EFFECT OF PHYSICAL AND BLOG-BASED FEEDBACK MODES ON PRESERVICE TEACHERS' PERFORMANCE IN MICROTEACHING IN FEDERAL COLLEGE OF EDUCATION (TECHNICAL) AKOKA, LAGOS
Abstract
This study investigated the effect of physical and blog-based feedback modes on the performance of preservice teachers in microteaching in Federal College of Education (Technical) Akoka, Lagos. Two research questions and two hypotheses guided this study. The study adopted quasi-experimental design. Forty pre-service teachers were assigned to two groups, physical group (20) and blog-based groups (20). A researcher-designed rating scale was used to collect data form participants. Analysis of covariance (ANCOVA) was used to test the research hypotheses at 0.05 level of significance. The results showed that there was no significant difference in the performance of the participants in the two groups on communication and questioning skills. This study concluded that physical and blog-based techniques have significant positive effect on the performance of preservice teachers in microteaching. Based on these findings, it was recommended that Colleges of Education should adopt a blend of physical and blog-based feedback to maximise the strengths of both modes for developing communication and questioning skills among preservice teachers.
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