HERBERT HOOVER DIKE Herbert Hoover Dike REHABILITATION PROGRAM
DIKE & NBINA Effect of Drama Techniques on Students
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Transcript of DIKE & NBINA Effect of Drama Techniques on Students
Journal of Education in Developing Areas (JEDA) Vol. 19, No. 1.
EFFECT OF DRAMA TECHNIQUE ON STUDENTS’ PERFORMANCE AND RETENTION ON THE CONCEPT OF OZONE(O3 ) CHEMISTRY
Dr. J.W.Dike & Dr. Nbina Jacobson
Department of Curriculum Studies & Educational Technology Faculty of Education, University of Port Harcourt- Nigeria Abstract The study investigated the effect of drama technique on students’ performance and retention on the concept of Ozone(O3) chemistry A quasi-experimental non equivalent control group design involving two groups was used. A sample of 98 SS2 Chemistry students drawn from two intact classes from two secondary schools was divided into two (Experimental and control ) groups .A Chemistry Achievement Test (CAT) of 20-item multiple choice on the concept of ozone chemistry validated with a reliability coefficient of 0.65 using (Kuder Richardson formula 20-K-R20) was used to measure the students’ achievement before and after treatment. Both groups were taught using a validated and pilot tested lesson package by research assistants. Analysis of data collected was carried out using mean, standard deviation and Independent t-Test statistics. The findings indicated a mean gain of (2.54) difference skewed towards the treatment group. The result also showed a significant difference(t-4.077) which suggested that the treatment group performed better than the control goup. A knowledge retention test on Ozone chemistry after three weeks indicated a significant difference of (t-3.28>tcri-1.96 df-96), which means that the treatment(drama technique) retained knowledge higher than in the control group.The implication was that drama technique is a potent method in teaching science. Sequel to the findings, it was recommended that drama technique be employed in teaching and learning abstract concepts in chemistry.
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Introduction
Teaching techniques are set of unique activities a teacher employs to implement
a particular teaching method (Gagne,1977). Over ther years teaching methods
have been employed but some exist with minimal or scarcely exploration. In
recent times, due to the emergence of new technologies, new methods of teaching
such as Computer Assisted Instruction (CAI), competence based studies, mass
Media, Electronic and print media are also in use. Many studies have been
carried out, especially on the use of CAI ( Udousoro,2001), electronic media
(Kulik and Kulik,1994), Competence based learning (Lee,1995), television and
radio sets but not many people actually have time and steady electrical power
supply to view or listen or view.
There is need therefore to make learning a real life experience, which using
material resources as well as drama could achieve. This implies that
dramatization provides a real life setting and it does not only paint the picture of
the concept being taught, but knowledge is imparted as the action actually exist
in real life. According to Achuonye and Njoku(2002), drama technique is an
activity-related story telling technique. The participants are usually absorbed as
others watch, ponder and discuss their performances. Through drama method,
students are stimulated and their interest aroused to cause effective learning .
There are many concepts that exist in chemistry which the students or
learners are not aware of their existence. Particularly, when it appears abstract.
One such concept is that of Ozone layer chemistry. The Ozone (O3) is a triatomic
molecule that naturally occurs in the upper layer of the atmosphere, especially
the stratosphere. It shields and prevents harmful solar ultraviolet radiation from
reaching the surface of the earth. Although, the ozone exists on the surface of
the earth at a very infinistesimal quantity, but usually increased by individual
pollution such as the automobile parks. The natural existence of this (ozone
layer ) in the stratophere or the upper atmosphere is disturbed by the chemical
substances containiing chlorine(Cl2) or bromine(Br2) released from industrial
activities. The penetration into the upper layer of the atmosphere, deplets the
ozone layer (Graham & Holman, 1995).
The action results to impaired growth of plants leading to poor harvest. It also
causes skin aging and cancer, thus making the human skin become susciptible
to infections. This malfunction of the ozone layer to earth surface was revealed
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by 1990 satelite which formed a hole in the layer due to damage by a molecule of
chlorofluoro carbon (CFC) (Horsfall & Spiff,1995). This was noticed as very
hazardous to plant and animals, hence It has become a global problem, for
which the Nigerian government joined other nations to develop a lot of
enviromental friendly programmes, which led to This led to environmental
protection bill targeted at stopping gas flaring by the end of 2008.
