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Effects of Self-Evaluation with Video Tape Recorder and Peer Evaluation Techniques of Micro-Teaching on Student-Teachers’ Acquisition of Verbal and Non-Verbal Communication Skills

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Abstract

Micro-Teaching is an innovation in teacher education which is employed in the preparation of'
pre-service teachers for the acquisition of specific teaching skills. The teaching skills include
set induction, verbal and non-verbal communications, stimulus variation, planned repetitions,
use of examples etc. Micro-teaching usually involves the use of video tape recorder (VTR)
which enhances video-play-back that enables the student-teacher to make a critique of hidher
performance and repeat of the operation to improve certain components of the micro-lesson.
The use of video-tape recorder to enhance class room instruction is among the modern
approaches that have come to involve educational technology components. However, despite
the relevance of VTR in teaching and evaluation of pre-service teachers' mastery of the
teaching skills, the method appears too expensive and delicate in operation. This study, is
therefore aimed at ascertaining the effects of Peer evaluation technique as an alternative to
VTR evaluation in micro-teaching. The sub-skills which are components of the verbal and non-
verbal communication skills under study were identified fiom micro-teaching text books and
journal articles. These sub-skills constitute the Rating Scale on Micro-Teaching
Communication Skills (RASOMTECS). The first section of the RASOMTECS consists of
fifteen itcnls on verbal communication while the second section was made up of fifteen items
on non-verbal communication skills. RASOMTECS was given out to micro-teaching content
specialists who determined the appropriateness and relevance of each item to the
communication skills (behaviours) it measures. Based on the recommendations of these
resource persons, some items were modified while some others were replaced. RASOMTECS
was face-validated in terms of clarity of words and plausibility of the items. The instrument
was trial-tested on 28 pre-service teachers in a College of Education. The results of the two
sessions of the trial-test were used in calculating the reliability index while the ratings of the
five expects on the instrument were used in calculating the Content Validity Index (CVI).