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Effects of Dramatization Instructional Strategy on Students’ Learning Outcomes in Yoruba Language

Joycelyn Funke Owaseye, PhD, Victoria OludunniOgunniran, PhD

Abstract

This study investigated the effect of dramatization as an instructional strategy on students’ learning outcomes in Yoruba language in secondary schools in Kogi State, Nigeria. A quasi- experimental pre-test, post-test control group design was adopted, involving 107 Junior Secondary School II students selected through multi-stage sampling. The instruments used were the Yoruba Performance Test and Students’ Attitudinal Questionnaire with reliability coefficients of 0.76 and 0.89, respectively. The experimental group received dramatization-based instruction, while the control group was taught using conventional methods over six weeks. Data were analysed using descriptive statistics and t-test at 0.05 significance level. Results showed that the dramatization group performed significantly better (Mean = 20.09) than the control group (Mean = 15.24), and students displayed positive attitudes towards dramatization. No significant differences were found based on gender or school location. The study concludes that dramatization enhances learning and recommends its wider adoption in teaching Yoruba.

Keywords

DramatizationYoruba languageStudents and Instructional strategy

References

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