THE FACTORS AFFECTING STUDENTS AND TEACHERS PERFORMANCE DURING TEACHING PRACTICE EXERCISE

Abstract

The study was undertaken for the purpose of determining the factors influencing Students teachers’ performance during teaching practice. Four research questions were drawn to guide the study. Also, four null hypotheses were formulated for testing. The population of the study comprised 156 Public school Teachers and 1044 students in nine public schools in Ilaje Local Government Area Ondo State Nigeria. A 4-point rating scale structured questionnaire was used for data collection. The instrument was personally distributed by the researcher. Eight hundred and sixty-seven (867) copies of the questionnaire were properly completed and retrieved. Data collected were subjected to statistical analysis using a mean score of the index of 2.5 for agreement of answering the research question. Logistic regression was used to test null hypotheses 1 to 4. All the hypotheses were tested at a significance level of 0.05. One of the findings of the study revealed that the teaching environment has a significant influence on students ‘ teacher’s performance during teaching practice in Ilaje, Edo State Nigeria. It was recommended among others that host schools, host teachers, members of the community should help in incorporating students teachers into the environment.

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

Teaching is one of the oldest, most respected and noble professions in the world and it occupies a high place of importance in developed and developing countries.  In Nigeria, teaching constitutes one of the most important professions required for the successful execution of national plans and has a significant role in the growth and development of individuals and the nation at large.  To qualify as a teacher in a business education programme, students must pass all their required courses; in addition to undergoing six months of teaching practice exercise (NCCE, 2008). Teaching Practice (T.P) is one of the most important and formative experiences of every teacher-in-training. It is the best opportunity for students in Faculties of Education in Universities or Colleges of Education to build a portfolio and learn the best teaching skills within the watchful eyes of a cooperating institution. During the exercise, institutions and school-based mentors are expected to observe the students’ progress, behaviour and attitude at school, and assess the student teachers’ practical teaching and learning activities according to specific guidelines. This practical training provides students with an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implications for learning. As a result of the importance of teaching practice to students teachers this paper attempts to analyse the factors influencing students teachers performance during teaching practice.

During the teaching practice, student teachers are provided with a range of experiences that would expose them to the expectations of the teaching profession. It also exposes the students to the practical use of teaching methods, teaching strategies, teaching principles and techniques in a real-life situation, particularly as it affects’ classroom performance institutional and noon instructional activities. Indeed teaching practice can be seen as a culminating experience in teacher preparation as provides an opportunity for beginning teachers to become socialized in various aspects of the profession. During teaching practice that knowledge is affirmed.  Akbar (2002) outlines the following as the benefits of teaching practice to students teachers:-

1. an opportunity of establishing an appropriate teacher-pupil relationship.
2. an opportunity for evaluating the students‟ potential as teachers for the teaching profession.
3. practical experience in school to overcome the problems of discipline and enable student teachers to develop methods of students and classroom control.
4. an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implications for teaching and learning.
5. skill in the use of fundamental procedures, techniques and methods of teaching.
6. developing desirable professional interests, attitudes and ideas relative to the teaching profession.
7. developing characteristics and behaviour traits for effective evaluation of teaching and other classroom activities with a view to developing teaching and learning evaluative skills.
8. having the opportunity for self-evaluation of one‟s teaching

There is a general opinion that teaching practice has a significant influence in the field of education for challenges newly recruited teachers would experience in their teaching careers. Thus teaching is intended to enable future teachers to utilize the wisdom of the certified teachers who usually have many years of experience in the classroom in the area of asking questions, giving advice and directions. Indeed, teaching seeks to practice student-teachers with skills for teaching and applying general instructional resources for teaching students in the area of their specialization.

Classroom performance is the term educators use to describe the skills and competency of teachers in classroom activities. This definition for classroom performance in this study appears to look at the compliance in classrooms provisions and procedures necessary to teaching and learning exercises in schools. According to http://www.ehow.com/, effective classroom performance makes teaching and learning interesting and ensures that teachers made use of appropriate methods and skills to impart desired knowledge and skills to students.

