Appraisal of the Literature Reviewed
The present study is similar to that of Kanno (1986). In fact, the present study is based on the suggestion for further studies on microteaching skills made by Kanno. 9However, Kanno investigated two microteaching skills while the present study would investigate four skills that were not investigated by Kanno. In addition, Kanno’s was conducted at the University level while the present study would take place in Secondary schools. Both studies are in the same country using different geographical political zones.
Furthermore, Francis (1989) studied the effects of microteaching on student teachers’ performance in the actual teaching practice. The investigation is similar to the present study because both focus on effects of microteaching skills on student teachers’ performance in actual teaching practice. The former study is an experimental designs while the latter is descriptive. There are some differences especially in the levels of education and the locations of the studies. The former study took place in Obafemi Awolowo University Ile Ife while the present study would take place in the Kwara state secondary schools.
Fernandez and Robinson (2007) shares some features with the present study because both of them are interested on microteaching skills’ applications o teaching practice especially on planning skill. However, the two investigations differ in location. Fernandez and Robinson used descriptive survey while the present study would use experimental design.
In another development, Nikazraini (2007) studied microteaching as perceived by UTM Teaching English as second language (TESL) undergraduates in Faculty of Education, Teknologi, Malaysia. The study is similar to the present study because both focus on finding out the influence of microteaching on teaching practice. The difference can be found in the area of location. Both studies used questionnaire. The former took place at University level in Malaysia while the present one would take place at Secondary schools in Nigeria.
Peker (2009) and the present study share some things in common. Both are interested in finding out the effects of microteaching on the pre-service teachers. The difference is that Peker focus on how microteaching could reduce the level of anxiety in student teachers whereas the present study is interested in finding out the effects of microteaching skills on student teachers’ performance in teaching practice.
Kilic (2010) investigation is similar to the present study because both center on the effects of microteaching skills on student teachers’ performances in teaching practice. Kilic’s study took place in Turkey while the present study would take place in Nigeria. Furthermore, Omole and Ajileye (2010) conducted a research on student teachers’ perception on microteaching as a training technique. The study is similar to the present study because both are on microteaching practicum in the same location. However, both study adapted the same area of methodology.
Dagnew (2011) shares some similarities with the present study. Both of them are on influence of microteaching on teaching practice experiences in pre-service teachers. They are location. Dagnew’s study was descriptive whereas the present study would make use of experimental design. Dagnew conducted the research in Ethiopia whereas the present study took place in Nigeria.
The present study is similar to Nwanekezi, Okoli and Mezieobi (2011) who examined a descriptive survey on the attitudes of student teachers towards teaching practice in the Faculty of Education, University of Port-Harcourt. Both studies relate microteaching skills with teaching practice but the former study dealt with attitudes while the present study would deal with student teachers’ performance. Apart from that, the former study took place in one University setting whereas the present study will take place in different secondary schools.
