Multimedia Mediated Learning and Learner-Centered Microteaching in Developing Pre-Service Teachers’ Teaching Competencies and Language Proficiency

Abstract

Abstract
 
 This experimental study determined the effect of multimedia-mediated learning and learner-centered microteaching on the language proficiency and teaching competencies of pre-service teachers. The pretest and posttest equivalent group design was used with 32 participants divided into two groups through pairing of scores. The study was conducted during the School year 2017-2018. The data were gathered using a 46-item rubrics with seven subscales: subject matter, lesson planning, teaching process, classroom management, instructional materials, communication skills and questioning skills. Data were analyzed using the mean, t-test for independent and t-test for paired samples. Descriptive analysis showed that in the seven areas, the pre-service teachers have Satisfactory to Very Satisfactory performance in the pretest, but in the posttest, they improved to Outstanding. Statistical analysis showed that both experimental (multimedia) and control (microteaching) groups’ competencies and proficiency in the pretest was not significant. However, both experimental and control group showed a significant increase in their performance in the posttest. Difference in the mean gain scores showed that even though both groups improved in the posttest, the teaching competencies and language proficiency of the pre-service teachers in the experimental group was much better than those of the control group. Both teaching methods are recommended in developing teaching competencies and language proficiency but using multimedia-mediated learning could result to better performance.