| dc.description.abstract | Drama has been touted as a non-conventional method that can be used to combat
and give insight into various social evils and emerging issues. One of these social
evils that has led to a public outcry not only in Kenya but also worldwide, is drug
and substance abuse especially among students.
It is in this light, that this study was aimed at investigating the role drama plays in
eradicating drug and substance abuse. The study sought to establish the students'
knowledge of drug and substance abuse. It also endeavored to establish the
knowledge and attitudes towards drama as a method of fighting drug and
substance abuse not only by the students but also the teachers and headteachers.
In addition, the study sought to reveal the extent to which drama was being used
in this regard, the challenges facing it, the possible remedies and the role drama
plays in the fight against drug and substance abuse.
The literature reviewed gave weighty insights into the concept of drug abuse,
drama and theatre. The extent of the drug and substance menace in schools and its
normative dimension were also explored. Subsequently, the tenets of drama and
its registered success in addressing other social issues; the role it can play in
combating drug and substance abuse and resulting challenges were looked at.
A sample of 352 students, 8 headteachers and forty teachers was utilized in the
study. Stratified random sampling, systematic random sampling, purposive and
intensity sampling were the methods used to select the respective samp
A sample of 352 students, 8 headteachers and forty teachers was utilized in the
study. Stratified random sampling, systematic random sampling, purposive and
intensity sampling were the methods used to select the respective samples. The
research instruments used were: students', teachers' and headteachers'
questionnaires. An interview schedule was also used for the teachers of drama or
drama patrons. Descriptive and inferential statistics were used for analysis of data
obtained. In particular, frequencies, percentages and means were the descriptive
statistics used while the t-test was the inferential statistic used.
From the findings, it was revealed that students had adequate knowledge of drug
and substance abuse however; they were reluctant to own up to its existence in
their schools unlike the teachers and headteachers. Additionally, all the
respondents had adequate knowledge of the use of drama in eradicating drug and
substance abuse; however, it was revealed that drama was not being used as
intensively as other methods like counseling in combating this menace.
It was also established that unlike the students and teachers, who had a positive
attitude towards the use of drama in fighting drug abuse, the headteachers attitude
was mainly negative. Moreover, it was revealed that no significant differences
existed in the attitude towards the use of drama in eradicating drug and substance
abuse between the students who were drama club members and non-members.
The main challenges identified as impediments to the use
The main challenges identified as impediments to the use of drama in fighting
drug and substance abuse were: lack of finance, lack of administrative support,
inadequately trained drama patrons, lack of adequate time to prepare drama items
and absence of an appropriate follow up mechanism. In addition, several roles that
drama plays in fighting drug abuse were established. The most notable of these
roles were: advocacy, creating awareness, reducing idleness, complementing
other methods and unearthing hidden issues on drug abuse among others.
From the findings, various conclusions were arrived at. Among them were:
• In the fight against drug and substance abuse, conventional methods used
have not effectively led to student ownership of the drug and substance
abuse menace, hence intentional emphasis needs to be placed on more
proactive methods like drama.
• Although all the respondents had adequate knowledge of drama as a tool
of fighting drug and substance abuse, there is need for a deliberate effort
in sensitisation and advocacy on the potential of drama in curbing such
evils.
• It was also concluded that drama's potential in the fight against drug and
substance abuse had not been fully exploited.
To this end various recommendations were made, based on the findings of the
study. Among them were:
There is need for institutions of learning to emphasise on the use of nonconventional
methods like drama to address the issue of drug and
substance abuse.
• A curriculum to train teachers on drama should be put in place at the preservice
stage. Additionally, regular in-servicing of teachers of drama
should be made deliberate and tailored to give the drama patrons a hands
on experience on dynamics in drama that change with time.
• There is need for a deliberate effort to reinforce drama with methods like
counselling and classroom instruction among others by schools, churches
and the media; this would forestall the perception that drama is mere
entertainment.
Finally, the researcher gave some suggestions for further research, which
included:
• A longitudinal study of the use of drama in specific cases of students
who are abusers or non-abusers of drugs where the change in the
students involved could be observed or researched on over time.
• A comparative study of drama and other methods of combating drug
and substance abuse would help to rate drama better in this regard. | en |
