Study of the Role of Drama Clubs in Character Formation Among Secondary Students in Kwara State

Secondary school drama clubs are extracurricular spaces where students develop empathy, communication, and leadership skills through collaborative creative practice, and examining their character formation impact in North Central Nigeria provides evidence for school arts programming. This study examined the role of drama clubs in character formation among secondary students in Ilorin East, Ilorin West, and Asa Local Government Areas, Kwara State. A descriptive survey was conducted among 250 students from drama club members and non-members across 15 secondary schools. A validated Character Strengths Scale was adapted for the Nigerian secondary school context. Teacher assessments of student behaviour complemented student self-reports. Results showed that drama club members scored significantly higher on empathy, communication confidence, and teamwork than non-members (p < 0.001). Club members also showed lower rates of disciplinary referrals according to school records analysis. Students who had participated in drama clubs for two or more years showed the strongest character formation effects. However, drama clubs existed in only 60 percent of surveyed schools, and funding constraints limited activities in most existing clubs. Female participation was lower than male participation in all surveyed clubs. The study concludes that drama clubs significantly contribute to character development in secondary students. Recommendations include mandating drama clubs in all state secondary schools, providing modest annual grants for drama club activities, and training teachers serving as drama club advisors in youth facilitation skills. Keywords: drama clubs, character formation, secondary students, Kwara State, arts education