Achievements In Subjects Methodology As Correlates Of College Of Education Students’ Performance In Teaching Practice
Keywords:
Subject Methodology, Teaching Practice, Average Performance Students, Academic Achievement, Teacher Trainee and Micro - teachingAbstract
This study adopted the ex-post facto research design to examine the
achievement in subject methodology as correlates of student's performance
in teaching practice. Stratified random sampling technique was used in
selecting 125 students in 2005/2006 academic session and 162 students in
2006/2007 academic session from nine mathematics combinations from
Schools of Sciences, Arts and Social Sciences and Education in College of
Education, Ikere-Ekiti. Data were collected through an inventory and
analyzed using correlation analysis and multiple regression analysis. Major
findings showed that a significant relationship existed between mathematics
methodology, problem solving and average performance of students in
teaching practice; principles and methods of teaching in education while
mathematics methodology and problem solving significantly predicted
average performance of students in teaching practice grades in 2005/2006,
2006/2007 and in both sessions. Principles and methods of teaching
education exhibited negative predictive strength on average students'
performance in teaching practice in 2005 / 2006 session. The implication
of this study is that lecturers should concretize their approaches to the
teaching of the course so that, positive contribution could be made to the
student's performance in teaching practice grade at the college level.
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