several issues can hinder the effective teaching and learning of drama in secondary schools in this particular area. Some potential problems that could be explored in this study include:

1. Lack of resources: Limited availability of resources such as theater spaces, props, costumes, and audio-visual equipment can restrict the practical and hands-on experiences that students need for a comprehensive understanding of drama.
2. Inadequate training and expertise: Insufficiently trained drama teachers or a lack of drama specialists in secondary schools may result in ineffective instruction and limited knowledge transfer. Teachers without proper training may struggle to facilitate engaging drama activities and fail to nurture students’ talents effectively.
3. Curriculum constraints: A rigid curriculum that emphasizes theoretical knowledge over practical engagement in drama can restrict students’ opportunities for creative expression. A curriculum that does not adequately integrate drama into other subjects may also limit the interdisciplinary benefits that drama education offers.
4. Limited time allocation: Insufficient time allocated to drama within the school timetable can limit the scope and depth of learning experiences. Competing demands from other subjects may lead to a marginalized status for drama, leaving limited time for rehearsals, performances, and exploring various theatrical techniques.
5. Lack of student motivation and interest: A lack of student interest or motivation towards drama can impede their engagement and participation. Factors contributing to this may include a perception of drama as a non-academic or non-essential subject, social stigma, or limited exposure to the arts outside of school.
6. Assessment practices: Assessment methods that primarily focus on written examinations or theoretical knowledge rather than practical skills and performance abilities may undermine the value of drama as an expressive and experiential discipline. This can discourage students from fully engaging in drama activities and limit their learning outcomes.

Identifying and understanding these problems in the teaching and learning of drama in secondary schools in Mangu Local Government Area can provide insights for educators, policymakers, and other stakeholders to develop strategies and interventions that enhance the quality and effectiveness of drama education in the region.

• Purpose of the Study

The purpose of the study is to identify the problems affecting the teaching and learning of drama in secondary schools in Mangu 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 Significance of the Study

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

Students: The primary beneficiaries of this study would be the secondary school students in Mangu Local Government Area. By identifying the problems 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 Mangu 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 Mangu 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 problems affecting drama education, the study can contribute to the holistic development of students, positively impacting their personal and social lives.

1.6  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 Mangu Local Government Area of Plateau State. Despite the fact that the study is restricted to Mangu Local Government Area of Plateau State, its findings will be generic – it can be generalized to other parts of the country as well.

1.7 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 Mangu 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 Mangu 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 Mangu Local Government Area. This includes both public and private secondary schools within the defined geographical region.