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Effect of drama method on students’ academic achievement in Christian religious knowledge (CRK) curriculum

Abstract

Ugwu C. J., Ogwu E.N. and Igbokwe, U.

This study investigated the effect of drama method on students’ academic achievement in Christian Religious Knowledge (CRK) in senior secondary schools in Nsukka Local Government Area (NLGA) of Enugu state. Two research questions and two hypotheses guided the study. Quasi-experimental research design was used to collect data from 115 students, randomly selected from1328 senior secondary two (SS11) students offering CRK in public co-educational secondary schools in NLGA. Instrument for data collection was Christian Religious Knowledge Achievement Test (CRKAT) Kuder Richardson Formula 20 (KR20. Mean analysis was used to answer the research questions while the Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 significant levels. Results revealed that students taught using drama method performed better than those taught with lecture method in CRK; also gender does not matter as far as achievement in CRK is concerned using drama method. Recommendations were made based on findings.

DOI: 10.14303/er.2017.022

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