CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Teaching practice experience is an important component of becoming a teacher. It grants

student-teachers experience in the actual teaching and learning environment (Ngidi & Sibaya,
2013; Perry, 2014). During teaching practice, a student-teacher is given the opportunity to try the
art of teaching in his field of study be it in computer science or any other subject before actually
getting into the real world of the teaching profession (Kasanda, 2011). Student-teachers also
know the value of teaching practice as remarked by (Menter, 2010). According to Menter, they
perceive it as ‘the crux of their preparation for the teaching profession’ since it provides for the
‘real interface’ between student hood and membership of the profession.

As a result, challenges in teaching practice create a mixture of anticipation, anxiety, excitement

and apprehension in the student-teachers as they commence their teaching practice (Manion,
Keith, Morrison & Cohen, 2013; Perry, 2014). Teaching practice experience enables a student
teacher to integrate science concepts in a manner free of the restrictions imposed by the arbitrary
subject boundaries of the separate sciences. It has a dynamic process approach to the teaching
and learning of science. As noted by (Marais and Meier ,2014) teaching practice in this area at
times possesses a challenging but an important part of teacher training, especially in developing
countries such as Nigeria, where the effectiveness of the teaching practice can be diminished or
eroded by a range of challenges, such as geographical distance, low and uneven levels of teacher
expertise, a wide-ranging lack of resources as well as a lack of discipline among a wide cross
section of learners and educators. These challenges, if not addressed, may affect student
teachers’ performance during teaching practice and May in the long run affect their perception of
the teaching profession (Quick & Sieborger, 2015). According to (Menter, 2013) there has been
a shift in the concept of teaching practice (associated with an apprenticeship model) to the
concept of field/school experience (associated with an experiential model). However, no matter
1
how it is being envisaged, the notion of teaching practice is entrenched in experience-based
learning initiated. Consequently, as suggested by (Nigeria Norms & Standards for Educators,
2014), teaching practice is meant to provide for the authentic context within which student-
teachers are exposed to experience the complexities, challenges and richness of the reality of
being a teacher. This process allows the student-teacher an opportunity to establish whether the
right career choice has been made or not. However, despite its importance, (Killen & Steyn,
2011) note that teaching practice sometimes becomes demoralizing and sometimes very
frightening experience due to the challenges associated with it. It is on account of this that has
necessitated the study into investigating teaching practice experiences of computer science
student-teachers, challenges and possible panacea.

The objectives of teaching practice for assessing student – teachers are as follows:

i. To provide opportunities for the students to acquire and prove teaching skills.

ii. To enable the students effectively plan and prepare lessons.

iii. To help the students develop traits, attitudes and abilities;

iv. To enable the student to bring about learning in children, and

v. To enable the students to acquire the characteristics of a teacher and to display

appropriate behavior.

The seven principles for good practice on good teaching and learning in schools are:

i. It encourages good contact between student and lectures,

ii. It develops reciprocity and co-operation among students

iii. It gives prompt feedback

iv. It emphasizes times on task,

v. It communicates high expectations and

2
 vi. It respects diverse talents and ways of learning

1.2 PURPOSE OF THE STUDY

The importance of the teacher in relation to the quality of education a country provides to its
citizenry, explains, in part why special training and practical experience are part and parcel of
any well-programmed teacher education scheme. The teaching practice experience exposes the
student-teachers in the field of teaching and enhances them to be effective in the classrooms.

There are numbers of problems that militate against the effective implementation of the teaching
practice programme in general. The specialized nature of the programme further complicates
problems in these areas. The study would therefore investigate fully the challenges and also find
the possible solutions to them.

i. The supervisor’s principal etc.

ii. Pupils in the classrooms, and

iii. The parent institution.

1.3 STATEMENT OF THE PROBLEMS

The study aims at investigating the challenges encountered by student – teachers during teaching
practice and their possible solutions. This study is specifically meant to:

i. Find out the exact role of the student–teachers, the cooperating teachers (i.e. the
resident supervisors), the college supervisors and the principals/heads of departments
of the cooperating school.

ii. Find out challenges encountered by student – teachers during teaching practices.

iii. Identify useful solutions to the challenges outlined in (ii) above.

1.4 SIGNIFICANCE OF THE STUDY

3
Every year, thousands of prospective teachers from colleges and universities are programmed in
various schools for training students in teaching experiences which are meant to contribute
greatly to their preparation as beginning teachers. Having acquired lots of theoretical
knowledge, it is necessary that the students are exposed to practical training, for them to become
very skillful on the job. Since teaching practice is very important in the teacher education.

Any effort towards improving the major areas of challenges encountered in its execution as a
means of reorganizing and making the practice more efficient is one in the right direction.

