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

CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
    This chapter focuses on the summary, conclusions and recommendations of the study. Therefore, the chapter is discussed as follows;
Summary of Findings
    This study investigated the impacts of Microteaching on Student Teachers’ performance in Kwara State Secondary Schools, Nigeria. The specific purposes of the study were to examine the impact of micro teaching on student teachers’ performances in teaching practice, student teachers’ perception of micro teaching during teaching practice, the student teachers’ experiences during micro teaching and its impact on student training and identify challenges student teachers’ experience during micro teaching. Related literature was reviewed on the problem investigated.
    Descriptive research design was adopted to collect sampled opinion and used it to make generalisation on the entire population. The population for the study was all student teachers in secondary schools in Ilorin.  The sample for the study was 95 student-teachers in Kwara State secondary schools. The sample was selected through stratified and random sampling techniques were used to select the sample for the study. The research instrument for this study was a researcher-designed questionnaire titled “Impact of microteaching and Student Teachers performance Questionnaire”. The instrument was administered to student-teachers from the selected schools. The data collected were analysed through descriptive statistics (percentages and mean scores) and inferential statistics (Pearson product-moment correlation co-efficient) at 0.05 level of significance. Descriptive statistics were used to analyse the demographic data of respondents and to answer the research questions raised for the study while Pearson product-moment correlation statistics was used to test the null hypotheses raised for the study at 0.05 level of significance.
    The findings of the study were summarised that;
a.    micro teaching helps in the prediction of classroom problems, equips students in training within time management technique and encourages the appropriate use of teaching aids;
b.    micro teaching creates awareness of teaching competencies of the trainees, helps in the discovery of teaching strengths and weaknesses and gives an opportunity to learn by observing others. Also, it contributes greatly in the making of a good teacher, gives an opportunity to learn classroom management skills and encourages development of skills of self-confidence;
c.    microteaching consumes a lot of my time, forces student-teachers to achieve more within a short time and is cumbersome;
d.    there was a significant relationship between micro teaching and performance of student-teachers in teaching practice in Kwara State, Nigeria
e.    there was a significant relationship between micro teaching and performance of student-teachers in teaching practice in Kwara State, Nigeria and
f.    there was a significant relationship between the perception of students in using micro teaching and student teachers performance in teaching practice in Kwara state secondary schools.
Conclusions
    Based on the findings of this study, it is concluded that micro teaching has a good impact on teaching practice. It contributes greatly in the making of a good teacher, gives an opportunity to learn classroom management skills and encourages development of skills of self-confidence. Also, there was a significant relationship between micro teaching and performance of student-teachers in teaching practice in Kwara State, Nigeria. Consequent upon this, microteaching consumes a lot of time, forces student-teachers to achieve more within a short time and is cumbersome. If these challenges can be properly managed, the teacher job performance would be more effective and improve students’ academic performance in Kwara State secondary schools of Nigeria.
Recommendations
    Based on the findings of this study, the following recommendations are made that;
a.    the use of modern technologies should be encouraged so as to improve the teaching skills of student-teachers;
b.    More micro teaching sessions should be organized for teachers on training;
c.    More time or duration should be accorded to teaching practice, at least, from six weeks to twelve weeks;