Using Role Play Technique to Improve Academic Performance Among JHS 2 Students of Ayigbe – Akura D/A Basic School
Chapter One
Objective of the study
The objective of this study is to evaluate the effectiveness of the role play technique in improving the academic performance of JHS 2 students. This overarching goal can be broken down into the following specific objectives:
- To assess the impact of using role play technique on students’ academic performance among JHS2 students
- To examine the influence of role play on students’ engagement and motivation in the classroom.
- To investigate the impact of role play on the development of critical thinking and problem-solving skills among JHS 2 students.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Role Play
Role play is a method of acting out particular ways of behaving or pretending to be other people who deal with new situations. In this case, Ladousse (1995:5) argues that when students assume a “Role”, they play a part (either their own or somebody else) in specific situation. “Play” means that is taken on in a safe environment in which students are joyful and playful as possible. According to Brown (2004:174), “role play is a popular pedagogical activity in communicative language-teaching classes”. It makes the students free to be someone based on their creativity linguistic input. In line with Brown, Nunan (2003:57) also states that role play activities are important in the teaching of speaking because they give the students an opportunity to practice communicating in the different social contexts and target language. To strengthen the arguments, Thornbury (2005:96) states, “That speaking activities involving role play activities, in which learners take an 29 imaginative leap out of the confines of the classroom, provide a useful springboard for real-life language use. Situations that learners are likely to encounter when using English in real world situation can be stimulated and a greater range of registers can be practiced than are normally available in classroom talk. They have a little differentiation (Ladousse (1987) in Thompkins (1998:1)). Simulation is more complex than role play activities. Simulation is a broader concept than role play. It is complex lengthy and relatively inflexible events. Role play, on the other hand, can be a quite simple and brief technique to organize. It is also highly flexible, leaving much more scope for the exercise of individual variation, initiative and imagination. And role play also included in simulation as well. From the explanations above, the writer argues that role play is appropriate activities to improve the students speaking skills at ASYEE (Assyafiiyyah English Excellent), which will involve fantasy or imagination to be someone else or to be ourselves in a specific situation. It aims at the students to encourage thinking and creativity, let the students develop and practice their speaking skill in the English language.
Types of Role Play Activities
Through role play, the teacher can encourage their students to experiment and innovate with the language, based on their imagination and creativity. It makes the joyful atmosphere to them for speaking without fear of embrassment when they make mistake. This will improve their selfesteem to speak English. According to Ladousse (1989:13), there are several types of role play activities. The first is a role play activity which is in the real situation need of the students‟ lives. For example: It involves such roles as students and teacher practice in the class. The second is a role play activity which is in some various situations that happen in the daily life but the students may or may not have direct experience. For example: Student which gives information to tourist about the direction of place. Then, the type of a role play activity that the students never experienced themselves before, but it is easy to play because the teacher give many indirect examples to give additional information about it. For example: a manager of a tourism agent who gives explanation to tourists. The last is a role play activity that is fantasy role play activity. Those are fictitious, imaginary and possible even absurd. For example: a astronaut in the moon.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine Using role play technique to improve academic performance among JHS 2 Students. Akura D/A Basic School form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Using role play technique to improve academic performance among JHS 2 Students of Ayigbe – Akura D/A Basic School.. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing Using role play technique to improve academic performance among JHS 2 Students
Summary
This study was on Using role play technique to improve academic performance among JHS 2 Students of Ayigbe – Akura D/A Basic School.. Three objectives were raised which included: To assess the impact of using role play technique on students’ academic performance among JHS2 students, to examine the influence of role play on students’ engagement and motivation in the classroom and to investigate the impact of role play on the development of critical thinking and problem-solving skills among JHS 2 students. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from Akura D/A Basic School. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The study conducted at Ayigbe – Akura D/A Basic School aimed to investigate the effectiveness of the role play technique in enhancing academic performance among JHS 2 students. The findings demonstrate that integrating role play into the curriculum has yielded positive outcomes in various aspects of students’ learning experiences. The use of role play has shown to significantly improve academic achievement in subjects such as language arts and social studies. Students actively engaged in role play activities demonstrated better comprehension of content and higher retention of learning material compared to traditional instructional methods.Role play has enhanced student engagement and motivation in the classroom. By immersing themselves in simulated scenarios, students became more enthusiastic about learning, actively participating in discussions, and collaborating with peers.
Recommendations
Based on the findings of the study, the following recommendations are proposed for educators and policymakers at Ayigbe – Akura D/A Basic School and similar educational institutions:
- Incorporate role play as a regular teaching strategy across subjects, especially in language arts and social studies, to enhance student engagement and understanding.
- Provide professional development opportunities for teachers to effectively implement role play techniques. Training should focus on designing engaging role play scenarios, managing classroom dynamics during simulations, and assessing student learning outcomes.
- Develop a variety of role play scenarios that cater to diverse learning styles and interests of JHS 2 students. Ensure scenarios are relevant to local contexts and curriculum objectives to maximize learning outcomes.
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