IMPACT OF MICRO–TEACHING SKILLS ON NIGERIAN COLLEGES OF EDUCATION STUDENTS TEACHING PRACTICE PERFORMANCE IN NORTH-WEST GEO-POLITICAL ZONE, NIGERIA
IMPACT OF MICRO–TEACHING SKILLS ON NIGERIAN COLLEGES OF EDUCATION STUDENTS TEACHING PRACTICE PERFORMANCE IN NORTH-WEST GEO-POLITICAL ZONE, NIGERIA
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Date
2018-01
Authors
GARBA, Lawal Sani
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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
Description
A THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY IN EDUCATION (CURRICULUM AND INSTRUCTION) DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND CURRICULUM, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA
Keywords
MICRO–TEACHING SKILLS,, NIGERIAN COLLEGES EDUCATION,, STUDENTS,, TEACHING PRACTICE PERFORMANCE,, NORTH-WEST GEO-POLITICAL ZONE,, NIGERIA,