IMPACT OF VIDEO -ANALYSIS ON TEACHING PRACTICE PERFORMANCE AMONG COLLEGES OF EDUCATION STUDENTS IN NORTH -WEST ZONE, NIGERIA.

Abstract

This study investigated the Impact of Video Analysis on Teaching Practice Performance among Colleges of Education Students in North -West Zone Nigeria. Pre-test, Post-test Experimental Control Group research design was used in this study. The population of the study consists of 1770 National Certificate of Education II (NCE) Chemistry Students from 8 Colleges of Education, a sample of 105 N.C.E II Chemistry Students were drawn from the population using simple random sampling technique and were categorized into  experimental and Control groups. Teaching Practice Performance Assessment Sheet (TPASS) with a reliability coefficient of 0.79 determined using Pearson Moment Coefficient of Correlation (PPMC) was the instrument used for data collection. One research question and one research hypothesis were raised to guide the study and analyzed using Mean and independent t- test. Findings from the study revealed that Pre-service Chemistry teachers’ in the Experimental group exposed to Video- self, and peer -analysis performed better than their counterparts in the Control group who were not exposed to video self and peer analysis. Based on the findings of the study, it was concluded that Video -self, and peer-analysis of Teaching enabled Pre-service Chemistry teachers perform better in their teaching practice. Based on the findings of the study it was recommended that Video should be used as a tool for observation and feedback during teaching practice exercise in Teacher Education programmes at all levels among others.