Effect of Drama Method on Academic Performance in Atoms and Ions among Chemistry Students in Secondary Schools in Rivers-East Senatorial District

Abstract

This study investigated the effect of drama method of teaching atoms and ions on the performance of chemistry students in Rivers-East Senatorial District of Rivers State. The population for the study were SS1-SS3 chemistry students in Rivers East senatorial district. The sample for this study was 335SS1Chemistry students which were obtained purposively through intact classes and multistage sampling method. The Quasi Experimental Research design was used for this study. The instrument used for data collection was a teacher made test known as Atoms and Ions Performance test (AIPT). The instrument was validated measurement and evaluation experts, and the reliability of the instrument was determined by a test-retest method, and the reliability coefficient was calculated using Pearson Product Moment Correlation Coefficient, which yielded 0.83. Data gathered were analyzed using mean and Standard Deviation for answering the research questions, ANCOVA was used to test hypotheses 1, and t-test for hypotheses 2. The results showed that students exposed to drama method of teaching, performed better than those taught with lecture method. Also, there is no significant difference between the performance of boys and girls when taught atoms and ions with drama method. Based on these findings, teachers are advised to adopt and adapt the drama method teaching in order to enhance the performance of their students.