Effect of drama method of teaching chemistry on the interest of students in secondary schools in Rivers State

Chemistry is a foundational science that supports human advancement in areas such as health, energy, and technology. Despite its importance, students often perceive chemistry as abstract and difficult, resulting in low interest and poor academic performance. Interest, a motivational factor that drives learning and persistence, can be cultivated through instructional strategies. This study investigates the effect of using the drama method to teach the concept of atoms and ions on the interest levels of chemistry students in the Rivers-East Senatorial District of Rivers State, Nigeria. Specifically, the study examines differences in students’ mean interest scores between those taught with the drama method and those taught using traditional lecture methods, as well as gender-based differences among students exposed to the drama method. Guided by two research questions and two hypotheses tested at the 0.05 significance level, the study applies interest theory and the four-phase model of interest development to assess the impact of engaging, context-rich instruction. Findings show how creative teaching strategies like drama foster greater student interest, enhance academic motivation, and improve chemistry learning outcomes across gender.