The teaching practice programme is the first real life experience that the student have in their
preparation as teachers. If therefore this first experience is without challenges such as those that
were mentioned in this study, necessary positive attitude would develop and hence the likelihood
of the individuals succeeding in their chosen career as teachers will increase. The prospective
teachers will become acquainted with lesson preparation, use of instructional materials and
handling of student adjustment problems in the classroom.

The teaching practice is meant to introduce students to one of the important aspects of the
teacher education programme, such as relating effectively with co-workers (both academic and
non-academic) and in handling students’ problems both within and outside the classroom.
Above all, it exposes students to real life experiences.

1.5 SCOPE OF THE STUDY

Due to certain constraints such as time, and finance, this research work was limited to the
challenges which the student – teachers encountered during their teaching practice and possible
panacea using Kaduna state college of education Gidan Waya, computer science final year
student – teachers.

This research work does not in any way investigate problems associated with policy
implementation in entire state but mainly focuses on those challenges that influence effective
performance of student – teachers during their teaching practice.
4
1.6 LIMITATIONS OF THE STUDY

There are different factors that make this project to be carried out within the confinement of
Kaduna state college of Education Gidan Waya with regards to investigating student – teacher’s
challenges during teaching practice. Some of these constraints include:

(i) Time

The period within which the project is expected to be completed is very short. Therefore, many
respondents or large geographical area cannot be covered, thereby creating a constraint to the
areas

(ii) Finance

It is obvious that research requires huge amount of money for it to be carried out effectively and
financial status of the researchers not encouraging, necessitated the choice of the scope of the
study as appropriate one.

(iii) Respondent

During the time of administering questionnaire, the respondents in school cannot be reached out
due to a period of strike in the school. This creates a barrier to the project, compelling us to use
computer science. Final year student – teachers in Kaduna State College of Education Gidan
Waya, Kaduna state.

1.7 RESEARCH QUESTIONS

In order to examine student – teacher challenges during teaching practice, the following research
questions were formulated,

(1) What are the personal challenges faced by student–teachers during teaching practice?

5
 (2) What challenges are associated with the pupils in the classrooms towards the student
teachers?

(3) Do we have challenges posed by the relationship between the school principals,
regular teachers and the student–teachers during the teaching practice?

(4) Do we have challenges faced by the teaching practice student–teachers as a result of

the organizations of the practicing schools?

(5) Examine the challenges associated with the teaching practice student – teachers from
the supervision/supervisors?

(6) What challenges are posed by the student–teachers institutions on the student
teacher’s exercises?

(7) What are the possible remedies to remove the adverse effects of the various
challenges to the student–teachers teaching practice exercises?

1.8 RESEARCHER HYPOTHESES

1. Computer science student–teachers do not have challenges facing them during

teaching practice.

2. Preparation of the student–teachers from their parent institutions and levels of

administration in the hosting schools have no effect on the success of the student
teachers’ exercises.

6
 CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

The literature review of the study was reviewed under the following sub headings:
Definitions and meanings of general concepts

The concept of teaching practice, Objectives of teaching practice programme,

Significance of teaching practice, Challenges encountered by student-teachers during
teaching practice and Summary.

2.1 GENERAL CONCEPTS

Education as we all agree is for life and should take place all through life. One of the
interpretations of this is that long after people have left schools they should still be
interested in their own health, all round development and in the overall welfare of the
society.

If these healthy attitudes are to be developed at home and nurtured in schools, students
must deal with teachers who are effective stimulators. They must deal with teachers, not
cheaters. Students ought to look forward to school experience and almost regret going
home at the end of the school day. Some say that teachers are born not made. Partially,
this is true. They have mothers; yet it is not true that everybody who is born must teach.
To be effective, teachers must master the science of teaching and blend the skills
acquired unto their individual personalities through teaching practice (komba, S.C &
Kira, E.S., 2013).

But in a real sense, teachers are made, not just born. We have no born lawyers, born
engineers or born medical doctors; we don’t have them. Similarly, we have no born
teachers. Nobody is ever called a teacher as he was born. No individual is ever born
with a specialty of culture. At birth, every individual is both a cultural and a profession

7
 barbarian, you do not yet know what you would grow up to be. Every society has a
culture and it is her duty to accustom her youths through the instrumentality of the
curriculum, formal or informal. The curriculum provides orientation in:

a. The universals of culture

b. The specialties of culture that identify with the various professions or employments every
individual or citizen would choose and take to, in order to provide some particular service
to the society and from it, earn a living.

The classroom teachers, being the principal executive of any functional curriculum, takes
full responsibility for providing adequately, for the satisfaction of the imperative demands
of both the universals and the specialties of culture. He does so by ensuring that, on
graduation from school, the school leavers have learnt and acquired that which is vital for
social belonging as well as the where withal for service to the society in some positive
capacity. The ability and capacity to achieve all these in and for the school leaver, have not
accrued to the teachers by inheritance or through any kind of baptism. They were no
birthrights of his. He tainted for them. The teacher is made, not born.

