ABSTRACT
This study assesses factors enhancing student teachers’ effectiveness during teaching practice exercise: a case study of university of Benin, Benin City. To guide the study, five (5) research questions were raised.
A descriptive research design was adopted. The population of this study consists of all final year (400 level) students. Simple random sampling technique was used to select one hundred (100) students. The instruments used for the study was Students Teachers effectiveness on Teaching practice exercise Questionnaire (STETPEQ)”. The instrument was validated by research experts including the researcher’s supervisor in Faculty of Education, University of Benin, Benin City. The reliability of the instruments was obtained using Cronbach Alpha method. Data were collected and analyzed using descriptive statistics such as frequency count down and simple percentage.
The findings revealed that: duration of teaching practice exercise, knowledge of the subject matter, subject based experts, availability of instructional materials and student-teacher preparedness to teaching play significant role in enhancing the effectiveness of student-teachers during teaching practice exercise are factors that enhance the effectiveness of teaching practice exercise in Faculty of Education, University of Benin, Benin City. Based on the findings, it was recommended among others that: The duration of teaching practice exercise should be extended to enable the student-teacher have a lot of practical experience during the exercise, student-teachers should strive hard to make sure they are well equipped and have the knowledge of the subject they are assigned to teach during the exercise, the student-teachers should get themselves prepare for effective delivery of their lesson. They should be prepared both psychology and physical to deliver the lesson.
