Journal of Development Communication And Applied Theatre

This study addresses the critical gap in the systematic implementation of creative dramatics within primary education in Adamawa State, Nigeria, amid persistent educational underperformance and limited pedagogical innovation. Employing a mixed-methods research design, data were collected through stratified random and cluster sampling from two public primary schools involving 200 pupils and 20 teachers. Quantitative data were gathered via structured questionnaires using five-point Likert scales, complemented by qualitative insights from interviews and focus group discussions. This triangulated methodology ensured robust, contextually grounded findings. The study demonstrates that integrating creative dramatics significantly enhances pupils' cognitive, communicative, and socio emotional development, aligning with national and international evidence on drama-based pedagogies. Pupils exposed to creative dramatics showed improved critical thinking, creativity, collaboration, and language skills, fulfilling key educational objectives of the Nigerian curriculum. However, the research identified substantial challenges that hinder effective implementation, including inadequate teacher training, scarce resources, and socio-cultural reservations that limit engagement and acceptance. Based on these findings, the study recommends the incorporation of specialized creative dramatics modules in teacher training programmes; prioritization of funding for drama materials and dedicated spaces; and the integration of indigenous performance traditions to enrich cultural relevance and learner identity. Further, advocacy and community sensitization are vital to foster broader support, while continuous professional development and empirical research should be sustained to refine methodologies adapted to Adamawa's unique socio-cultural milieu. This research contributes uniquely by contextualizing creative dramatics within Nigeria's ethnically diverse primary education landscape, thereby advancing culturally responsive pedagogy discourse. It foregrounds the transformative potential of drama-based learning not merely as curricular enrichment but as a holistic framework cultivative of 21st-century competencies essential for personal and societal advancement. By addressing implementation barriers, Adamawa State stands poised to pioneer innovative and inclusive educational practices that significantly elevate learning outcomes.

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