A Study of the Effects of Psychodrama in Teaching and Learning Process in Upper Basic Education in Ogun State, Nigeria

Abstract

Psychodrama as a teaching technique remained for many years uncovered in the process of knowledge production and distribution especially, teaching and learning of art and science. Many researchers seem not appreciate it pride of place in knowledge distribution in schools. There is, therefore, a need to uncover the strength of psychodrama for the benefit of educational scholars, biologists, physicists, psychologists, teachers, curriculum developers among others. Psychodramatics is an effective tool in pedagogy. This paper, therefore, explored the relationship between psychodrama and teaching and learning, and identified various teaching and learning challenges, the factors responsible for them in teaching and learning process and how psychodramatics  affected teaching and learning process on the long run. Four private schools were selected in Ijoko,  Ifo Local Government Area in Ogun State with learners from JSS1-JSS3. The teachers (especially the subject teachers) and the students were well briefed and monitored for a whole term (twelve weeks). The study employed observation method for the period.  Psychodrama technique was deployed to monitor progress and challenges arising from the use of this technique.  Findings revealed that learners were more active in class than they used to be before the technique was employed. It was also discovered that there was more enthusiasm and willingness to participate in various class activities and group tasks. Extroverts among learners in JSS1 especially were quickly integrated because the system proved to be all encompassing and inclusive. However, close observation revealed some challenges such as anxieties, fear, antisocial personality and bully. Although these challenges were found to be temporary and not permanent, corrections and re-direction through interpersonal relationship of warmth, trust and gift, reassurance and support, learners’ confidence were restored and there was willingness to learn. It was, therefore, suggested that psychodrama as a technique should be introduced in the Upper Basic education as a teaching method. Again, teachers of Upper Basic education should be adequately trained on the effective use of psychodrama as a technique in the process of teaching and learning in schools.

Keywords: Challenges, Learning, Inclusive, Psychodrama, Teaching