Teaching is an age long profession that has undergone transformation over time. Teachers
who are teaching continue to receive scholarly attention because of their vital roles in
educational practice. The challenge of producing effective and efficient teachers cannot be
ignored, because of their multi-faceted roles as social agents and engineers, citizenship
trainers, curriculum developers, characters trainers, class room managers amongst others
(Ucar, M.Y et al, 2012)

In conclusion, teaching can also be defined as a process of imparting knowledge to an

individual or group of individuals (Jansen, C., & van der Merwe, P 2015). It can also be
said to be an attempt to bring about desirable changes in human learning abilities and
behaviors. Teaching and learning is referred as a process by which we acquire; retains
attitudes and knowledge, understand skills and capabilities that cannot be attributed to
8
 inherited behavior patterns of physical growth. Teaching enhances or facilitates learning.
One important thing to know about teaching is that it involves the acquisition of knowledge
through the active participation of the learner when he is guided. It could be looked upon
as a process of transmission of knowledge to those who will be committed to learning in
the face of proper guidance.

2.2 THE CONCEPT OF TEACHING PRACTICE

As a profession, exposure to filed experience, internship, practicum or practices are component

part of teacher training in several nations of the world. In Nigeria, this practice is generally
referred to as teaching practice and it is compulsory practical exercise for every student-teacher.
It is a pre requisite for the award of a certificate, diploma or degree in education.

Teaching practice is the first opportunity for the student–teachers to participate in activities
involved in teaching or in actual situation. It is also recognizing as an experience of guided
teaching in which the student–teacher assumes increasing responsibilities for direction of the
learning of a group of pupils over a specific period of time. It is a means of providing
opportunities, under typical school conditions as selected cooperating schools, for student–
teachers to secure experience in observing and participating activity in all the diverse educational
activities of teachers in schools. Azeem, M. (2011) defined teaching practice as an integral part
of teaching education programme which provides opportunity for student–teachers to put all
theoretical knowledge into practice in real school situation. Rubinstein, G. (2010) says it is the
first opportunity for a student–teacher to participate in activities, which involves teaching in
actual situation. These opportunities to teach under typical school condition in a selected
cooperating school helps the student–teachers in securing experience, observing and
participating actively in all the diverse educational activities of teacher in the school.
Akhmadeeva, L., Hindy, M., & Sparrey, C.J (2013) described teachers to put into application
some of the psychologies, methods and principles he or she learned theoretically in the class
room.

9
During teaching practice, the student–teachers are usually put under the care and coach of a
supervisory teacher. The role of cooperation teachers in the scheme of work in teaching practice
is very significant (Mannathoko, M.C. 2013). The teacher education programme was conceived
as the guidance of an experience teacher. It is however, unfortunate that most colleges do not
use cooperating teaching effectively in shaping the student–teacher’s attitudes towards teaching
profession. Student–teachers would be professional teachers who as a part of their profession’s
training, get assigned to schools for the purpose of putting into practice their theoretical
knowledge for teaching.

In addition, teaching practice is designed to provide opportunities and guidance in a school

setting for student teachers to develop in themselves professional competencies and their
understanding, knowledge and skills.

2.3 OBJECTIVES OF TEACHING PRACTICE PROGRAMME

The aim of organizing teaching practice programmes in business of teacher education in

all the producing institutions is said to be the same, though the methods of achieving
these objectives vary from one school to another. The main objective of teaching practice
programme is to produce competent and good teachers with very limited resources at the
disposal of producing institutions.

According to Genevieve A.(2016) after thoroughly reviewing the works of Flanders and
Cope suggested ten objectives of teaching practice. They include:

i. Apply the principles of the professional course already internalized by students to the
teaching-learning in the classrooms process so that the principles could in practice
bring meaningful change in the learning processes of students,

ii. Develop the skills and competence of teaching,

10
iii. Organize the scheme of work and in particular the lesson-plan for each day around
the major concepts and generalization that are required as necessary to facilitate
sequential learning in students;

iv. Become familiar with a variety of teaching strategies and instructional resources that
are appropriate to achieve overall teaching-learning objectives.

v. Study and diagnose the scholastic difficulties of pupils which may arise from
behavioral problems and provide guidance and remedial instructions to those who
need them.

vi. Apply the principles of evaluation in assessing the effectiveness of student-teachers

teaching, as this also affects the progress of their pupils.

vii. Acquire skills in democratic classroom management and conduct of pupil’s activities.

viii. Participate actively and effectively in the various instructional and non instructional
programmes and activities of the school in which they will be serving.

ix. Establish good human relation with individual small or large groups, with staff,
parents and other members of the community.

x. Provide the opportunity to participate in community activities which will enhance the
professional growth of a teacher.

