EFFECTIVENESS OF LOCAL CONTENT DRAMA ON THE PERFORMANCE OF STUDENTS IN READING COMPREHENSION IN SECONDARY SCHOOLS IN KADUNA STATE, NIGERIA

Authors

  • Hanna Onyi Yusuf PhD, Department of Educational Foundation and Curriculum, Faculty of Education Ahmadu Bello University, Zaria, Nigeria

DOI:

https://doi.org/10.46827/ejes.v0i0.198

Keywords:

effectiveness, local, drama, performance, reading, comprehension

Abstract

The study investigated the effectiveness of using local drama content on the performance of students in reading comprehension in Secondary Schools in Kaduna State, Nigeria. The study adopted a quasi-experimental pre-test and post-test control group design. Two randomly selected Government Secondary Schools (tagged as experimental and control group) were used for the study. Two intact classes made up of eighty students (i.e. 40 students from each class and from each school) were used for the study. Both groups of students were pre-tested to establish their homogeneity before the commencement of the treatment of the experimental group. Both groups of students were taught for six weeks. Two reading comprehension tests (cloze test and retelling test) were used as instruments to test the hypothesis postulated for the research. T-test was used to analyze the data at 0.05 level of significance. The findings revealed that students taught reading comprehension using local content drama had a higher mean score than those taught using the conventional method. Based on this finding, the study recommended, among others that teachers should use local content drama to enrich and make their reading comprehension lessons more participatory, meaningful, concrete and pleasurable. 

 

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References

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Published

2016-08-12

Issue

Vol 2, No 14 (2016) - Special Issue

Section

Articles

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