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APPRAISAL OF THE PROBLEMS CONFRONTING TEACHING PRACTICE STUDENTS

APPRAISAL OF THE PROBLEMS CONFRONTING TEACHING PRACTICE STUDENTS (A CASE STUDY OF AKWA IBOM STATE COLLEGE OF EDUCATION, AFAHA NSIT)

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TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgements

Abstract

Table of Contents

 

CHAPTER ONE: INTRODUCTION

1.1     Background to the Study

1.2     Statement of the Problem

1.3     Objectives of the Study

1.4     Significance of the Study

1.5     Research Questions

1.6     Research Hypotheses

1.7     Limitation of the Study

1.8     Delimitation of the Study

1.9     Definition of Terms

 

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1     Conceptual Framework of Teaching Practice

2.2   Theoretical frame work

2.2.1  Albert Ellis rational emotive theory (1973)

2.3     Knowledge of Subject Matter and Students’ Attitude towards Teaching Practice

2.4     Lesson Preparation, Delivery Skills and Students’ Attitude towards Teaching Practice

2.5     Communication Skills and Students’ Attitude towards Teaching Practice

2.6     Empirical Studies

2.7     Summary of literature review

CHAPTER THREE: RESEARCH METHODS

 

3.1     Area of the Study

3.2     Research Design

3.3     Population of the Study

3.4     Sample and Sampling Technique

3.5     Instrument for Data Collection

3.6     Validity of the Instrument

3.7     Reliability of the Instrument

3.8     Administration of Instrument

3.9     Method of Data Analysis

 

CHAPTER FOUR: ANALYSIS OF DATA AND DISCUSSION

OF FINDINGS

 

4.1     Analysis of Data

4.3     Discussion of Findings

CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND

CONCLUSION

5.1     Summary

5.2     Recommendations

5.3     Conclusion

References

Appendix

 

Abstract

This research investigated “appraisal of the problems confronting teaching practice students (A Case study of Akwa Ibom State College of Education, Afaha Nsit). The research design adopted was a case study research method. The population of the study consisted of 2034 students of 2018/2019 session in the college. Simple random sampling was used to select 398 students of the school of Arts and Social sciences. From the six existing schools in the college to form the sample size. Therefore, a validated Questionnaire was used for data collection.

After, the data was analyzed through simple percentage statistical analysis. The finding reveals that students attitudes do significantly influenced their effectiveness in teaching practice either positively or negatively.

 

CHAPTER ONE

 INTRODUCTION

1.1  Background to the Study

In brief, teaching practice is an exercise in which the student-teacher is guided to acquire practical skills and competences necessary for effective delivery (teaching) after training. Indeed, this valuable experience and expertise are usually acquired by exposing student-teachers to environment (schools). Moreover, similar to those in which they hope to work after graduation. Thus, the schools that absorbed the student-teachers are called ‘cooperating schools’.

However, in such cooperating school, the apprentice teacher (student-teacher) is usually attached to a trained and professional teacher who guides and directs the student-teacher (Akpan, Uwandu and Ekanem, 2018). Obviously, this apprenticeship period is very important in the life of a trainee teacher. Thus, as it should offer him/her the first-hand experience in acquiring practical knowledge and skills of organizing learning.

 

Teaching practice is therefore as important to a would-be teacher as industrial training is to a would-be engineer. Then, little wonder why Teachers Registration Council of Nigeria (TRCN) the regulatory body of teaching profession in Nigeria is advocating a one full year of teaching practice for would be teachers. Thereby, bringing the training period for a first degree teaching qualification to five years instead of the present four years (Akpan 2016).

Furthermore, according to Afe (2019) the aim of the teaching practice exercise is to help the student-teacher to bridge the gap between theory and practice.