Similarly, the National Commission for Colleges of Education (NCCE) outlines the
objective of teaching practice as follows:

i. To help student–teachers develop positive attitudes towards the teaching profession.

ii. To expose student–teachers to real life classroom experiences under the supervision
of professional teachers

iii. To enable student-teachers discover their own strengths and weaknesses in teaching
and develop opportunities to overcome and consolidate them.

11
 iv. To provide a forum for student–teachers to translate educational theories and
principles into practice.

v. To familiarize student–teachers with school routines.

vi. To expose student–teachers to the total school environment.

vii. To provide student–teachers with the necessary skills, competencies, personal

characteristics and check experiences, for full time teaching after graduation.

viii. To serve as a means of assessing the professional competence.

In addition to the objectives mentioned above, Jansen, C., & Van der Merwe, P.(2015) reviewed
the same objectives as with NCCE. This shows that the primary goals of teaching practice is the
same, “to produce competent teachers for the various levels of schools in Nigeria”. It is known
that growing practice of the colleges and Universities in counseling with their teachers, graduates
and supervisors is a hopeful sign for the continuation of the improvement of teacher education
which has been in process for several years.

Teaching practice according to Nakpodia, E.D. (2011) seems to agree that the aim is to get
student–teachers integrated into the teaching profession; hence teaching practice is an integral
part of teacher education programme aimed at providing student–teachers an opportunity to put
into practice their theoretical knowledge in real school life situation. Teaching practice provides
the school life situation. Teaching practice provides the student–teachers the ground to acquire
teaching skills in the field and likewise having in mind the previous micro-teaching before
teaching practice, which is a pre-requisite for teaching practice.

2.4 SIGNIFICANCE OF TEACHING PRACTICE

Teaching practice has remained as an unchallenged “essential element in the preparation of

generalization of teachers, since the establishment of training colleges in the middle and late 19 th
century. Unchallenged, that is until quite recently, when the concept of teaching practice has

12
been subjected to close scrutining and found to be somewhat anachronistic and ambiguous
(jansen, C., & van der Merwe, p. 2015).

To refute this assertion made by Cohen and Manion, Okorie revealed that the increasing trend
towards placing student – teachers for longer periods of time in school with belief that it will
enables them to gain useful experience in interacting with children and school teachers will
contribute immensely to the development of higher teaching competencies among student –
teachers. To offer opportunities for prospective teachers increase their professional competence
as they assume gradually fuller responsibilities of a teacher under guidance of experience
personnel and in accordance with readiness and needs is the major purpose of student teaching
according to Ibraheem, (2012).

The teaching practice programme in education cannot be over-emphasized. Ucar, M.Y. (2012)
says that the student – teaching programme embodied in the teacher education system is a great
asset to prospective teachers.

He further states that the student–teachers’ phase is the only laboratory experience provide for
students in some of the institutions. Through this means that student is given the opportunity to
relate his studies to his future career.

Practice teaching takes place in a stimulating climate; it will provide valuable experience for all
the participants; Griofa I.,and Ruairc U ,(2013).place students based on this fact, however, the
teaching-learning of education subjects can best be harmonized under conducive environment.
Hence they further contend that the teaching practice exercise tends to provide a means whereby
it is gradually inducted into the complexities of teaching, he is taught to develop health
professional attitude towards members of the teaching of purposes, development programmes
and administrative organization of the school system of his slates or country.

Agusiobo and Olaitan also contended that the exercise help the student – teachers to utilize
psychology of learning, improving his understanding of principles of child growth and

13
development and their relationship to the learning process, these is thus able to protect pupils’
interest and welfare against crude practices in respect to teaching. Through teaching practice, the
student – teachers also discovers though experience ways of improving or recognizing
curriculum or syllabus content for pupils by effective use of local available resources and
consideration of societal needs.

Teaching practice helps the student – teachers in becoming resourceful and creative in planning,
developing and evaluating effective, learning experiences with pupils and improvising teaching
aids which brings about vitalities in the teaching learning process.

Therefore Genevieve A. (2016) enumerated some advantages of teaching aids when properly
utilized thus:

a. Stimulation of interest among learners.

b. Induces and ensues proper encoding, longer retention and easier retrieval of
stored materials.

c. Broadens the students’ horizon, by brining distant materials to their immediate

experience.

d. Grants student the opportunities to interact with experts brought in as resource

persons.