Since the teachers’ are regarded as important agent of change in education
enterprise. There is the need to effectively create the awareness in the classroom
through environmental education with appropriate teaching method. Based on
this note, drama technique becomes appropriate. According to Oduwaiye (2002),
dramatisation allows for students’ participations in which social skills, interest
and understanding are achieved. Dramatization on the other hand is seen as an
act or practice of using actions with or without words to show meaning. The
implication is that while the audience is being entertained,, messages are passed
across. Dramatization arouses students awareness and curiosity about the
environment and encourages active participation, most especially, when the
content of the lesson is abstract and uninteresting. One major advantage of this
method is the physical, emotional, mental and psychomotor involements of the
learners during learning.
Yerima (1993) in Odowaiye (2002), expressed the view that drama is an
inmate and very relevant means of communicating about environment. To him, it
can be described as a representation of a life on street. All the same, its usage
should not consume too much time, such that its value as entertainment does
not overide the concepts it supposed to convey.
However, research carried out by Akpanudo(2004) found that 68% of students
taught with drama technique enjoyed it and the result was excellent, in that
retention was aided. The findings further revealed that 63% of the students
taught with dramatisation technique performed well as aganist 37% of students
taught without the technique. Research carried out by Ezeliora (1999)
contributed to knowledge that students performed better when concrete images
around their environment in the form of drama are used in teaching. This finding
is in congruence with the assertions by Ugbe(2005), Okafor, and Okeke (2006),
where a significant difference on retention of chemistry concept was observed in
favour of concrete strategy and prior knowledge. The study therefore was carried
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out to unfold how drama. a social interaction can enhance learning in the
classroom.
Problem of the study
Different teaching methods such as the lecture, discussion, discovery,
demonstration etc have been applied in teaching the concept of Ozone layer
Chemistry, even though ozone concept appears very abstract and students
perception remain as such. Meanwhile, students understand better through
concrete ideas, or real life experience. In this situation, teaching method should
be able to build up a sense of value, contribute to learner well being and survival
of human species. Teaching method should aim at initiating the learner and their
environment in action and be guided by both immediate and future subjects of
concern. Dramatization could be one of the most effective methods in stimulating
and arousing learners’ interest, particularly, when the content of the lesson is
uninteresting and unattractive to hold learners’ attention. Therefore, the study
addressed two questions. Could drama technique enhance students’ performance
in chemistry? To what extent could drama technique impart a better and lasting
understanding of the concept of Ozone layer chemistry?
Purpose of the study:
The study specifically;
i. Compared the performance of students when taught using discussion/lecture
methods and when taught using drama technique on Ozone chemistry.
ii. Compared the knowledge retention of students when taught using drama
technique and of those taught using discussion/lecture method.
Research Questions
The following questions were raised to guide the study
i. What is the performance of students who were taught using drama technique
and those taught using lecture/discussion method on the concept of ozone
chemistry?
ii. What is the effect of drama technique on the students’ knowledge retention on
the concept of Ozone chemistry?
Research Hypotheses
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Ho1 There is no significant difference in the post mean performance between
students taught using drama technique and of those taught using
conventional(lecture/discussion) method on the concept of ozone chemistry.
Ho2 There is no significant difference in the mean retention scores of chemistry
students taught Ozone chemistry by use of drama technique and of those taught
with discussion/lecture method.
Methodology
The study adopted a quasi-experimental design. Two senior secondary schools
were randomly selected from sixteen schools in Obio-Akpor Local Government
Area of Rivers state. Ninty eight (98) SSII chemistry students from the selected
school constituted the sample for the study. The instrument for the study was a
multiple choice 20 items chemistry Achievement Test (CAT) on Ozone chemistry
developed by the researchers. It was validated by two experts in Science
education. The Kuder Richardson formula 20(KR-20) estimate of internal
consistency for the CAT was calculated to be 0.65. The two sampled schools
comprising 50 students (treatment) and 48 students (control) respectively were
pre-tested prior to the applications of instructional model or treatment(drama
technique)and conventional method and the scores obtained were used to
establish groups equivalent. Both groups were taught the concept of Ozone
chemistry using a validated lesson package by the chemistry teacher in each
school that served as research assistants for three weeks. The treatment group
adopted Oduwaiye(2002) model of drama method. The drama technique involved
seven characters personalised as (student A)- the sun, (student-B)- ozone
layer,(student-C)- chlorine monoxide, (student-D)-one atom of oxygen ,(student-
E)-one atom of chlorine, while the rest of the class/a group(F) represents the
people on earth.
