Professional Design of a Drama-Based Civic Education Programme for Secondary Schools in Gombe State

Drama-based civic education enables students to experience democratic principles through active participation and perspective-taking, and designing a structured programme for Gombe State secondary schools addresses both civic literacy and arts education needs. This study designed a drama-based civic education programme for Senior Secondary Schools in Gombe, Akko, and Yamaltu-Deba Local Government Areas, Gombe State, North East Nigeria. A professional programme design methodology was employed, drawing on a civic knowledge baseline assessment of 250 SS2 and SS3 students, structured consultations with 12 social studies teachers, 8 drama educators, and 6 INEC civic education officers, and review of existing civic education curricula and drama-based learning evidence. Baseline assessment confirmed low knowledge of constitutional rights (mean 34.7 percent correct on a 20-item test), weak understanding of electoral processes, and limited awareness of civic responsibilities. The programme designed integrates drama techniques into civic education delivery over one semester, using three performance-based modules: understanding government and rights through role-play, electoral processes through simulation, and community problem-solving through forum theatre. Each module includes teacher facilitation guides, student portfolios, and civic knowledge assessments. Expert review by nine civic education and drama specialists confirmed the programme's alignment with the National Civic Education curriculum. Recommendations include INEC Gombe State support for implementation, teacher training workshops preceding programme launch, and evaluation of civic knowledge and participation intent at programme completion.

Keywords: drama-based civic education, secondary schools, Gombe State, civic literacy, participatory learning