2.5 CHALLENGES ENCOUNTERED BY STUDENT - TEACHERS DURING

TEACHING PRACTICE

It has been earlier state that the teaching-practice programme in teacher education system
is as old as the teaching professional itself. The strength and weakness given the
numerous challenges encumbering the student – teachers one would stand to doubt the
prospects the entire exercise. Challenge of teaching practice have been with the teacher
education institution for a long time now. The challenges crops up yearly whenever the
students are to undertake the teaching practice. Alien, K.P. (2010) identifies a good
14
 number of problems faced by student teachers during teaching practice. The following
factors have been identified and outlined for discussion and analysis:

1. Accommodation and feeding problem

2. Time and periods

3. Supervision and supervisors

4. The permanent teachers’ attitudes

5. The student–teachers’ attitudes

6. Extortion of money from student – teachers by their supervisors.

7. Neglect of student–teachers by the school authority where they are posted for the
teaching practice

8. Irony of emphasis on the use of teaching aids in all topics by students.

2.6 SUMMARY

This part describes and relates previous works that is related to this research work.

(oluwafemi Bolarfinwa, 2010) worked on the effects of teaching practice on student teachers in
tertiary institutions in Nigeria, there work was carried out to examine the effects of teaching
practice on student on student teachers while our work is on teaching practice experiences of
Student teachers.

Alien, K.P. (2010) identifies a good number of problems faced by student teachers during
teaching practice whereas our work is on the challenges and possible panacea (solution).

15
(John S. Likita, Liberty Joseph and Alheri Titus, 2016) worked on implementation of practical
classes in teaching and learning of computer science. While our research work s on teaching
practices experience of computer science students – teachers challenges and possible panacea
(solution).

During the literature review, education was noted as a corner stone for any society that see
development. Based on this, several attempts have been made to remove barriers that hinder
educational development. Some of these barriers in education were introduced as a result of
inadequate-preparation of personnel who are trained to pilot the affairs of education. Many of
the problems arises due to challenges teachers face during their classroom encounter which
originated from challenges encountered by student – teachers that are not properly addressed.

Solutions to the challenges would help to reaffirm or reposition the student teachers to achieve
the desired objectives of teaching practice. The parent institutions, the hosting institutions and
staff, the supervisors, the ministry of education and PTA’s are the identified agents that could I
prove teaching practice as an important aspect of teacher education in Nigeria.

16
 CHAPTER THREE

3.0 RESEARCH METHODOLOGY

The methods used in this study are as outlined below: Design of the study, area of the study,
population, sample and sample techniques, instruments used, validity of the instrument,
reliability of the instruments, method of data collection and procedure of data analysis.

3.1 RESEARCH DESIGN

The researcher used survey research design in this work. According to Oriando, M., (2013), the
fundamental aspect of the survey research is sampling technique in which a group (sample) of
the respondents is considered to be representative of the entire group (Student– teachers). This
means that only part of the population is studied and findings from sample are generalized to
represent the entire population.

3.2 AREA OF THE STUDY

The study was conducted in Kaduna State College of Education Gidan Waya Kaduna State.

3.3 POPULATION

The population for this project consisted of the targets groups of one hundred and twenty (120)
final year student of the department of computer of science education of the college.

3.4 SAMPLE AND SAMPLING TECHNIQUES

A sample of ten percent of the population was used for this work. By simple random
sampling 120 final year student was selected. According to Rakesh Renjan (2013) simple
sampling is a type of sample technique in which each member of the population (respondents)
has equal and independent chance of being selected in the sample to represent the entire
population.
17
3.5 INSTRUMENT USED

The instrument used for data collection is a structured questionnaire developed from the research
questions posed in chapter one of this work. It comprises of two sections. Section A contains
information on the characteristics of the respondents while Section B consists of the structured
questions which aimed at determining the opinions of the respondents in the research topic.

3.6. VALIDITY OF THE INSTRUMENT

The researcher subjected the instrument to face validation by giving it to exports in measurement
and evaluation unit of the school of education, of the college and also to the protect supervisor
who edited it and made some corrections with regards to its contents, language structure and
relevant.

3.7 RELIABILITY OF THE INSTRUMENT

A pilot test using final year students of the same departments in the school, which is different
from the main target group, was used to establish the reliability/consistency of the questionnaire
which has been validated. This was done in order to test whether it is understandable, and if
possible remove any form of ambiguity and also to improve the level of instrument before
administering it to the actual sample population.

In this form, the questions were meant to be simple and self-explanatory to the respondents for
proper completion.

3.8 METHOD OF DATA COLLECTION

Questionnaire was the main instrument for data collection, although this was supported by
observation and oral interview when necessary. The researchers personally administered and
supervised the completing of the questionnaire independently by the respondents in the lecture
halls. Collections were made at the spot after the exercise. This is to ensure that the

18
questionnaire tallied with the 120 respondents. The same numbers of questionnaire copies given
out were collected back.

