This paper examines the pedagogical shift from conventional teaching strategies to a dramatic mode in the Igbo class in primary schools in South Western Nigeria. The study utilises the quasi- experimental design involving twenty five primary schools in senatorial zones that are foreign to the Igbo language. The population consists of 250 subjects randomly selected from the schools .The subjects were distributed into control and experimental groups. Each group was exposed to four weeks of intensive teaching and later exposed to teaching using the conventional teaching strategies while the experimental group was exposed to the dramatic mode using theatre props and so on. The groups were later Post-tested and results from the pre test and post test were used as data for the finding from the study. The level of Significance was 0.5. The findings revealed that subjects in the experimental group performed better than the subjects in the control group due to many factors. Recommendations were made after the research was concluded.
Callista Uchenna Otutu, College of Education, Nigeria
Stream: Student Learning, Learner Experiences and Learner Diversity
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