PREVALENT INSTRUCTIONAL STRATEGIES IN THE TEACHING OF DRAMA AT SENIOR SECONDARY SCHOOLS IN SHOMOLU LOCAL GOVERNMENT
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PREVALENT INSTRUCTIONAL STRATEGIES IN
THE TEACHING OF DRAMA AT SENIOR SECONDARY SCHOOLS IN SHOMOLU LOCAL GOVERNMENT
ABSTRACT
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.
TABLE OF CONTENT:
CHAPTER
ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER
TWO
LITERATURE
REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER
FOUR
DATA
ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER
FIVE
SUMMARY
AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
References
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