The effects of microteaching on student teachers’ performance in the actual teaching practice classroom

Summary The study sought to ascertain whether the classroom performance of student teachers differs significantly according to whether or not they are exposed to microteaching. A stratified random sample of 20 year II social studies student teachers was randomly assigned to two equal groups. One group was exposed to a mini‐microteaching programme, which ran concurrently with the teaching practice exercise, while the second group was not exposed to microteaching. The teaching performances of the two groups were observed in the actual classrooms, by three independent assessors, before and after the microteaching. The means of the aggregate means of these two groups were compared using the t‐test of significance. It was found that while there was no significant difference between the performances of the two groups on the pre‐microteaching observation scores, there was a significant difference between them on the post‐microteaching observation scores, in favour of the microteaching group.