The Impact Of Micro Teaching On Students’ Teaching Practice Performance In Ilorin Secondary Schools

In addition, Sabahattin (2011) explored whether there was a difference between the student teachers’ opinions about in-class teaching skills before and after applying microteaching. The present study too would explore the effects of microteaching skills on teaching practice. Sabahattin is similar to the present study because pre-test and post-test are involved in the two studies but the former study used descriptive type and questionnaires.
Furthermore, Anderson, Bair and LaBaij (2012) investigated the impact of a repeated practice microteaching model on the teaching behaviors of elementary preservice teachers. The study is similar to the present study because both are on repeated microteaching but the study would make use of only four skills for the experiment. The former study was conducted in Northern Michigan University whereas the present study would take place in Nigerian secondary schools.
 In addition, Duygu (2012) studied the effects of a microteaching course on student teachers teaching practice. Microteaching is taken prior to teaching practice by student teachers. There is similarity between the study and the present one because both are on the effects of microteaching course on student teachers’ performance in teaching practice but at different locations.
Ghafoor, Kiani, Kayani and Kayani (2012) studied the perceptions of student teachers about microteaching at graduate level. They used two groups of B.Ed. students (experimental and control groups). The intention of the researchers was to find out the respondents’ perceptions about the effectiveness and feasibility of microteaching in normal classroom teaching. The study is similar to the present study because both are on microteaching skills’ effects on normal classroom teaching. However, there are differences in the levels of education involved and the locations. Moreover, Igwe, Uzoka and Rufai (2013) studied the modes of improving the pre-service teacher competence and productivity based on the constructive reflection of students’ teaching. The investigation focused on microteaching as an avenue for acquiring pre-service pedagogical knowledge and field experience. The investigation highlighted the efficacy of microteaching in facilitating effective teacher preparation. Both studies are similar because both focus on microteaching as an avenue for acquiring pre-service pedagogical knowledge but the former made use of qualitative and quantitative methods for adequate description, observation and numerical measurement while the latter is qualitative.