Journal of Development Communication And Applied Theatre

This study investigated the effectiveness of using drama, specifically Austin Bukenya's play The Bride, as a tool for teaching English language vocabulary to junior secondary school students in Nigeria. The research employed a mixed-methods approach, combining quantitative analysis of vocabulary test scores with qualitative data from classroom observations and interviews. A sample of 120 students from four schools in Ijebu Ode, Ogun State, Nigeria, participated in the study, with half receiving drama-based instruction and half traditional vocabulary teaching methods over a 12-week period. Findings revealed that students in the drama-based group demonstrated significantly greater improvements in vocabulary acquisition (t(118) = 4.73, p < .001) than the control group. Qualitative data – analysed using thematic analysis – indicated a higher level of student engagement and motivation in the drama-based lessons. The use of an African literary work enhanced cultural relevance and student interest, potentially contributing to the improvements observed in the students. The study concludes that drama-based vocabulary teaching using culturally relevant literature can be a highly effective pedagogical approach in Nigerian junior secondary schools. Recommendations included the call for a gradual implementation of drama-based methods in English language curricula, development of supporting resources, and further research to explore long-term effects and applicability in diverse educational contexts.

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