Perceived Relevance of Teaching Practice Exercise in the Teacher Training Programme by A Nigerian University Undergraduates: A Case Study of Olabisi Onabanjo University, Ago-iwoye, Nigeria.

Abstract

The focus of this study was the investigation of the perceived relevance of teaching practice exercise in the teacher training programme of Olabisi Onabanjo University, Nigeria. It utilized the indices of sex, subject specialization and level of study in the examination of 300 and 400 levels undergraduate students' perception to teaching practice. Employing the stratified random sampling technique (i.e. zoning the groups into CSIT, EFC, EMBE and SSHE) in a survey research design, the PRTPTTPQ was the research instrument used. While using the descriptive statistics of frequency counts and percentages, the Chi-Square at the alpha level of 0.05 was the major statistical method. The findings overall indicated that Nigerian undergraduates perceived very favourably teaching practice programme (100.0%) and that it is the most professional aspect of the teacher education programme (94.0%) while the difference in the perception between 300 and 400 levels' undergraduates was not significant (t-cal=0.360; df=198; P≤0.05) respectively.

African Journal of Cross-Cultural psychology and sport facilitation (AJCPSF) Vol. 9 2007: pp. 49-60