3.9 PROCEDURE OF DATA ANALYSIS

The data collected were tallied and analysis carried out using the likert nominal scale. This is
done by assigning difference categories of the levels of challenges/issues with the nominal value
ranges of the scale. The level of agreement for disagreement of the questionnaire items were
determined. Thus.

Strong Agree (SA), 4.5 – 5.4 (5)

Agree (A), 3.5 – 4.4 (4)

Undecided (UD), 2.5 – 3.4 (3)

Disagree (D), 1.5 -2.4 (2)

Strongly Disagree (SD), 0.5 – 1.4 (1)

Total = (15).

The nominal value ie cut off point is computed as xn = the sum of normal values = 15/5
The number of normal values = 3.00
And the mean table value is calculated by using X = The sum of table values of the levels
The number of levels
The response for any item with a mean table score of 3.00 and above shows that the respondents
agree with the statement while any item with the said value score below 3.00 indicates a
disagreement.

19
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

This chapter deals with the presentation and analysis of responses made by the respondents from
the questionnaire. The responses were organized and presented in terms of mean (X) as
indicated in the tables below.

4.1 DATA PRESENTATION

RESEARCH QUESTION ONE: What are the personal challenges facing student–teachers
during teaching practices?

Table 1.0: Personal challenges of student – teachers during teaching practice.

S/N Item SA (5) A (4) UD (3) D(2) SD (1)

f Fx F fx f fx F fx f fx Efx X
Location of the
1. 47 47x5 22 22x4 4 4x3 12 12x2 35 35x1 394 3.28
school affects
adversely the =235 = 88 =12 = 24 = 35
performance of
the student–
teachers.
Finance is a
2. 27 135 32 128 7 21 32 64 22 22 370 3.08
main problem to
the student –
teachers
The
3. 22 110 32 128 12 36 37 74 17 17 365 3.04
transportation
cost to the school
is also a serious
problem.
Inability to have
4. 17 85 18 72 2 6 51 102 32 32 297 2.48
access to
computer is a
challenge
20
 Communication
5. 38 190 22 88 6 18 39 78 15 15 389 3.24
barrier is a
problem
Lack of
6. 20 100 16 64 0 0 72 144 12 12 320 2.66
incentives from
angle constitute
problems.
Accommodation
7. 12 60 22 88 11 33 63 126 12 12 319 2.65
always becomes
a problem to the
teachers
Lack of clear
8. 14 70 12 48 17 51 51 102 26 26 297 2.47
statement of
objectives on the
part of the
teachers of
becomes a
challenge.

RESEARCH QUESTION TWO: What challenges are associated with the pupils in the
classroom towards the student – teachers?

Table 2.0: Challenges posed to the student – teachers by pupils in the classroom.

S/N Item SA (5) A

(4) UD
(3) D
(2) SD
(1)

f fx f fx f fx f fx f fx
Efx X
Students have
9. 25 125 34 136 12 36 21 42 28 28 367 3.05
very low
academic
standard.
Difficulty in
10. 38 190 22 88 8 24 30 60 22 22 384 3.20
adapting to the
pupils level of
academic by
the teachers.
Indiscipline
11. 10 50 22 88 9 27 72 144 7 7 316 2.63
and rude
21
 behavior of the
students.
Lack of
12. 20 100 12 48 2 6 54 108 32 32 294 2.45
attention and
interest of the
learners.
The pupils
13. 12 60 22 88 2 6 74 148 10 10 312 2.60
negative
attitudes
towards the
student –
teachers
New
14. 42 210 22 88 6 18 26 52 24 24 392 3.26
environment
nervousness/ov
er crowdedness
of the pupils in
the class.
Foreignness of
15. 22 110 27 180 2 6 38 76 31 31 403 3.35
the teaching
aids to the
pupils.
RESEARCH QUESTION THREE: Do we have challenges posed by the relationships between
the school principal with the members of staff and the student – teachers?

Table 3.0: Challenges associated with the principals and staff members towards the teachers.

S/N Item SA (5) A

(4) UD
(3) D
(2) SD
(1)

f fx f fx f fx f fx f fx
Efx X
Unfriendliness
16. 17 85 12 48 7 21 62 124 22 22 300 2.50
of the school
principal.
Lack of co-
17. 40 200 28 112 4 12 22 44 26 26 394 3.28
operation from
other regular
teachers.
Extra work
18. 18 90 17 68 2 6 72 144 11 11 319 2.65
load from the
22
 school/head of
the department.
Inadequate
19. 27 135 44 176 5 15 28 56 16 16 398 3.31
exposure to
writing
materials,
laboratory and
equipments.
Lack of regard 15
20. 75 30 120 13 39 32 64 30 30 328 2.73
for the student
– teachers by
the laboratory
technologies,
attendants and
computer
operators.

Research question four: Do we have challenges faced by the teaching practice student –
teachers as a result of the organizations of the schools.

