Project Topic – IMPACT OF DRAMA METHOD ON STUDENTS’ ACADEMIC PERFORMANCE IN CHRISTIAN RELIGIOUS KNOWLEDGE IN SENIOR SECONDARY SCHOOLS

Project Topic – IMPACT OF DRAMA METHOD ON STUDENTS’ ACADEMIC PERFORMANCE IN CHRISTIAN RELIGIOUS KNOWLEDGE IN SENIOR SECONDARY SCHOOLS

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CHAPTER ONE

INTRODUCTION

Background of the Study

            Drama provides a particularly powerful method for developing the teaching and learning in a broader sense. As noted by Onder (2004), drama method of teaching involves total physical response activities and thereby gives more impactive and permanent products in teaching and learning processes. Therefore, drama is a teaching method that gives the pupils good learning opportunities and atmosphere by taking their emotions and imaginations into consideration.

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.

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’ performance 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’ performance 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 impactive 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 interest in CRK, failures in CRK examinations and increase in moral ills in schools and society in general (Ajah & Asadu, 2002).

Statement of the Problem

            The lecture method of teaching which has been the method used by most CRK teachers is teacher-centred and subject-matter oriented. The poor performance and lack of interest of Senior Secondary School students in CRK could be traced to the dominant use of lecture method of instruction which appears to activate only one sense organ (Asogwa & Echemazu, 2011). However, the West African Examination Council (WAEC) chief examiner’s report from 2008 to 2011 which indicated poor performance of students in CRK in SSCE and GCE examinations respectively necessitated this study. As stated by Onder (2004) it has also been argued that students can learn at a higher rate of impactiveness and efficiency through the use of drama method in teaching and learning of some secondary school subjects like English, Igbo, Mathematics, Social studies to mention but a few. This study therefore is determined to find out the impact of drama method on students’ academic performance in CRK in senior secondary schools in Nsukka Local Government Area. The problem of this study is therefore the alarming poor performance and lack of interest of secondary school students in CRK.

Purpose of the Study

The main purpose of this study is to identify the impact of drama method on students’ academic performance in CRK in senior secondary schools.

Specifically, the study sought to:

  • Identify the impact of drama method on students’ performance in CRK.
  • Identify the impact of drama method on students’ interest in CRK.
  • Determine the impact of drama method on gender and performance in CRK.
  • Determine the impact of drama method on gender and interest in CRK.
  • Determine the interaction impact of drama method and gender on the students’ performance in CRK.

 

Significance of the Study

This study has both theoretical and practical significance.

The theoretical significance of this study is that the study will add body to already existing knowledge and literature in this field of study and researchers will refer to it while carrying out research. The practical significance is that the study will benefit the teachers, students, curriculum planners, text book writers and the Nigerian society at large.

The findings of this study will be of immense benefit to classroom teachers because it will expose an alternative method of teaching CRK in secondary schools. The findings will help teachers to improve their impactiveness since they will take pains to prepare elaborate lesson plans which will involve the use of drama method. Thus, teachers will benefit from this study because it will widen and increase their innovative knowledge and horizon on drama method of teaching.

The findings of this study will help the curriculum planners and designers to see the need and importance of drama method and thereby make it a compulsory method of teaching other subjects in secondary schools in Nigeria.

Textbook writers will also benefit from this study because it will expose them to produce good and comprehensive textbooks on Christian Religious Knowledge that will cover drama method of teaching.

Scope of the Study

The study was limited to senior secondary two (S.S.11) students of public co- educational secondary schools in Nsukka Local Government Area of Enugu State.

Research Questions

The following were the guiding research questions for this study:

  • What are the mean performance scores of students taught CRK using drama method and students taught CRK using conventional method?
  • What are the mean interest scores of students taught CRK using drama method and those taught CRK using conventional method?
  • To what extent does gender influence the mean performance scores of students using drama method and conventional method?
  • To what extent does gender influence the mean interest scores of students using drama method and conventional method?
  • What is the interaction impact of drama method and gender on students’ performance in CRK?

Hypotheses

The following null hypotheses guided the study and were tested at 0.05 level of significance.

HO1: There is no significant difference between the mean performance scores of students taught CRK using drama method and those taught using conventional method.

HO2: There is no significant difference between the mean interest scores of students taught CRK using drama method and those taught using conventional method.

HO3: There is no significant difference in the mean performance scores of male and female students taught CRK using drama method and those taught using conventional method

HO4: There is no significant difference in the mean interest scores of male and female students taught CRK using drama method and those taught using conventional method.

HO5: The interaction impact of drama method and gender on students’ mean performance and mean interest in CRK is not statistically significant.

 

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Project Topic – IMPACT OF DRAMA METHOD ON STUDENTS’ ACADEMIC PERFORMANCE IN CHRISTIAN RELIGIOUS KNOWLEDGE IN SENIOR SECONDARY SCHOOLS

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