 

In addition, student practice teaching experience does provide a valuable means for guiding the student- teacher’s growth through a carefully set out sequence of activities (which need to be adequately evaluated) which will eventually enable him/her to achieve the followings:

  • Firstly, clarify student understanding of the purposes, developments, programmes and administrative organization of the education system of the country; widen his/her understanding of curriculum practices;
  • Secondly, deepen student understanding of the principles of human growth, development and the learning process;
  • Thirdly, be sensitive to the social patterns of a school community and discover through first hand experiences ways of improving curriculum for pupils by effective use of community resources;
  • In addition, develop a positive professional attitudes towards other members of the teaching profession;
  • Also, iIdentify personal strengths and weaknesses in the spectrum of competences associated with effective teaching and learning;
  • Lastly, becoming increasingly resourceful and creative in planning, developing and evaluating effective learning experiences with the

 

Nevertheless, the main aim of this supervision is to offer guidance and assessment in the development of knowledge and skills of teaching. Also, it is usually not vindictive or vengeful. Eyike (2019) mentions two major considerations of practice teaching supervision as:

  • A teaching process that helps the student-teachers to practicalise the theories and methods learnt;
  • An examination process to assess teaching effectiveness to grade the student-

The supervisors’ emphasis according to Ekiye (2019) should be on helping the student-teachers to function and capitalize on their strengths, by pointing out areas that require some improvement.

 

However, since the student-teachers must attain certain reasonable competences to be accepted as trained teachers, their evaluation must border on aspects of responsibilities which Maduewesi and Azubike, (2017) mentions as:

  • Ability to plan for instruction;
  • Competency in guiding the experiences of children;
  • Class activity and evaluation techniques for participating in school

Such unbiased guidelines can comfortably guide any supervisor in assessing the student-teachers including the rating scale designed by the training institution.

 

NCCE (2005) came up with a unified assess format for the assessment of teaching practice exercise which is now popular in teacher training institutions in Nigeria.

In Nigeria, teacher education programme is in consonance with, the various level of education that is N.C.E. and B. Ed for colleges of education and universities respectively. All the teachers training institutions are not imparting the theoretical but also practical knowledge and skills in teaching different subject to prospective teachers.

 

Therefore, teaching practice occupies a key position in the teachers education programme. Also, it is an integral part on the teacher education programme. According to Afolab. (1999) in Haastrup (2014) teaching practice exercise is to acquaint student-teachers with the practical knowledge of teaching and learning process. Thus, including lesson plan preparation, presentation, application of teaching method management. Communication skills, evaluation and the required personality of professional teachers.

 

The exercise provides trainees the opportunity to utilize the various teaching method in actual classroom conditions under constant supervision of competent and experienced teacher.

Furthermore, Major (2006) pointed out that attitude of someone toward something can affect his or her behaviour either positively or negatively. Student teachers’ attitude toward teaching practice exercise can influence their performance either positively or negatively (Nwanekezi, 2011).

 

Archibong (2008) supported that the attitude a learner develops for a particular subject determines his/her level of success in academic. Attitude the learner has towards a particular subject can be positive or negative. Also, Monday (2009) maintained that many training teachers see teaching as a profession for the poor man and due to this perception, some of our teacher trainee have poor or negative attitude towards the teaching profession.

Adeleke (2011) in his findings found that attitude of students influence the would be teacher lesson preparation, lesson delivery and interest in teaching after training. Almost all researches carried out in this area have shown students attitude and perception towards a particular subject are responsible for their poor performance in effectiveness in academic.

 

APPRAISAL OF THE PROBLEMS CONFRONTING TEACHING PRACTICE STUDENTS

1.2   Statement of the Problem

Recently, the general poor (setback) performance of the trainee teachers in teaching practice or six credit hours course in the college have been attributed to students’ attitude towards teaching practice exercise. According to Oduolowu (2009) teacher education faces problems in Nigeria as a result of the societal attitude towards teaching.

Many would be teachers during teaching practice course which is one of the compulsory demand before becoming a professional teacher have been developing negative attitude on basis that lesson preparation, lesson delivery, knowledge of subject matter and teaching practice too demanding. Thus, this attitude towards teaching practice influence students’ effectiveness in teaching practice exercise.

Therefore, it is one of these problems that this study tries to examine the appraisal of the problems confronting teaching practice students using Akwa Ibom State College of Education, Afaha Nsit as the case study.

 

1.3   Objectives of the Study

The purpose of this study was to examine appraisal of the problems confronting teaching practice students in Akwa Ibom State College of education, Afaha Nsit.

