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THE ANALYSIS OF TEACHING PRACTICE EXERCISE AMONG COLLEGE OF EDUCATION IKERE-EKITI, STUDENTS (A CASE STUDY OF THE SCHOOL OF SCIENCE, COLLEGE OF EDUCATION IKERE EKITI)

THE ANALYSIS OF TEACHING PRACTICE EXERCISE AMONG COLLEGE OF EDUCATION IKERE-EKITI, STUDENTS (A CASE STUDY OF THE SCHOOL OF SCIENCE, COLLEGE OF EDUCATION IKERE EKITI)

ABSTRACT

The study analyzed the relationship between EDU 213 (Micro-Teaching) and EDU 311 (Teaching- Practice) scores. This analysis was based on the performance of students in two consecutive years i.e. 2011/2012 academic sessions) in the school of science. Purposive sampling techniques was adopted in selecting 240 students in 2010/2011 academic session and 338 students in 2011/2012 academic session from (17) seventeen various combinations from the school of sciences in College of Education Ikere-Ekiti.

The instruments used were scores from EDU 213 (Micro -Teaching)

and the average EDU 311 (Teaching-Practice) scores for 2010/ 2011 and

2011 /2012 academic sessions were subjected to appropriate statistic. The

results showed that at  = 0.05, significant relationship existed between EDU 213 (Micro Teaching) and the average EDU 311 (Teaching Practice) scores.

 

TABLE OF CONTENT

Title page

Certification

Dedication

Acknowledgement

Abstract

Table of content

CHAPTER ONE: INTRODUCTION

1.1     Background to the study

1.2     Purpose of the study

1.3     Statement of the problem

1.4     Scope of the Study

1.5     Research Questions

1.6     Research Hypotheses

1.7     Significance of the study

1.8     Definition of Terms

CHAPTER TWO : LITERATURE REVIEW

2.1 Objective of Teaching Practice

2.2 The Significance of Teaching Practice

2.3 The purpose of Teaching Practice

CHAPTER THREE: METHODOLOGY

3.1     Research Design

3.2     Population

3.3     Sample and Sampling Techniques

3.4     Research Instrument

3.5     Data collection  Procedure

3.6     Data Analysis

CHAPTER FOUR: RESULTS AND DISCUSSIONS

4.1     Results

4.2     Discussion

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary

5.2 Conclusion

5.3 Recommendation

References

Appendix

CHAPTER ONE

INTRODUCTION

Background to the Study

Teaching practice is an integral part of teacher education programme. It is geared towards preparation of new entrants into the teaching profession. It is through it that necessary preserves teaching experience is acquired. Teacher’s performance in the classroom eventually determined the quality of the school more than any other factor.   The exercise is to acquaint student teachers with the practical knowledge of teaching and learning process including lesson plan/note preparation, presentation, class management, communication skills, evaluation and the required personality of professional teachers.  Fashin (1996) observed that successful completion of teaching practice build life style confidence in prospective teacher and implies the further professional advancement of the in-service student’s teacher who then feels a greater sense of professional self-worth. Okujaa and Osah-Ogulu (2002) also argued that, the field experience helps the teacher-in-training to uncreative problem solving and collegial relational skill, perfect his professional skills, and effective instructional performance in the role of a professional teacher of his special subject. They also stress the practice teaching that it helps the trainee teacher to test out the validity of his self-concept and initial career decisions to join teaching as an occupation. In line with the NCE directives, students should go on teaching practice for a period of four months in the present college curriculum. In order to make teaching practice exercise effective. The school of education organized orientation programmes for both lectures/supervisors and the students.

Statement of the problem

            Teaching practice is an essential aspect of teacher education as it forms the core of teacher training programme. Therefore the present study is intending to look into the relationship between scores in micro-teaching and teaching practice. This study aims at providing answers to the following research questions:

  1. What is the average performance of students in the EDU 311 (teaching practice) exercise across the science combination in the school of sciences?
  2. Are the performances of student comparable across the school of sciences in 2010/2011 and 2011/2012 and academic session?

Purpose of the study

            The purpose of study is to compare the relationship between the performances of students in EDU 213 (Micro teaching) and EDU 311 (teaching practice) in (2015/2016) academic session in the school of science.

Significance of the study

The major objective of teaching practice exercise at College of Education Ikere-Ekiti, is to produce highly motivated teachers for the ever expanding primary, junior and secondary schools in Ekiti State in particular and Nigeria in general. The study would provide useful information as regard the validity of the assessment of student teachers, it will give inceptive seriousness toward micro teaching (EDU 213). This would assist in improving EDU311 (Teaching practice) programme in the College. It would also put the College authority in a better position to explore ways of improving the student teacher in teaching practice and micro-teaching and consequently the efficiency of teaching practice programme. This study would also assist the government and those concerned with teachers education to arrange various kind of motivational incentives to alleviate the problems students and teachers go through during teaching practice exercise.

Scope of the study

The study focused mainly on the year three students at College of Education, Ikere-Ekiti, who were posted to public and private schools for teaching practice exercise, having undertaking a course in micro teaching earlier in their second year.

Research question

For the purpose of this study, the following research questions were raised.

  1. Is there any difference between EDU 213(Micro teaching) scores and the average EDU311 (Teaching practice) scores in the performance of students in sciences in 2011/2012 academic session?
  2. Is there any difference between EDU213 (micro teaching) scores and the average EDU 311 (teaching practice) scores in the performance of students in 2011/2012 academic session?

Research  hypothesis

Base on the problem under investigation, the following hypothesis were tested in the course of this study:

HO1   There is no significant difference between EDU 213 (Micro teaching) and the average EDU 311 (teaching practice) scores of students in 2010/2011 academic session.

HO2  There is no significant difference between EDU 213 (micro teaching) and the average EDU 311 (teaching practice) scores of students in 2011/2012 academic session.

Definition of term

  1. N.C.E-Nigeria certificate in Education
  2. ENTRANTS – Fresh students in Teaching Practice Exercise
  3. GEARED TOWARD- Work Towards
  4. ALLOTED – Given or Award
  5. EDU 213 – Micro-Teaching
  6. EDU 311 – Teaching practice
  7. SD – Standard Deviationindex
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