International Journal of Sub-Saharan African Research (IJSSAR)

Background: Creativity is essential for invention, innovation, and personal development, yet it appears under-appreciated in many formal educational settings. Despite the benefits of creative dramatics in enhancing innovative potentials, there is a dearth of research on its implementation in Nigerian secondary schools, particularly in Calabar.
Objective: This study examined how the innovative potentials of students could be cultivated through creative dramatics at Calabar Preparatory International School.
Method: The study adopted a qualitative research design. A total of 25 participants, 20 students from two arms of Junior Secondary School One (JSS1) and 5 teachers were selected using random sampling. Primary data were collected through observation and interviews, while data analysis was conducted narratively. Results: Findings revealed that both students and teachers initially had little or no knowledge of creative drama, and students exhibited low confidence during pre-test activities.The students were post-tested and the students’ performance significantly improved, demonstrating increased creativity and teamwork.
Conclusion: The study concludes that creative drama is an effective method for cultivating students’ innovative potentials, enhancing confidence, collaborative skills, and creative thinking.
Unique Contribution: This study contributes to educational scholarship by providing empirical evidence of how creative drama can be integrated into school curricula to foster creativity and problem-solving skills.
Key Recommendation: The study recommends that teachers and instructors adopt creative drama techniques in teaching, while schools provide environments that encourage students to think independently, develop ideas, and engage in imaginative, interactive learning activities.