Table 4.0: Challenges of the student – teachers as a result of the organization/management.

S/N Item SA (5) A

(4) UD
(3) D
(2) SD
(1)

f fx f fx f fx f fx f fx
Efx X
Lack of enough
21. 40 200 37 148 4 12 14 28 25 25 413 3.44
computing
equipments and
experimental
apparatus.
Lack of correct
22. 18 90 24 96 10 30 48 96 20 20 332 2.76
enforcements of
rules and
regulation sin the
schools.
Restriction of the
23. 42 210 22 88 12 36 31 62 13 13 409 3.40
teachers from
participating in
23
 extra curricular
activities.
Excess teaching
24. 28 140 34 136 4 12 24 48 30 30 366 3.05
periods

RESEARCH QUESTION FIVE: Examine the challenges associated with the teaching practice
student – teachers from the supervisions/supervisors

Table 5.0: Challenges associated with the teaching practice supervision/supervisors.

S/N Item SA (5) A

(4) UD
(3) D
(2) SD
(1)

f fx f fx f fx f fx f fx
Efx X
Inability of the
25. 30 150 35 140 6 18 25 50 24 24 382 3.18
supervisor to
supervisor all the
teaching practice
teachers.
Large member of
26. 34 170 33 132 2 6 22 44 29 29 381 3.17
student – teachers
assigned per a
supervisor.
Distorted
27. 37 185 17 68 12 36 30 60 24 24 373 3.10
emotional feeling
and stability of
the supervisor as
regards the
locations of the
schools.
Extortion of
28. 34 170 30 120 12 36 24 48 20 20 394 3.28
money from the
teachers by the
supervisors.
Unscheduled
29. 22 110 17 68 2 6 47 94 32 32 210 2.58
visits to the
student –
teachers.

24
RESEARCH QUESTION SIX: What challenges are posed by student – teachers’ institutions
on the student – teachers?

Table 6.0: Challenges posed by the student – teachers institutions.

S/N Item SA (5) A

(4) UD
(3) D
(2) SD
(1)

f fx f fx f fx f fx f fx
Efx X
Inadequate
30. 37 185 16 64 17 51 30 60 20 20 380 3.16
organization of
micro teaching
programmes.
Assignment of
31. 29 145 31 124 8 24 38 76 14 14 383 3.19
inappropriate
supervisors
(subject area
specialists).
Poor preparation
32 37 185 37 148 7 21 17 34 22 22 410 3.41
of student –
teachers by the
student – teachers
institutions.
Inadequate
33 36 180 25 100 12 36 24 48 23 23 387 3.22
number/period of
teaching practice
before graduation
Poor
34 12 60 22 88 4 12 50 100 32 32 292 2.43
evaluation/assess
ment due to
negligence on the
part of the student
– teachers

RESEARCH QUESTION SEVEN: What are the possible remedies to remove the adverse
effects of associated challenges with student – teachers teaching practice?

25
 Table 7.0: Solutions to remove the adverse effects of challenges towards the student – teachers
in teaching practice exercises.

S/N Item SA (5) A

(4) UD
(3) D
(2) SD
(1)

f fx f fx f fx f fx f fx
Efx X
There must be
35. 38 190 22 88 6 18 39 78 15 15 389 3.24
proper micro
teaching exercise
to adequately
prepare the
student – teachers
in their
institutions.
Supervisors
36. 40 200 37 148 4 12 14 28 25 25 413 3.44
should work in
their areas of
specialization,
and money
extorting types
adequately
punished.
Management of
37 43 215 22 88 12 36 31 62 12 12 413 3.44
hosting schools
should encourage
cordial interaction
between the
regular staff and
the student –
teachers
Overloading the
38 42 210 22 88 6 24 26 52 22 22 396 3.30
student – teachers
in the schools
especially in area
where they have
no regular staff to
cover should be
avoided.
Student – teachers
39 27 135 44 176 5 15 28 56 16 16 398 3.31
must be guided to
26
 obtain and make
correct use of
school textbooks
and teaching aids
and make
accurate use of
the laboratories
through the
experience
resident
supervisors.
40 The state 37 185 37 148 7 21 17 34 22 22 410 3.41
governments
through the state
ministry of
educations and
school boards
must give final
year students,
teaching practice
allowances during
the period of the
exercises
4.2 DATA ANALYSIS

RESEARCH QUESTION ONE: What are the personal challenges facing student – teachers
during teaching practice?

From table 1.0, location of the school, communication barrier and fiancé had mean scores of
3.28, 3.24 and 3.08 respectively in support that student – teachers do not do well due to personal
challenges. Also we have that transportation cost to the school is the next part of these challenges
with a means score of 3.04. The above maintained support of more than 3.00 significant level.