The characters are built from the chemistry of Ozone
ClO ultraviolet light > Cl + O
Chlorine monoxide Chlorine atom Oxygen atom
Cl + O3 -----------------ClO + O2
Chlorine atom Ozone molecule Chlorine oxide Oxygen molecule
O + O3 -----------------2O2
Two Molecules of Oxygen
3O2 ---------------------------- 2O3
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Three molecules of Oxygen Two molecules of Ozone
Drama Procedure;
Each of the actors and actresses has a piece of cardboard bearing the part of
action attached to him/her cloth except B who holds her own cardboard.
Student A. (Acting as the sun, he holds a torch, puts the light on and points it
in different directions and speaks confidently. ‘I am the sun, I emit heat. I emit
strong rays of light (ultra violet radiation), very harmful to life on earth. If I shine
directly on man, I will cause different diseases.’
Student B: (Acts as the Ozone layer). She has a full size cardboard with two
marked out circles that are easily removed, the reaction of chlorine with ozone
molecule. The products written at the back of one circle (ie Cl + O3.- ClO +
O2) . The reaction of one atom of oxygen with ozone and the product is written at
the back of the second cardboard up and says) ‘I am the ozone layer. I am a
protective layer in the atmosphere. If I remain in the atmosphere life is protected.
I shield life on earth from the direct harmful influence of the ultra violet radiation
of the sun.’
Student C: (Acts as chlorine monoxide and says). ‘I am chlorine monoxide. I am
made of one atom of chlorine and one atom of Oxygen. I exist in the atmosphere
but I am very unstable.’ ( He moves to one side).
Student A: ( He as the sun points the light from his torch on student C and
says): ‘If my ultra violet radiation comes in contact with this chlorine monoxide in
the atmosphere it will split into two.’
Student C: ( Replies). ‘Yes, I know that your ultra violet radiation can split me
into two but my products are dangerous. I will reappear in the atmosphere. (He
disappears from the scene, then students D and E appear)
Student D: ‘I am one atom of oxygen. I am one of the products of chlorine
monoxide. I can easily combine with one ozone molecule in the atmosphere and
form two molecules of oxygen (O2). (He demonstrates this by tearing-off one of the
circles, from student B’s cardboard thus creating a hole in the cardboard. He
turns the back of the circle to show the reaction (O + O3 --------2O2
Student E: I am one atom of chlorine. I am the second product of chlorine
monoxide. I am dangerous. If I come in contact with this protective layer in the
atmosphere called ozone layer. I will combine with it and form one molecule of
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oxygen and one chlorine monoxide thus depleting the ozone layer. Student F:
demonstrates this by tearing – off the second circle to increase the hole. She
shows the reaction. Cl + O3 ------ ClO + O2 written at the back of the
circle.
Student B: (she shows the remaining cardboard with the holes and stands
between student A and the rest of the class/ group(F) and says): I am depleted. I
am no longer adequately protecting life on earth!
Student A: (He shines the light through the holes on student B’s cardboard on
the rest of the class/a group and says): Oh my ultra violet radiation is now
having free course in the atmosphere. No obstruction, the ozone layer is depleted.
The rest of the class/ group F: (They react by groaning as the radiation ‘shines’
on them showing that the radiation is causing discomfort diseases and pains in
their bodies. The end of the drama.
The control group also was taught the concept using discussion/lecture method.
After instructions (treatment and control), summative post-test was given to both
groups after reshuffling the CAT items. A retention test on both groups of
students was taken three weeks after completion of treatment using the post-test
scores as a base to measure retention characteristic of the method.
Results
Research Question One
What is the performance of students when taught using drama technique and
when taught using the discussion/lecture method on the concept of Ozone
chemistry. The result is shown in Table1.
Table 1: Mean and Standard Deviation of pre-test-post test and retention scores
classified by treatment
Treatment/
Categories
N Pre-test
X Std
Post test
X Std
Mean
Gain
Score
Retention
scores
X std
Mean
Gain
score
Treatment(drama
technique)
50 41.16 8.54
57.74 6.54
16.58 60.25
4.56
2.49
Lecture/Discussion
Method ( control)
48 37.16 4.62 54.60 7.31 17.44 56.50
5.70
1.90
Source: Researchers’ field work,2010
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Table 1: shows the mean of 57.74 and 54.60 for experimental and control groups
respectively, with the corresponding mean gain scores of 16.54 and 17.44 for
students in experimental and control groups respectively.
Research Question Two
What is the performance of students when taught with drama method and
discussion/lecture method on students’ knowledge retention on the concept of
ozone chemistry? The result is as presented in table 1.
