Case Study: Entry Qualification and Level of Performance of Student Teachers on the Undergraduate Educational Technology Course

Abstract

SUMMARY Teacher training programmes all over the world recognize the importance of the knowledge and practice of the design and production of instructional materials by student teachers in the teaching‐learning process. Candidates are admitted into undergraduate education programmes with Nigeria Certificate in Education (NCE) and post‐remedial result (HSC/GCE A‐level) in Nigerian universities and colleges of education. The purpose of this study was to establish any significant relationship between entry qualification of undergraduate education students and their levels of performance in the design and production of instructional materials. The sample consisted of 80 randomly selected third‐year undergraduate education students who registered for the Introduction to Educational Technology course during the first semester of the 1987‐88 session at the University of Cross River State, Uyo. Undergraduate education students with the NCE performed significantly better in the design and production of instructional materials, as measured by the practical and instructional package projects, than those students who lacked the basic entry qualifications but were admitted to a one‐year remedial course prior to entry.