Specifically, the specific objectives are:

  1. To find out whether knowledge of subject matter influence students’ attitude towards teaching practice in College of Education, Afaha Nsit.
  2. To find out whether lesson preparation influence students’ attitude towards teaching practice.
  3. To determine whether communication skills influence students’ attitude towards teaching practice.

 

1.4   Significance of the Study

It will also proffer solution to ameliorate students’ negative attitude towards teaching practice.

Finally, the information from the research will also help the bodies whose duties is to coordinate and supervise teaching practice exercise in College of Education.

 

1.5   Research Questions

  1. Does the knowledge of subject matter influence students attitude towards teaching practice exercise?
  2. Does lesson preparation and delivery skills influence students’ attitude towards teaching practice?
  3. Does communication skills influence students’ attitude towards teaching practice exercise?

 

1.6   Research Hypotheses

  1. The knowledge of subject matter does not significantly influence students’ attitude towards teaching practice.
  2. Lesson preparation and delivery skills do not significantly influence students’ attitude towards teaching practice.
  3. Communication skill does not significantly influence the students’ attitude towards teaching practice.

 

1.7   Limitation of the Study

This study was limited to students’ attitude towards teaching practice exercise in College of Education, Afaha Nsit. Due to financial constraints, short time allotted for research completion.

 

1.8   Definition of Terms

Communication skills: This refers to the ability of a teacher to use accurate and correct English grammar to communicate with the students during teaching practice – learning atmosphere.

Delivery skills: this implies the method in which the teacher uses to teach his or her lesson.

Influence: This is the power to affect one’s character, beliefs, actions, through actions of national or supernatural forces which could either be detrimental or not to the one influenced.

 

Knowledge of subject matter: This refers to the in-depth knowledge and understanding a student has in his or her subject area, this may also mean professional competence in teaching a particular subject.

Lesson preparation: This refers to a process in which the teacher prepares and plans his lesson contents, and objectives before the actual teaching in the class, this also involves the process of writing lesson notes.

 

Students’ attitude: In brief, this refers to students’ feeling perception and behaviour towards teaching practice exercise which may be positive or negative attribute.

Teaching practice: this refers to a compulsory and mandatory course in education in which all would be teacher must actively carried out before certificate. It is a practical teaching by which the student teachers are given the opportunity in actual school situation. To demonstrate and improve training in pedagogical skills over a period of time.

 

CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter deals with the review of related literature from previous authors and researchers.

 

CHAPTER THREE

RESEARCH METHODS

3.1   Area of the Study

This study was carried out in Akwa Ibom State College of Education, Afaha Nsit. Basically, College of Education, Afaha Nsit is meant to train professional teachers for the primary and junior secondary schools.

The college was established by the then administrator, Wing Commander Idongesit Nkanga in 1991 under the military edict to train teachers for the middle level of education in the state.

 

3.2   Research Design

The research design adopted for the study was a case study research in order to find out the influence of students’ attitude towards teaching practice exercise in the College.

3.3   Population of the Study

The targeted population comprises 2034 students of 2013/2014 session in the College.

 

3.4   Sample and Sampling Techniques

 

3.5   Instrument for Data Collection

Instrument for data collection was developed by the researcher, the instrument was a 15-item structured questionnaire made up of two sections. Section A was a respondent’s personal data while section B consisted of fifteen (15) question items.

The fifteen (15) question items existed information from respondents using a modified four likert scale which range from Agreed (A), Strongly Agreed (SA), and from Disagreed (D) to Strongly Disagreed (SD). The instrument was titled “Students’ attitude and teaching practice exercise (SATPE)”.

 

3.6   Validation of the Instrument

3.7   Reliability of the Instrument

3.8  Administration of Instrument

The researcher visited the students of the sampled schools in their respective departments. Then the researcher informed the respondents the purpose of the questionnaire and then administered it to the students in their lecture halls, to respond to questions.

 

3.9   Method of Data Analysis

The researcher questions were tested using simple percentage statistical analysis.

Joselyn Nya

My Name is Joselyn Nya A Publisher in Project Boss Team. I'm a Nigerian I'm a graduate/Educational Researcher. Project Boss Team. We are the best for Project materials and project writing services. Email: admin@projectboss.com.ng

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