Table 1 equally shows the mean for experimental and control groups as 60.25
and 56.50 respectively after three weeks retention. While the mean gain of 2.49
and 1.90 were obtained for experimental and control groups respectively.
Ho1 There is no significant difference in the post mean performance of students
taught using drama technique and of those students taught using discussion
method on the concept of Ozone chemistry. The result is shown in table 2.
Table 2: - Independent t-Test comparison of mean difference between
experimental and control groups
Modes of
Instruction
No of
students
Mean SD t-cal df Sig(2tailed) Mean
difference
Drama Technique 50 57.14 6.54 4.077 96 0.05 2.54
Discussion/lecture 48 54.60 7.31
t-cri=1.96
Source: Researchers’ field work, 2010.
Table 2: shows the mean gain scores of chemistry students taught concept of
Ozone chemistry using drama technique and of those taught with conventional
method. The result indicated a significant difference as t-value was 4.077.
Therefore Ho1 was rejected.
Ho2 There is no significant difference in the mean retention scores of chemistry
students taught Ozone chemistry by use of drama technique and of those taught
with discussioin/lecture method. The result is as shown in Table 3
Table 3 Independent t-Test comparison of mean difference of knowledge retention for
experimental and control groups after three (3) weeks
Modes of
Instruction
No of
students
Mean SD t-cal df Sig(2tailed) Mean
difference
Drama Technique 50 60.25 4.56 3.28 96 0.05 3.75
Discussion/lecture 48 56.50 5.70
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t-cri-1.96
Source: Researchers’ field work, 2010
Table 3: shows that the mean score in knowledge retention among chemistry
students taught Ozone chemistry by use of drama technique and
lecture/discussion method is 60.25 and 56.50 respectively. The value of t-cal is
3.28. The null Ho2 is rejected.The mean gain in knowledge retention for the
experimental group is 3.75.
Discussion of Results
In this study, drama method involving six characters were used for effecting
the learning of the concept of ozone chemistry. The method was compared with a
combination of discussion/lecture method as control. The discussion/lecture
method is an age-long method that most, if not all the teacher are familiar with
and find easy to use. It serves as a method for giving information with and having
a feel of what students already know. Drama method as claimed by Oduwaiye
(2002) allows for a great deal of participation by learners and enliven the routine
procedures of teaching and learning. It has the ultimate goal of entertaining the
audience while the message is being passed across.
From the results of the study, it is clear that the mean gain performance of SSII
chemistry students taught Ozone chemistry using drama technique and
conventional method are 57.40 and 54.60 respectively. The t-value is 4.077. The
result shows that the use of drama technique significantly facilitates better
understanding of abstract chemistry concepts for treatment group than the
control group.
The results equally show that the mean performance score in knowledge
retention among students taught Ozone chemistry using drama technique is
higher than the control group (60.25 and 56.50) respectively. While the t-value is
3.28 which showed a higher significant retention ability for chemistry students
taught Ozone chemistry with drama technique. The reason for higher knowledge
retention ability for the experimental group than the control group is that the use
of drama technique enhanced higher indepth and meaningful learning. The
method adds social interest to real life situation or concrete learning. This method
gives the learner much rapt attention to the concept under discuss as the learner
enjoys the characters with less distraction. The finding is in consonnance with
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the assertions of Okebukola (2002) and Oduwaiye(2002) who in their conclusions
favour drama technique as method that enhances learners’ participation for
better performance.
It equally agrees with Ezeliora(1999), Ugbe(2005) and Okafor & Okeke
(2006) that concrete evidence in learning significantly increased meaningful
understanding of concepts in chemistry, higher retention and more recall of
difficult concepts in Ozone chemistry.
Recommendation
The paper recommends drama method for use by teachers to teach abstract
concepts in chemistry Children love to play, therefore, there is need to engage
them to activities that involve humour and scientific socialisation in teaching and
learning of science and in particular chemistry.
Conclusion
Teaching requires total commitment from time to time as a way for better
preparation of improving teaching and learning of concepts in science and
chemistry in particular. One of the several ways is to engage students on drama
technique involving participatory activities. This will make students learn with
more involvement for increase performance in SSCE to enable them pursue
further career in science. The method engages students to put theoretical idea
into practical activities for scientific skills, knowledge and appreciate values
which can apply presently and for future sustainable living. The drama
technique if used effectively in science teaching in secondary schools will imbibe
the spirit of cooperation and collaboration as ideas are shared through social
exchange of knowledge.
Implications
The findings however provide useful insight for environmental education in the
quest for methods for effective delivery of good quality teaching in the classroom.
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