Morgan, Whorton and Willets (2000) evaluated the effect of peer mediated instruction on the development of specific teaching strategies (error correction, antecedent prompt and test, antecedent prompt and fade, most- to- least prompting, least to – most- prompting, constant time delay and stimulus manipulations) by eight undergraduate pre-service teachers. Result indicated the procedure produced substantial and immediate effect. Comparable results occurred across students demonstrating replication of the effects of peer mediation.
Also, Bento-Kupper (2001) investigated the student teachers’ perceptions about microteaching components’ application in a methodology course. Student teachers in three sections of a general secondary methods course reflected on their practical experience after completing the microteaching sessions. Microteaching was considered very beneficial for student teachers in learning about the teaching craft. Microteaching enabled them to recognize and identify strengths and weakness in their mini lessons. It was concluded that microteaching component is an effective training tool in teacher education program.
Al-methan (2003) investigated the merits of microteaching as perceived by student teachers at Kuwait University. A microteaching inventory was constructed 85 utilizing the perceptions of 75 science student majors. The inventory was tested with another group of 67 teacher trainees. The analysis of the findings revealed that student teachers generally agreed that microteaching has positive merits in planning skills, personality and teaching competences.
Another study was carried out by Fernandez and Robinson (2007). A total of 74 student teachers at Florida State University formed the sampled population. The respondents indicated that microteaching afforded them the opportunity to apply in practice the pedagogical theories learnt in the class. Microteaching gave them the opportunity to plan lessons and try different teaching skills they were exposed to in their study. The student teachers learnt how to appreciate other peoples’ views and opinions.
Nikazraini (2008) studied microteaching as perceived by UTM Teaching English as Second Language (TESL) undergraduates in Faculty of Education, University of Teknologi, Malaysia. A total of 78 students from the third year and fourth year participated in the study. The respondents had finished their microteaching course and had done their teaching practice in the previous semesters. A questionnaire of 41 items regarding the microteaching experience was used. The questionnaire was divided into four different sections which were demographic information of the respondents, opinion towards microteaching, factors affecting perception towards microteaching and application of the skills learnt in microteaching during teaching practice. The findings of the study indicated that students have high level of perception towards microteaching.
In another development, Peker (2009) studied the effects of expanded microteaching on the pre-service Mathematics Teachers Teaching Anxiety in teaching practicum course. Two groups (experimental and control groups) were used for the study. The experimental group was lectured using expanded microteaching at the secondary school. The participants that were assigned to the control group members were lectured in a traditional way at another secondary school. Mathematics Teaching Anxiety Scale (MATAS) was administered to student teachers before and after eight weeks of teaching period. It was found out that there were statistically significant differences regarding teaching anxiety between the experimental and control groups. The use of expanded microteaching in teaching practice course reduced the teaching anxiety level of the mathematics student teachers.
Sen (2009) had a qualitative study on 39 student teachers during 2005/2006 and 2006/2007 academic sessions. The views and suggestions of student teachers on the effectiveness of peer microteaching method were collected through face-to-face interviews. The findings revealed that the student teachers’ self-confidence improved during the peer microteaching practices. They were afforded the opportunity to observe their colleagues and gain experience. These helped the respondents to reduce their level of first time teaching anxiety.
On teacher trainees’ perception, Ogeyik (2009) studied the attitudes of student teachers regarding the benefits and merits of microteaching using 57 student teachers at Trakya University, Turkey. The method employed was survey and the instrument employed was questionnaire. The findings revealed that student teachers have positive attitudes toward microteaching applications in their teacher education program. It was concluded that microteaching could promote effective teaching strategies among student teachers.
Nwanekezi et al., (2011) examined a descriptive survey on the attitudes of student teachers towards teaching practice in the Faculty of Education, University of Port-Harcourt. The sample was made up of 120 student teachers, 10 principals and 20 teachers of practicing schools who were drawn by simple balloting. The instrument used was a questionnaire of 40 items developed by the researchers. The instrument was validated and an internal consistency of 0.87 (87%) was calculated using Cronbuch Alpha technique. The data was analyzed using means and Analysis of Variance (ANOVA). The findings revealed that if microteaching skills are used, all the strategies for improving students’ attitude towards teaching practice would be affected positively. Based on the findings the researchers recommended that the Faculty should have a microteaching laboratory where the student teachers could be exposed to the rudiments of teaching before they are sent to schools for actual practice.
Sabahattin (2011) explored whether there is a difference between the student teachers’ opinions about in-class teaching skills before and after applying microteaching. Thirty four (34) Second year female students of the Child Development Program of a Vocational school in the fall term of 2005/2006 academic year took part in the study voluntarily. A questionnaire consisting 31 items was used to elicit the student teachers’ opinions about in-class teaching skills. In the opinions of the student teachers, 21 out of 31 items were significantly different before and after microteaching applications. The study revealed that the self-confidence skill of the student teachers increased but their classroom management skill dissipated.
Omole and Ajileye (2010) studied the student teachers’ perception on microteaching as a training technique and their assessment of human and non-human resources that were available for microteaching practicum in FCT College of Education Zuba Abuja. The study was a descriptive type with survey method. Questionnaires were used to elicit response from 320 student teachers that were randomly sampled in the College. The analysis was done using frequent count and simple percentage. The findings of the study revealed that student teachers had positive attitude to microteaching as having the capability of building their competences. It was also discovered that there were some hardware that needed repair or replacement. Also there was need for increase in the number of human resources for more effectiveness of the exercise in the College
