Evaluation of Classroom Dynamics as Correlates of Academic Performance in Educational Research and Statistics among Pre-service Teachers in College of Education, Lagos State
1Udofia, I.G., 2Gbemisola, C.O. & 3Obanya, Pai
1&2Department of Guidance and Counselling Education, College of Specialized and Professional Education, Lagos State University of Education, Lagos State, Nigeria.
3Institute of Education, University of Ibadan, Ibadan, Oyo State, Nigeria.
Abstract
This study investigated classroom dynamics as correlates of academic performance in Educational Research and Statistics among Pre-service Teachers in College of Education, Lagos State. The core objective of this work is to justify if classroom dynamics is a pivotal determinant of academic performance of pre-service teachers in teacher training institution. Four hypotheses were raised to guide the focus of the study as target population was pre-service teachers in college of education, Lagos State. A sample of three hundred (300) level Pre-service teachers was selected from five schools in the institution. Multi-staged technique was used to select 20 departments from 64 accredited departments in the institution. Two instruments, 2022/2023 Teacher Made Achievement Test on Educational Research and Statistics containing 60 items on 4-multiple options and a self-structured Classroom Dynamics as Determinants of Academic Performance of Pre-service Teachers Questionnaire were used to generate data. Content validity was determined by two experts in the department of Educational Evaluation and Counselling Psychology, University of Benin. With the use of Cronbach-alpha a reliability form, an index of 0.889 and 0.781 was derived on 50 students from Federal College of Education, Akoka, Lagos not part of this work. The index value shows that internal consistency was achieved. Data generated was analysed using correlation analysis tested at significant level of 0.05. The study revealed that classroom dynamics not only significantly correlate with pre-service teachers’ academic performance, use of instructional materials, classroom management and teacher’s observation skills also contribute positively to their academic performance. The study then concluded that teachers’ observation skills, classroom management and use of instructional materials are good predictors of students’ performance in Educational Research and Statistics.
Keywords
Evaluation, Classroom Dynamics, Academic Performance, Pre-service Teachers, Educational Research and Statistics
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