Abstract:
Studies on the influence of students’ participation in co-curricular activities on academic performance have reported mixed findings. This paper is an attempt to examine the influence of drama on students’ academic performance in Nakuru County. The study adopted descriptive survey design where the target population comprised 285 public secondary schools in the study area. The sample size was selected using the simple random sampling and purposive sampling technique where 86 public secondary schools from which 344 students’ representatives, 86 teachers in charge of co-curricular activities and 86 head teachers were engaged. Data from the head teachers and teachers was collected using questionnaires, while that from the students’ representatives was collected by use of interview schedules. The collected data was analysed using Statistical Package for Social Sciences computer software for descriptive statistics (frequencies, percentages and means) and inferential statistics such as Pearson moment correlation (r); z score analysis. The findings established that students’ participation drama influenced students’ academic performance. Influence was noted in enhanced cognitive skills and competence levels. However, participation in drama activities was not taken
seriously in some schools and in some schools, it was not professionally done, given that, the teachers in charge were not well trained. Following this, the study recommends that secondary schools management in the county to make efforts to
ensure successful implementation and mobilise resources to have teachers trained in drama and other co-curricular activities.
