Drama as a Pedagogical Tool for Attitudinal Change: Evidence from Selected Nigerian Tertiary Institutions

Despite various educational and social interventions, concerns about social vices like cultism, drug abuse, violence, intolerance, and apathy toward education persist. This is why, innovative approaches such as the use of immersive and participatory arts like theatre offer the possibility of igniting empathy, reflection, and positive reorientation. Guided by Social Learning Theory and the Theory of Planned Behavior, this study adopts a mixed-method design to investigate the impact of stage drama on students’ attitudes. A total of 400 students were randomly sampled after watching a stage drama produced and performed in two institutions. Data were collected through structured questionnaires and key informant interviews. Descriptive statistics revealed consistently high mean ratings across all items (M = 4.20–4.65 on a 5-point scale). For instance, 95% of respondents agreed that the drama changed their view on cultism (M = 4.54), 97% affirmed its influence on avoiding risky behavior (M = 4.55), and 100% recommended drama over lectures for attitudinal change (M = 4.65). Thematic analysis further emphasized the drama’s cultural relevance, emotional depth, and reflective value. Findings confirm that stage drama significantly enhances students’ understanding of social vices. Participants specifically affirmed its cultural relevance and effectiveness compared to lectures alone. Insights from qualitative analysis emphasized the emotional depth and reflective value of the play. The study argues that drama is a viable pedagogical strategy for promoting attitudinal change.