Effects of Dramatization on Learning of the English Language in Meru County, Kenya

Lorna Beena Mwangi, Grace Nyagah, Agnes Kibui, Paul Odundo


The study sought to find out the effects of dramatization on learning of the English Language, among high school students and its influence on learner achievement. The target population of the study was 4,400 students, 45 headteachers, 720 teachers and 16 Directorate Quality Assurance officers from the Ministry of Education Science and Technology. Data was qualitative and quantitative in nature and was collected using questionnaires, interviews and test scores. Data was analyzed using IBM SPSS which is an acronym for (statistical package for social sciences software) and descriptive statistics. The analyzed data was presented in tables of frequencies and percentages. The study established that when dramatic features were used in learning the English Language, learner achievement was improved. The study explored the significance of drama and the communicative approach, teachers and student attitude towards drama, drama and learning of the English Language and drama and the micro-skills in learning the English Language. Other factors were dramatized poetry used in learning the English Language, dramatization and secondary curriculum, dramatization and performance of the English Language and Bloom’s taxonomy anddramatization in learning the English Language.

Key Words: effects, dramatization, learning and English Language.

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