Abstract

This study investigated the effect of the Drama Instructional Strategy (DIS) on students' achievement in Creative and Cultural Arts (CCA). The DIS leverages techniques such as role-playing, improvisation, dramatization, storytelling, and simulation to create an interactive, student-centered learning environment. The study adopted the quasiexperimental research design involving the pretest-post-test control group model. A sample of 150 Junior Secondary School students from selected schools in Lagos State offering CCA was randomly assigned to Drama Instructional Strategy and the control group The instruments used are Creative and Cultural Arts Achievement Test (r=); Creative Thinking Skills Inventory (r=) and instructional guides. Data were analysed with descriptive statistics, paired sample ttests, and Analysis of Covariance at 0.05 levelofsignificance. The findings revealed that students exposed to the Drama Instructional Strategy demonstrated significantly higher performance in CCA than their counterparts in the control group. It was recommended that teachers should adopt drama-based strategies to teach CCAin order to promote active learning and holistic development. Additionally, teacher training programmes should include modules on drama pedagogy to equip teachers with the necessary skills for its effective implementation.