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.

March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).

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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



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



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



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



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



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



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



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



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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dike & nbina effect of drama techniques on students

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