Microteaching Skills as Predictor of Teaching Practice Performance among Business Education Students in Colleges of Education in Southwest, Nigeria

Abstract

This study investigated influence of microteaching skills on teaching practice performance in Business Communication among Business Education students in Colleges of Education in Southwest, Nigeria. Correctional research design was adopted. The population comprised 613 final-year Business Education Students across seven Colleges of Education and sample of 613 students who had completed microteaching (EDU 223) and teaching practice (EDU 311). Census sampling technique was adopted because the entire population is manageable. The Cronbach Alpha was adopted to obtain the co efficient index of reliability of questionnaire which yielded 0.70. Findings revealed that microteaching skills influenced teaching practical performance to a high extent. Correlation results revealed that microteaching skills were positively and significantly related to teaching practice performance (r=0.224, p<0.01). Regression analysis further indicated that lesson planning, non-verbal communication, classroom management, and instructional delivery were the strongest predictors of teaching practice performance and academic achievement. The study concluded that, although microteaching skills are generally well developed among Business Education students. It was recommended among others, that Business educators should provide continuous, structured, and individualized feedback during microteaching sessions because the findings revealed that students who mastered microteaching skills performed significantly better during teaching practice.