Effects of Instructional Strategies on the Trainee Teachers’ Learning Outcome in Practical Teaching Skills

Abstract

This study investigated the effects of three types of microteaching modes as strategies for enhancing trainee teachers’ learning outcomes in questioning, communication and stimulus variation skills. The study adopted pretest-posttest, control group, quasi-experimental design with 4x3 factorial matrix.  One hundred and thirty-five trainee teachers from three Colleges of Education participated in the study. Instruments used were Practical Teaching Skills Rating Scale and Learning Styles Self-Assessment Inventory.  Data were analyzed using Analysis of Covariance, while Sidak post hoc analysis was used to explain the significant difference.  There was significant main effect of instructional strategies on trainee teachers’ practical teaching skills achievement in microteaching.  However, there was no significant main effect of learning style on trainee teachers’ and no significant interaction effect of instructional strategy and learning style on students’ practical skills achievement in microteaching.  The perceptual mode instructional strategy was effective in enhancing trainee teachers’ practical teaching skills achievements in microteaching. 

Keywords: Learning outcome, perceptual mode, audio mode, symbolic mode, conventional mode, instructional strategy, learning style