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Impact of Adult Learning on Adults’ Understanding of Community Theatre as an Educational Tool

Abstract

The study will examine the impact of adult learning on adults’ understanding of community theatre as an educational tool. Adult learning provides opportunities for adults to acquire knowledge, practical skills, and experiences that can support participation in community-based learning and development activities. Community theatre uses dramatic performances, storytelling, role-play, dialogue, and other theatrical techniques to communicate ideas, raise awareness, encourage discussion, and promote learning about issues affecting communities. However, limited understanding of the educational functions of community theatre may reduce adults’ ability to recognize and utilize its potential for learning and community engagement. The study will therefore investigate how adult learning can improve adults’ understanding of community theatre as an educational tool. Adult learning recognizes the experiences, interests, needs, and existing knowledge of adults and provides opportunities for learners to connect new information with real-life situations. Through appropriate learning activities, adults can be introduced to the meaning, characteristics, purposes, and applications of community theatre. Learning experiences may involve drama demonstrations, role-playing, group discussions, theatre performances, audience participation, and analysis of community-based dramatic presentations. These activities can help adults understand how theatrical methods can communicate information, stimulate reflection, encourage dialogue, and present community issues in forms that are accessible and engaging. Understanding community theatre as an educational tool involves knowledge of how drama and performance can be used to communicate educational messages, encourage participation, stimulate critical reflection, and promote awareness of community concerns. Adults with adequate understanding may be able to identify appropriate situations for using community theatre and recognize how role-play, dialogue, storytelling, and performance can support learning. Adult learning can strengthen this understanding by providing opportunities for participants to observe, discuss, interpret, and participate in theatrical activities connected with practical community issues. The study will adopt a suitable descriptive survey research design. The population will comprise adults participating in selected Adult Education programmes, from which an appropriate sample will be selected using a suitable sampling procedure. Data will be collected through a structured questionnaire designed to measure participants’ understanding of community theatre as an educational tool. The research instrument will be subjected to appropriate validation procedures, while its reliability will be established before administration. Data collected will be analysed using relevant descriptive and inferential statistical techniques to determine the impact of adult learning on adults’ understanding of community theatre as an educational tool. The study is expected to establish that adult learning has a positive impact on adults’ understanding of community theatre as an educational tool. It is anticipated that adults who participate in relevant learning experiences will demonstrate improved understanding of the purposes, techniques, educational applications, and participatory nature of community theatre. The study may also establish that practical exposure to dramatic activities enables adults to better appreciate how theatre can communicate knowledge, encourage discussion, and promote reflection on community issues. The findings are expected to have implications for Adult Education practitioners, facilitators, community educators, and programme developers. Adult Education programmes may incorporate community theatre activities into learning experiences to encourage participation and provide alternative approaches to communicating educational messages. Facilitators can use role-play, drama demonstrations, storytelling, group performances, and reflective discussions to help adults understand the educational value of community theatre. Such approaches can make adult learning more participatory, experiential, and responsive to community needs. The study will be significant to adult learners, Adult Education practitioners, community organizations, theatre practitioners, cultural groups, and other stakeholders interested in participatory learning and community development. It is recommended that Adult Education programmes provide opportunities for adults to experience and examine community theatre as a practical educational approach. The study will conclude that strengthening adult learning experiences can improve adults’ understanding of community theatre and enhance their ability to recognize its potential for education, awareness creation, knowledge sharing, and community engagement.

Keywords: Adult learning, community theatre, educational tool, adult learners, theatre education, drama education, participatory learning, community education, dramatic performance, role-play, storytelling, experiential learning, community engagement, awareness creation, knowledge sharing