Employing Dramatization to Re-Engineer Nigerian Students’ Attitudes to Gender Equity in Educational and Employment Opportunities: A Model in Peace Education
Ime E. Emah, Grace K. Etuk, Eno Etudor-Eyo

Abstract
The study used filmed drama in teaching with the aim of fostering gender equity in education and employment opportunity among youths. To achieve this aim, a quasi-experimental design was employed using a sample of 400 students which was randomly drawn from the population of 4900 students in three south-south states in Nigeria. The questionnaire on attitude to gender equity on educational and employment opportunities were pre-tested on the subjects after whom they were exposed to the filmed drama on peace education then the post-test. Dependent t-test analysis, descriptive statistics and focus group discussion were used. The post-test attitude towards gender equity in educational and employment opportunities was significantly higher than the pre-test attitude, indicating a significant improvement in their attitude after exposure to peace education via the filmed drama. It was therefore concluded that filmed drama was an effective peace education instrument for improving attitude to gender equity in educational and employment opportunities among youths. Filmed drama and related techniques were recommended for use in peace education programmes.

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