IMPACT OF MICRO"TEACHING SKILLS ON NIGERIAN COLLEGES OF EDUCATION STUDENTS TEACHING PRACTICE PERFORMANCE

(A CASE STUDY OF NORTH-WEST GEO-POLITICAL ZONE, NIGERIA)

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Department of Education

86 Pages 9,954 Words 29 Views PDF Format No. of Chapters: 1 to 5 Chapters
Reference/Bibliography: YES 5,000 NGN 3,500 NGN PROJECT
ABSTRACT
The study investigated the impact of micro teaching skills on Nigeria colleges of education student performance in teaching practice. The objectives of the study were to; examine the impact of the skill of appropriate use of instructional materials on the performance of studentteacher, identify the impact of the skill of appropriate use of classroom control on the performance of student teachers, determine the impact of the skills of appropriate use of chalkboard management on the performance of student teacher, examine the impact of the skills of stimulus variation on the performance of students teachers, and identify the impact of the skill of appropriate use of questioning skills on the performance of students teachers on to teaching practice. The objectives of the study were transformed into five research questions and five hypotheses. The ex-post facto research design was used for the study. The population for this study comprised of all the 35,618 NCE three (3) (2015/2016) session students of Colleges of Education in the Study Area who were posted to the field for practical experience (teaching practice). The sample for the study was 2,744 NCE III students of federal college of education Zaria, and the federal college of Education Kano had 2567 students presently on teaching practice using purposeful sampling technique. However, 10% of the target population (531) was used for effective conduct of the research work. The instruments used were modified student teacher assessment form (MSTAF) which was modified by the researcher from the original micro teaching practicum assessment guide (MITPAG) approved by National Commission for Colleges of Education (NCCE) and questionnaire in assessing the student, while the interview questions were used to interview the students teachers lecturers of the institutions (see appendix (B,C, &D). The reliability level of the instrument was found to be 0.80 using Pearson product moment correlation (PPMC). Data collected was analyzed using statistical packages for social science (SPSS) version 20 and stata version 13. The major findings from the analysis of the data revealed that the appropriate use of instruction materials have tremendous impact on the student teachers ability to make use of instructional materials. The study also revealed that the ability to use the skill of classroom control has an impact on the performance of student teacher to manage/control the class. Furthermore, the study revealed that the appropriate use of chalk board management skills has a significant impact on the performance of student teacher to manage his/her chalkboard. In addition, the study revealed that, varying stimulus has significant impact on the student teacher. Finally, the study pointed out that, the use of questioning skill have a significant impact on the performance of student teachers to ask questions appropriately. Based on the research finding, the researcher recommended that: The use of instructional materials should be taught to student teachers at all levels of NCE programme to enhance their performance during teaching practice. Also, concerted effort should be intensified by the teacher educator to ensure that student-teachers comprehend the skill of classroom control to enhance performance during teaching practice. In addition, the Head of unit of micro-teaching practicum session should create a special display session to enhance student teachers performance in chalkboard management during teaching practice, teacher educator should be explicitly proactive in guiding the student teacher?s skill of stimulus- variation to enhance performance during teaching practice. And effort should be intensified by the teacher educators to adequately acquaint the student teacher to be brief, precise and clear in using questioning skill technique in classroom instruction during teaching practice

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86 Pages 9,954 Words 29 Views PDF Format No. of Chapters: 1 to 5 Chapters
Reference/Bibliography: YES 5,000.00 NGN 3,500 NGN PROJECT

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