PREVALENT INSTRUCTIONAL STRATEGIES IN THE TEACHING OF DRAMA AT SENIOR SECONDARY SCHOOLS IN SHOMOLU LOCAL GOVERNMENT
The study examined Prevalent Instructional Strategies in the Teaching of Drama at Senior Secondary Schools in Shomolu Local Government of Lagos State. To achieve the purpose of the study, research questions were posed and hypotheses were formulated. Descriptive survey research design was used for the study. The population for the study comprised secondary school teachers in secondary schools in Shomolu LGA of Lagos State. Stratified random sampling technique was used to sample 327 secondary school teachers. The instrument for data collection was a questionnaire titled “Teachers’ Perception Questionnaire” (TPQ). The instrument was trial tested to determine the reliability using secondary school teachers in Lagos State, and reliability coefficient of 0.93was obtained. The data collected for the study were analysed using means and standard deviations to answer the research questions while t-test and analysis of variance were used to test the formulated hypotheses 0.05 level of significance. The findings of the study were: instructional strategies as a method of teaching was perceived by teachers as an advantage in teaching drama in secondary schools; the extent to which drama teachers perceived instructional strategies as effective in teaching drama is to a high extent; there are numerous challenges hindering the effective use of instructional strategiesin teaching drama; qualification has no significant influence on teachers’ perception of the use of instructional strategiesfor the teaching of drama in secondary schools. The findings have some implication for students, teachers, parents, ministry of education. Based on the findings of the study, it was recommended among others that drama method should be frequently used in teaching students at secondary school level and physical conditions in classrooms should be improved in order to accommodate drama activities.
1.1 Background to Study
The importance of education to human beings cannot be overemphasized. Globally, education is considered as a human right that should be accorded to all human beings and that accounts for why a lot of international human right bodies consider education as a fundamental human right. Education is regarded, globally, as a potent instrument for introducing and sustaining social change in human societies, as well as shaping its destiny (Ifenkwe, 2013)