EFFECTS OF MICRO-TEACHING SKILLS ON STUDENTS’ PERFORMANCE IN TEACHING PRACTICE IN COLLEGES OF EDUCATION IN KANO STATE, NIGERIA
EFFECTS OF MICRO-TEACHING SKILLS ON STUDENTS’ PERFORMANCE IN TEACHING PRACTICE IN COLLEGES OF EDUCATION IN KANO STATE, NIGERIA
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Date
2018-01
Authors
ALIYU, Hajara Aminu
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Abstract
The study assessed the effect of Micro-teaching skills on students‟ performance in
teaching practice in colleges of education in Kano State. The study was conducted with
the objectives to; find out the effect of set induction skill on the performance of studentteachers
in teaching practice in Colleges of Education in Kano State; ascertain the effect
of stimulus variation skill on the performance of student-teachers in teaching practice in
Colleges of Education in Kano State; determine the effect of questioning skill on the
performance of student-teachers in teaching practice in Colleges of Education in Kano
State; and determine the effect of skill of closure on the performances of studentteachers
in teaching practice in Colleges of Education in Kano State. Four research
questions and four null hypotheses were postulated in line with the stated objectives.
Relevant literatures were reviewed on the key variables of the study. The study adopted
ex-post facto research design. The target population of the study comprised of 14755
NCE III from Federal College of Education, Kano, Federal College of Education
(Technical), Bichi and Sa‟adatu Rimi College of Education respectively. The sample
size of 361 NCE III students was used in the study. Data was collected using students
scores based on their performance during teaching practice. The instrument was
validated by the researcher‟s supervisors. The validated instrument was subjected to a
pilot study and a reliability coefficient of 0.80 was obtained. The data gathered were
analysed using descriptive and inferential statistics. At descriptive level, the frequencies
were converted to means and standard deviation to answer the research questions while
at inferential level, one sample t-test was used at 0.05 alpha level. Findings from the
study revealed that set induction skill has effect on the teaching practice performance of
student-teachers in Colleges of Education in Kano State (.000 <0.005). Also, stimulus
variation skill has effect on the teaching practice performance of student-teachers in
Colleges of Education in Kano State (.002 <0.005). Questioning skill has effect on
teaching practice performance of student-teachers in Colleges of Education in Kano
State (.004 <0.005). Skill of closure has effect on the teaching practice performance of
student-teachers in Colleges of Education in Kano State (.001 <0.005). The study
concluded that acquisition of relevant teaching skills is vital to teachers‟ preparation and
training since teaching practice allows the teacher trainees to gain their first teaching
experience that they find useful during their professional lives and also concluded that
the use of micro-teaching skills in teaching practice reduced the teaching anxiety level
of student teachers. Based on the findings from this study, recommendations were made
among others that colleges of Education and other teacher training institutes should
ensure that student-teachers are exposed to micro-teaching in order to acquire the
rudiments of teaching in the classroom.
Description
A DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL ULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER DEGREE IN EDUCATION (CURRICULUM AND INSTRUCTION DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND CURRICULUM, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA
Keywords
EFFECT,, MICRO-TEACHING SKILLS,, STUDENTS’ PERFORMANCE,, TEACHING PRACTICE,, COLLEGES OF EDUCATION,, KANO STATE,