To produce competent teachers the National Commission for Colleges of Education (2008) which is the supervisory organ of NCE programmes made it mandatory for all NCE graduates to undergo teaching practice training for six months under the cooperation of the training institution and practising school.  Through this exercise, a student-teacher acquired skills for teaching and classroom performance which are very important for affecting teaching and learning.  According to Froyen and Iverson (1999), teaching skills and classroom performance are essential as they encourage and establish student self-control through a process of promoting positive achievement and behaviour and added that academic achievement, teacher efficacy and teacher-student behaviour are directly linked with the teaching skills and classroom performance. Wagaman(2010) pointed out that teaching practice is a necessary and important step towards becoming a certified teacher. Teaching practice allows student teachers to take advantage of the opportunity to build a portfolio and put some of the best teaching skills into play.  Considering that teaching practice is the first opportunity teacher-in-training gains experience in the teaching profession, the researcher assesses the factors influencing students teachers performance during teaching practice in Ilaje local government area, Edo State.

1.2. Statement of the Problem

Teaching implies the roles of imparting knowledge in a clear and structured way, explaining correct solutions, giving students clear and resolvable problems, and ensuring calm and concentration in the classroom.  In education, it is believed that practices and attitudes are important for understanding and improving educational processes. In order to achieve the standards required for qualified teacher status, an NCE Business Education student in an educational programme is required to undergo teaching practice for a period of six months in primary or secondary school. The exercise is aimed at inducting student teachers more fully into the professional work of teachers (Perry 2004). To this effect, the student teachers are expected to perform all the responsibilities of a teacher which are exciting but challenging. The experience will enable student teachers to cope with unfamiliar situations, control and manage learners or establish a working relationship with the mentor or supervisor. Akbar (2002) and Bhargava (2006) opine that the exercise provides the future teacher with practical experience in school to overcome the problems of discipline and enables them to develop methods of controlling them.

However, research work in the past has shown that factors influencing students teachers performance during teaching practice has been of great concern to teachers, parents, government, individuals and even to students teachers as well. It is observable that performance is getting poorer even as most bodies mentioned above try their best. To find solutions to these problems the following questions were asked;

1.3    Research Questions

In line with the objectives of the study, the following research questions were raised for the study:-

1. How does the learning environment influence student teachers performance?
2. Does lack of support by host teachers influence students teacher performance?
3. Does the attitude of teachers affect student teachers performance?
4. How does the attitude of the supervisor influence students teacher performance?

 1.4 Objectives of the Study

The main objective of this study is to investigate the factors influencing students teachers performance during teaching practice in Ilaje local government area, Edo State.

The specific objectives are to:

1. Determine the influence of students teachers performance during teaching practice.
2. Determine the influence of lack of support by host teacher on student’s teacher’s performance during teaching practice
3. Determine the influence of students attitudes on student-teachers performance during teaching practice.
4. Determine the influence of the attitude of the supervisor on students’ teacher’s performance during teaching practice.

1.5    Research Hypotheses

The following null hypotheses were raised and tested at a significant level of 0.05.

Ho₁:Learning environment  has no significant influence on Student’s teacher’s performance

Ho₂:Lack of support by host teacher has no significant influence on student’s teacher’s performance

Ho_³:Attitude of teachers has no significant influence on students teacher performance

Ho_⁴:Attitude of supervisor has no significant influence on students teacher performance

1.6   Significance of the Study

The study will be of significance to student teachers, schools authority, tertiary institutions, curriculum planners and scholars/researchers.

Through this study, student teachers would be able to understand various factors influencing them during teaching practice. Through the findings of this study, higher institutions will appreciate the need for thorough supervision of students‟ teachers during teaching practice.  This will make them be more dedicated to their duties during the exercise.

The result of this study would enable school authorities to be critical in supervising students by marking their lesson notes regularly and guiding them in all their school activities. This will enhance the efficiencies of student teachers during the teaching practice.  The outcome of this study will enable tertiary institutions to understand the need to post students teachers to standard schools with good facilities and environments.  This will enable students teachers to acquire requisite skills in teaching, teaching principles, teaching techniques and activities of daily school life. Finally, the work will encourage further research in this area.

1.7  Delimitations of the Study

This study is delimited to selected Public schools in Ilaje local government area, Edo State. The study is delimited to teachers and students from the selected public schools in the zone. The study covers factors influencing students teachers performance during teaching practice in Ilaje local government area, Edo State. This decision is based on the understanding that students teachers are faced with various problems during teaching practice that affects their performance.

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