Abstract
This paper sought to establish the influence of Laboratory Experiment Teaching Method on the Bachelor of Education (B.Ed) Science students’ performance during teaching practice. The sample comprising 107 B.Ed Science students, their respective Head of Subjects, and the three faculty provided the study data through questionnaires, interview schedules and the teaching practice assessment form. The data were analyzed descriptively and inferentially. The study concluded that (i) the Laboratory Experiment Teaching Method as taught in the university-based subject Methods Course and applied by the B.Ed Science students on TP is limited. (ii) The HoS can be an important school-based resource for provision of technical support (iii) the classroom is a potential context for learning to apply as well as hone the Laboratory Experiment Teaching Method. The study recommended that (i) technical support be enhanced to further adoption of and hone the instructional practices found ‘difficult’ or superficially developed (ii) Lobby for a structured supervision partnership with the HoS (ii) faculty tu design a portfolio of learning experiences on application of the Laboratory Experiment Teaching Method that relate to the individual and context-specific needs, and use the data to improve the B.Ed Science students’ experiential learning both at the university and at the school-based teaching practice experiences. Keywords : Laboratory experiment, teaching practice, competency, performance DOI : 10.7176/JEP/10-18-15 Publication date :June 30 th 2019
Highlights
Introduction and BackgroundThe subject matter of science comprises the material world
A Regression Analysis was conducted and the results revealed that application of the Laboratory Experiment Teaching Method has a statistically significantly unique contribution in the prediction of the TP performance of B.Ed Science students, as indicated in the results of coefficients (β =.659, t = 8.562, p=0.000
The Laboratory Experiment Teaching Method variable had a positive standardized beta coefficient = 0.632 in the coefficients results. This indicate that a one unit change in the application of Laboratory Experiment Teaching Method during lessons is likely to lead to a rise in the TP performance by 0.632 standard deviation units. These results suggests adequate pedagogical understanding of instructional practices which may have resulted in well developed, deep-seated and stable conceptions of the Laboratory Experiment Teaching Method, and explains the B.Ed Science students’ seemingly fluency in most of the instructional practices that constitute the Laboratory Experiment Teaching Method, the high performance on teaching practice
Summary
Laboratory Experiment teaching method has no significant influence on the teaching practice performance. To address the gap between ideas and the phenomena, science subject teachers should be prepared to guide learners in discussing the phenomena studied in the experiment, and verify their ideas with real life experiences In this regard, focus of the mandatory university-based subject methods course should be the development the pedagogical understanding to help the student to explore, analyze, explain and apply data in abstract situations. Moderation analysis was used to determine the moderation effect of TP supervision and assessment on the relationship between the Laboratory Experiment Teaching Method and the Teaching Practice performance of the sampled B.Ed Science students Both analyses were used to test the research hypotheses at significance levels of 0.05. The participants consented by signing informed consent forms prior to data collection
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