Curriculum Evaluation: A Comparative Study of a 4-Year B.Ed. Regular and a 2-Year Diploma Sandwich Students’ Results in Music, Movement and Drama (Published)
Both the Bachelor of Education (B.Ed.) and Diploma students at the University of Education, Winneba, Ghana, use the same content as prescribed in the Academic Bulletin but both are admitted on two different entry requirements with different duration accordingly. Sections of society speculate about varied performances of both categories of students without any empirical evidence. The purpose of the study was to ascertain how well the students have been prepared in terms of content assimilation and their relative performance. Using a purposive sampling technique, both regular and sandwich Music, Movement and Drama Level 200 students of the Department of Early Childhood Education of the University from 2008 to 2012 were selected for the study. Test results of the respondents from 2008 to 2012 which served as the data were analysed, after ethical issues were resolved, using descriptive and inferential statistics. The results showed that both regular and sandwich students performed creditably well within the range of the years under review. It was, however, established that there was a statistically significant difference between the achievement of the B.Ed. regular and Diploma sandwich students from 2008 to 2012 academic years. On the basis of the findings, it was recommended that the mode of delivery of the sandwich programme be reconsidered such that there will be a bridge of the gap between the regular and the sandwich programmes in terms of performance.
This study aimed at assessing the role of games and drama in improving English language teaching in primary schools in Khartoum state. The population of the study is composed of primary school teachers in Khartoum state. Only one tool was employed for collecting data from the teachers’ questionnaire. The results of the study revealed that although basic level teachers of English language are highly convinced of the necessity of using games and drama in teaching English at basic level, they do not agree that they are actually used. Also, there are many difficulties that face teachers in using games and drama activities in teaching English. Teachers believe that there are a number of reasons why games and drama activities are effective techniques in teaching English. This study ends up with a set of recommendations 1) games and drama activities have to have their due weight in classroom practice. They have to be used more frequently 2) Textbooks should incorporate as many activities of games and drama as possible and they have to be given their time in the language course. They should not be just as toppings for lessons; rather they have to be integrated in the teaching process as essential components 3) Teachers should be trained on how to avoid the pitfalls of games and drama activities and they should be trained on how to maximize their benefits 4) School administrations should be made aware of the importance of games and drama activities and they should provide more opportunities for the teachers to use them 5) Pupils have to be trained on how to carry out these activities and they should be coached on how to use the time allotted for them in the proper manner 6) Special care has to be given to pupils who are by their nature withdrawn 7) Class tests and continuous assessment has to include games and drama activities 8) Parents should be educated on the value of games and drama activities as effective techniques for learning English. Games and drama should be a constant feature in the Parents Day. It is suggested that 1) the ability of games and drama activities to develop listening and speaking skills 2) the potentiality of games and drama to develop cultural awareness 3) the intrinsic value of games and drama to develop the 4 Cs of the 21st century skills (Communication, Creativity, Critical thinking, Collaboration 4) the potentiality of games and drama activities to match the characteristics of the new generations (Alpha Gen in particular).
Interactive Multimedia Development In Teaching Drama for Students Class Xi In State Senior High School 4 Medan (Published)
This study aims to: (1) describe the results of interactive multimedia development in drama lessons for class XI State Senior High School 4 Medan, (2) Describe the feasibility result of interactive multimedia development in drama lessons, (3) Describe the effectiveness of interactive multimedia development in drama learning. Interactive multimedia is developed in the form of interactive learning CDs. This research method is research and development. Research and Developmemt (R & D) with DDD-E model (Decide, Design, Develop, Evaluate). The results of the study indicate that: (1) validation of material experts with an average of 93% on very good criteria; (2) validation of media design experts with an average of 90% in very good categories; (3) teacher response with an average of 96% on very good criteria, (4) individual trials with an average of 77% with good criteria, (5) small group trials with an average of 87% with very good criteria, (6) limited field test with an average of 95% with very good criteria. The final activity of the development of learning media is continued by looking at the effectiveness of students in drama lessons. The study was conducted on the students class XI State Senior High School 4 Medan. Result of learning test of drama lessons on content material and linguistic text before using learning media equal to 67,9, while result of learning test after using learning media is 77,37. The difference is 9.44 from before to after. The result of drama learning test on drama staging before using learning media equal to 64,28, while result of learning test after using learning media is 82,65, the difference obtained is 18,37 from before to after. The interactive multimedia implication in drama learning is that learning media will provide convenience for teachers to provide learning materials, as well as provide convenience for students in receiving and applying the subject matter provided.
A Critical Exposition of the Nature and Manifestations of Corruption in Ben Jonson’s Volpone (Published)
Corruption is a complex and multifaceted phenomenon which characterize the global economy and has different manifestations. To respond to this global challenge, a multidisciplinary approach is crucial in enforcement, investigation and prevention and it is a proven fact that public awareness/education is very critical in prevention. The use of drama to raise awareness and consciousness is very ancient and evident in all types of drama-traditional and modern. This study examines the relationship between drama and public awareness. It reviews the role dramatists have played in the fight against corruption. The nature, types and punishment for corruption as manifested in Ben Jonson’s Volpone is also evaluated. It is established that drama has played and still has a key role to play in the prevention of corruption.
This study sought to discover the Influence of Drama and its Repercussions on the vulnerable communities. Drama represents an ideal method of work if Dramatists want to put the meaning for people into a sizeable context. Unlike in guided practice, people are involved in real communication while they activate language to communicate real meaning, rather than just practicing language and thus develop their communicative competence in a natural way, using body language, making pauses and interruptions, showing emotions, and creating relationships. Drama techniques have the singular merit of directly engaging People’ feelings and, as a result, often making them aware of the need to be able to express them appropriately.