Effectiveness of video-tape recorder on micro-teaching on student teachers practice of stimulus variation skills

 

Ann E. Umeh^*, I. N. Mogbo  and C. C. Nsofor

 

Research Article | Published April 2015

Journal of Educational Research and Reviews, Vol. 3(3), pp. 32-36

 

 

Department of Science of Education, Federal University of Technology, Minna, Nigeria.

 

*Corresponding author. Email: umehann22@gmail.com.  

 

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Micro-teaching is one of the recent innovation in teachers training and improvement technique in teaching and learning process. A video-tape recording on micro-teaching on student teachers practice is made and played back for the intern to benefit from the immediate feed-back and to participate in self evaluation. This is done when a short lesson of about five to ten minutes is recorded and played back making a critique of it, and repeating the operation to improve certain components of the micro-lesson. This paper is on the effectiveness of video-tape recording on micro-teaching on student teacher’s practice of stimulus variation skills. Two research questions and two null hypotheses were used for study. A total of 24 students (14 males and 10 females) registered for the course education 323, formed the population. Micro-teaching students in the school of industrial and technology education, Federal University of Technology, Minna were used as cumulative. The instrument used for data collection was a checklist which was constructed by the researcher for the purpose of the study. The data were collected through observation according to sex and ability levels. The data was analyzed using t-test statistic by showing the frequencies occurrence of stimulus variation behaviors demonstrated by students within each of the variable. The result revealed that the experimental group had higher frequencies of the stimulus variation then the control group due to their active participation in the exercise and peer criticism received. The control group had low frequencies of the stimulus variation as they indirectly observed and then make changes. The result therefore confirms that a direct learning experience is often more effective in bringing about desirable behavioral changes in learners than indirect experience.