EFFECTS OF DISCUSSION METHOD ON SENIOR SECONDARY STUDENTS’ ABILITY TO RESPOND TO THEME AND PLOT IN DRAMA IN JOS NORTH LOCAL GOVERNMENT AREA, PLATEAU STATE, NIGERIA

Abstract

The study investigated the effects of the discussion method on senior secondary students’ ability to respond to theme and plot in drama in Jos North Local Government Area, Plateau State, Nigeria. The inability of senior secondary students to figure out the message, central ideas and plot being objectified in drama prompted this research. This study adopted a quasi-experimental research design, specifically the pre-test post-test non-equivalent control group design. The population consisted of 2,352 senior secondary two literature students drawn from the 22 government public secondary schools in Jos North. A sample of 151 literature students was used as intact class served as the experimental group, while the control group was made of 72 students. The instrument for data collection was the Drama Appreciation Test (EDAT) comprising objectives and essay test items adapted from WAEC and NECO past questions. The experimental group was taught the concept of theme and plot using the discussion method, while the control group was taught using the lecture method. Data were analysed using mean, standard deviation and t-test for independent samples. Research questions were answered using mean and standard deviation while the hypotheses were tested using test-re-test method (t-test) for independent samples. The experimental group that were taught the elements of drama-theme and plot using discussion method achieved higher scores than the students in the control group after treatment. Results of the study revealed that teaching the elements of drama using the discussion method helped the experimental group to deduce the themes and understand the plot movement and also how the writers used these elements to convey his/her message(s) in drama. Based on these findings, it was recommended that the discussion method should be integrated into teaching practices to encourage further explanations of elements of drama such as theme, plot, setting and characterization for literal, inferential and critical levels of appreciation. Secondly, drama teachers should give room for group discussions, questions and answers and encourage group activities in oral and written responses in class to help the students to form their candid opinion at the cognitive, affective aesthetic and creative levels of appreciation.