Teaching Practice Experiences and Teaching Effectiveness of Science Students-Teachers

Nja, Cecilia Obi (Ph.D), Sampson, Rose Sunday


This study examined “Teaching Practice Experiences of Science Student-Teachers and their Effectiveness” in the Department of Science Education, Faculty of Education, University of Calabar. To achieve the purpose of the study, four hypothesis were formulated to guide the study. The study utilised case study research design, the population of the study was 200 Science Education students. No sampling technique was used since the total number of the sample (200) was the same as the total number of the population. Data were collected using two instruments, one being constructed by the researcher titled “Questionnaire for research on teaching practice experience (QRTPE)” and students’ teaching practice results for 2017/2018 academic session was used for effectiveness. Pearson Product Moment Correlation Coefficient was used in analysing data at 0.05 level of significance with 198 degree of freedom. The results show that there is a significant relationship between proper orientation, financial support, teaching subject in area of specialisation and professional standard of mentors on teaching practice effectiveness. It was, therefore, recommended that the duration for teaching practice orientation should be increased, government should provide financial support to student-teachers. Science student-teachers should not be asked to teach outside their subject of specialisation and only professional teachers should be assigned to serve as mentors to the student-teachers.

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