Assessment of Theatre-in-Education Programmes in Secondary Schools in Anambra State

Theatre-in-Education uses dramatic processes to achieve specific educational outcomes, and its implementation in secondary schools in South East Nigeria can enhance learning engagement and civic awareness among students. This study assessed Theatre-in-Education programmes in secondary schools in Awka South and Onitsha North Local Government Areas, Anambra State, South East Nigeria. A mixed-methods design was employed, with questionnaires administered to 200 students and 30 teachers, supplemented by observation of five TIE sessions. Data were analysed using descriptive statistics and thematic categorisation. Results showed that 78 percent of students exposed to TIE reported improved comprehension of social studies topics compared to conventional classroom instruction. Teacher assessments confirmed that TIE increased student participation and critical thinking by a margin significant at p < 0.05. However, 63.3 percent of surveyed schools had no designated drama space, and only 10 percent of teachers had received formal TIE training. Funding was cited by 86.7 percent of teachers as the primary barrier to sustained TIE implementation. Schools in urban Onitsha showed stronger TIE implementation than those in rural communities. The study concludes that TIE is effective but institutionally under-supported in Anambra State secondary schools. Recommendations include mandating drama space allocation in school construction standards, establishing TIE training modules in Anambra State Teacher Training Colleges, and creating a state-supported TIE touring company for rural school access. Keywords: Theatre-in-Education, secondary schools, Anambra State, educational drama, TIE