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.
TABLE OF CONTENTS
Title Page
Table of contents
List of Tables
Abstract
CHAPTER ONE:
Introduction
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Research Hypotheses
CHAPTER TWO:
Review of Related Literature
Conceptual Framework
Concept of Christian Religious
Knowledge
Concept of Achievement
Concept of Interest
Concept of Drama
Concept of Gender
Theoretical Framework
• Social Learning Theory by Albert Bandura
• Constructivist Learning Theory by Giambattista Vico
Review of Empirical Studies
Related studies on Drama
Method and Achievement
Related studies on Interest
and Achievement
Related studies on Gender and
Achievement
Summary of Literature Review
CHAPTER THREE:
Research Method
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling
Techniques
Instruments for Data
Collection
Validation of the Instruments
Reliability of the
Instruments
Experimental Procedures
Control of Extraneous
Variable
Method of Data Analysis
CHAPTER FOUR:
RESULTS
Summary of Major Findings
CHAPTER FIVE:
DISCUSSION, CONCLUSION, IMPLICATIONS, RECOMMENDATIONS, AND SUMMARY
Discussion of Findings
Conclusion
Educational Implications of
the Study
Recommendations
Limitations of the Study
Suggestions for Further Study
Summary of the Study
REFERENCES
APPENDICES
CHAPTER ONE
INTRODUCTION
Background of the Study
Christian Religious Knowledge (CRK) is one of the subjects
approved by the National Policy on Education (2004) to be taught and studied in
the secondary schools in Nigeria. Its subject matter is similar to that of
Christian Religious Knowledge that is offered in primary schools in Nigeria.
The major aim of teaching Christian Religious Knowledge is to encourage
students to participate in those activities, which foster personal discipline,
character training and role-playing. CRK instills in the youths the spirit of
tolerance, reconciliation, peaceful co-existence and non-violence. It provides
opportunities for the Nigerian youth to learn more about God and thereby
develop their faith in God. According to Nigerian Educational Research and
Development Council (NERDC) (2010, p.ii), CRK “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”. It also helps students to apply the teachings
and examples of Jesus Christ in their daily lives and to develop and foster in
the students Christian attitude and values such as respect for life and
selfless service to God and humanity. As stipulated by Ayogu (2008), the
teaching of CRK helps the learners to train in the development of a deep sense
of responsibility, respect for authorities and sensitizes people to respect the
rights and privileges of others.
Today in Nigeria,
it is a common knowledge that our society has records of high rate of
immorality and social vices such as cultism, killing, kidnapping, stealing,
prostitution, and abortion to mention but a few. Students disobey their parents
and teachers alike. These reflect to improper moral training; hence children
grow up to become criminals in the society. No wonder Omalle (2006) observed
that to educate men without Religion is to make them clever devils. CRK therefore becomes a worthwhile school subject
because of the values it has for the society. Today, our society is confronted
with conflicts of all sorts. Perhaps, these conflicts could be eradicated if
CRK as a secondary school subject is taught with good methods which will
attract students’ interest and enhance their achievement in the subject.
Teaching methods
comprise 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. Teaching methods as noted by Bolunde (2005) can
affect the learners’ achievement and interest positively or negatively.
Teaching methods are great weapons that the teachers should employ in their
profession. Richards and Rodgers (2001) observed that if teaching is
successfully carried out, learning will occur and successful teaching
axiomatically implies good method application. The choice of the teaching
method or methods to be used depends largely on the information or skills that
are being taught. The choice of teaching methods may also be influenced by the
aptitude, interest and enthusiasm of the students. As noted by the (NERDC,
2010) in order to enhance the implementation of the Christian Religious Knowledge,
the following teaching methods are expected to be used by teachers --- the use
of stories, illustrations, role play, drama, video and audio aids to mention
but a few.
Teaching should be learner centered.
This involves discussion, question and answer sessions.
All these are teaching methods that
make learning interesting, informative and life changing.
However, it is
disheartening to notice that in our secondary schools today, CRK teachers teach
the students mostly with conventional method (lecture method). Ajah and Asadu
(2002) observed that CRK teachers especially those in public secondary schools
teach the students mostly with lecture method. As postulated by Wagner (2010),
lecture method is a method that is most often found in the universities and other
tertiary institutions. Lecture method is based on the transmissive teaching
model. In lecture method, it is believed that knowledge is an object that can be transferred from the
teacher to the learner. As noted by Ajah and Asadu (2002), lecture method of
teaching yields less deep knowledge when compared to other teaching methods
such as project based teaching method and other activity based methods of
teaching. As opined by Offorma (2004), lecture method makes the learners to aim
at passing examination and not at the transfer of learning because they learn
by rote and memorization. Asogwa and Echemazu (2011, p.23) observed that “an
important subject as Christian Religious Knowledge is taught with the
traditional method of talk and chalk.” In addition, lecture method reduces
students’ interest in the subject and thereby makes the students’ achievement
very low and poor. As stated by Ayogu (2008), lecture method, conventional as
it is, also affects the number of students that enroll in CRK examinations in
each year. Ayogu (2008) is of the opinion that lecture method makes the teacher
the only active person in the class while the students are complete observers
throughout the lesson. As noted by Aja and Asadu (2002), lecture method
encourages laziness, rote and memorization which kill students’ interest and
attitudes towards CRK. It is observed that at the secondary school level, no
strong emphasis is placed by teachers on the use of teaching methods. The CRK
teachers still regard the way they were taught in their own days as the best
way to teach.
Any systematic and
effective lesson delivery as noted by Ede and Odo (2006) must sustain students’
interest and encourage their active participation. However, Ajah and Asadu
(2002) have it that this lecture method used presently in most public schools,
presents the CRK content in such an abstract manner that most students seem to
achieve little or nothing in teaching-learning processes. This could be because
lecture method makes lessons uninteresting and dull. Lecture method does not
demand many activities from the students and thereby makes the students passive
in the class. This method which is not learner centred consistently used
without variation, is said to be the primary causes of students’ lack of.....
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