IMPACT OF MICRO-TEACHING ON TEACHING PRACTICE PERFORMANCE OF BUSINESS EDUCATION STUDENTS IN FEDERAL COLLEGE OF EDUCATION ABEOKUTA

Abstract

The study examined the impact of microteaching on teaching practice performance of Business Education students in Federal College of education, Abeokuta, Ogun State, Nigeria. The descriptive Survey research design was adopted for the study while the population comprised 150 final year N.C.E Business Education studentsregistered for the 2018/2019 academic session in Federal College of Education, Abeokuta Ogun State. Three instruments were used to collect data for the study namely: microteaching score sheet, teaching practice score sheet and a well-structured questionnaire titled, Impact of Microteaching on Teaching Practice Performance of Business Education Students Questionnaire (IMTTPDESQ) which was designed by the researcher. The Cronbach Alpha was adopted to obtain the co-efficient index of reliability of questionnaire which yielded 0.80. Two research questions were raised to guide the study while two null hypotheses were formulated and tested at 0.05 level of significance. Research questions were analyzed using frequency distribution table, mean and standard deviation while t-test and Pearson Product Moment Correlation statistics were used for the hypotheses. One of the hypotheses was accepted while the other was rejected. The findings of the study revealed that microteaching prepared business education students for teaching practice and also motivated student teachers to be inclined towards the teaching profession. Based on the findings, it was recommended that adequate attention should be given to the way microteaching is been carried out in Colleges of Education and the time allotted for micro teaching should be increased so that student teachers can be fully observed, corrected, and encouraged before they are exposed to teaching practice.