EFFECTS OF THEATRE-BASED LEARNING PACKAGES ON SENIORSECONDARY STUDENTS’ PRACTICE OF YORUBA MORAL VALUES INIBADAN, NIGERIA

Abstract

This study determined the effects of two Theatre-based learning packages (Devised-for-students and Devised-by-students) on senior secondary students’ practice of Yoruba moralvalues in the Ibadan metropolis, Nigeria, with the moderating effects of Peer Influence.Adopting the quasi-experimental research design of the 3 x 2 factorial matrix, six intactclasses of Senior Secondary II students (one from each of six selected public secondaryschools) were randomly assigned to the Devised-for-students theatre-based learningpackage (87), Devised-by-students theatre-based learning package (115) and control (90)groups. Practice of Yorùbá Moral Value Concepts (r=0.72), Students’ Peer Influence(r=0.75) questionnaires and instructional guides were used for data collection. Treatmentlasted eight weeks. Data were analysed using Analysis of covariance at a 0.05 level ofsignificance. Findings revealed that treatment had significant main effects on students’practice of Yoruba moral values (F(2;279)=361.67; partial η2=.72), in favour of the Devised-by-students theatre-based learning package ( =73.61), followed by the Devised-for-students theatre-based learning package ( =52.50) and the control ( =45.75) groups.Theatre-based learning packages (especially the devised-by-students package) improvedsenior secondary school students’ learning of Yoruba moral value concepts in the Ibadanmetropolis. It is therefore recommended that teachers of the Yorùbá language and culturein senior secondary schools should adopt the two theatre-based learning packagesexperimented with in this study, placing more emphasis on students’ freedom in the process.