Comparative effect of collaborative peer and video-based microteaching models on selected female preservice teachers’ science teaching efficacy

Abstract

microteaching models in enhancing the science teaching efficacy of selected Ghanaian female preservice teachers. A comparative research design with purposive (criterion-based) sampling was used to select two intact classes comprising fifty-six (56) second-year Early Grade preservice teachers from the Presbyterian Women’s College of Education, Aburi. Participants were assigned to two treatment groups: collaborative peer microteaching and video-based microteaching, with twenty-eight (28) participants in each group. Over a period of six weeks, participants engaged in their respective microteaching sessions. Data was collected using the Science Teaching Efficacy Beliefs Instrument (STEBI-B), the Perception of the Collaborative Peer Microteaching Model (PCPM) questionnaire, and a focus group interview. The STEBI-B was administered as a pre-intervention and post-intervention assessment to measure science teaching efficacy before and after the interventions. Paired-sample ttests showed significant improvements in STEBI-B scores for both the collaborative peer group (t(27) = −3.167, p = 0.004 < .05) and the video-based group (t(27) = −7.906, p = 0.000 < .05), with the larger t-value indicating that the video-based microteaching model was comparatively more effective. An analysis of covariance (ANCOVA) further confirmed that when the collaborative peer and video-based microteaching groups’ pre-intervention STEBI-B assessments are controlled, the video-based microteaching was comparatively more effective in enhancing female preservice teachers’ levels of science teaching efficacy. A two-way ANCOVA also revealed that age, prior teaching experiences, and their interaction had no statistically significant effect on participants’ STEBI-B scores. Additionally, responses from the PCPM questionnaire and focus group interviews indicated that participants generally perceived both microteaching models as effective in enhancing their science teaching efficacy.