On the disagreement side the respondents had mean scores 2.48, 2.47, 2.65 and 2.66 representing
inability to have access to computer, lack of clear statement of objectives, problems of
accommodation and lack of incentive from the government respectively of the student – teachers
as not been serious challenges. The above are maintained in the same table 1.0

27
RESEARCH QUESTION TWO: What challenges are associated with the student – teachers
operations?

Table 2.0, indicates the respondents responses to the above question. The new environment
nervousness/over crowdedness of the pupils in the class, problems of adapting to the pupils’
level of academics and very low academic standard of the pupils have mean scores of 3.35, 3.26,
3.20, 3.20 and 3.05 as challenges inherent in the pupils respectively. These are against the
disagreements of the respondents of 2.45, 2.60 and 2.63 means scores implying that lack of
attention and interests, foreignness of the teaching aids and indiscipline and rude behavior of the
pupils respectively are not serious challenging traits in the pupils in the classrooms. This means
that the student – teachers can still do their teaching practice and get succeeded in the face of the
above problems.

RESEARCH QUESTION THREE: Do you have challenges posed by the relationships

between the school principal/the members of staff and the student – teachers?

From table 3.0, we have 3.31 and 3.28 mean scores (X) above the significant level of 3.00 from
the scale. The above mean scores stood for inadequate exposure to writing materials,
equipments and laboratories, and lack of co-operation from the regular staff members
respectively.

From the same table, the respondents disagreed by mean score levels (X) of 2.50, 2.65 and 2.73
below the nominal mean score level which indicated that lack of regards for the student –
teachers by the laboratory technologists, attendants and computer operators, unfriendliness of
some of the school principals, extra work loads are not recorded as constituting challenges to the
student – teachers in teaching practice.

RESEARCH QUESTION FOUR: Do we have challenges faced by the student teachers as a

result of the organization of the school?

28
Ranking questionnaire items 21-24, we have 3.44 means score for lack of enough computing
equipment and experimental apparatus, 3.40 mean score for item 23 – restriction of student –
teachers from participating in extra-curricular activities in the schools, and 3.05 mean score for
item 24 indicating excess teaching periods of the student – teachers due to lack of enough regular
teachers. The order constitutes serious challenges.

Also ranked are the opposite side to the above. Here item 22 maintained 2.76 mean score below
the scale mean score of 3.00. Hence lack of correct enforcement of rules and regulations in the
practicing schools are not on their own so glaring challenges to the teachers.

RESEARCH QUESTION FIVE: Examine the challenges from the teaching practice
supervision/supervisors?

Item 27 – distorted emotional feelings and stability of the supervisors regarding the locations of
the teaching practice schools has 3.10 computed mean score. This value was followed by 3.28
mean value for item 28 for extorting of money from the student – teachers by the supervisors.
The next to this was inability of the supervisor to supervise all the students allotted to him. The
value recorded for this is 3.18 mean score.

Also a computed mean value of 3.17 existed for item 26 maintaining large number of student–
teachers were assigned per a supervisor. The respondents maintained that this is a challenge to
the exercise.

The above recorded computed means scores are higher than the scale mean value of 3.00
therefore, it is agreed to be challenges facing the student teachers.

On the other side of attainment, item 29 – unscheduled visits to the student – teachers have 2.58
mean value below the scale value of 3.00 for agreement. Hence the respondents disagreed that
unscheduled visits to the student – teachers constituted a challenge to the supervision and
operations of the computer science teaching practice.

29
RESEARCH QUESTION SIX: What challenges are posed by the student – teachers’
institutions?

From table (6.0), one of the challenge was poor preparation of student teachers by the student –
teachers’ institution (item 32) and inadequate organization of micro-teaching programmes and
the third positions was maintained by both assignment of inappropriate supervisors and
inadequate number/period of teaching practice before graduation. The mean score values (X), in
the above order are 3.41, 3.16 , 3.19 and 3.22 in support that they are challenges faced by the
teachers from their supervisions and qualities of the supervisors.

Disagreements to above indices is the computed mean score (X), of 2.43 below 3.00 scale value
showing that poor evaluation assignments of the student– teachers (item 34) is not a challenge.
Hence, the student – teachers always evaluate and assess their students well during the teaching
practice encounter.

RESEARCH QUESTION SEVEN: What are the possible remedies to remove the adverse
effects of associated challenges with computer/integrated science student – teachers during the
teaching practice?

The respondents gave the following indices to indicate their stands on the above issue. The
allocations of the supervisors should be in accordance with their area of specialization and
money extorting type should be adequately punished has computed table mean X of 3.44 (item
36). This was followed by encouraging cordial interaction between the regular staff members
and student – teachers by the management of the hosting school. This has mean score of 3.44
(item 37). The next occurred issue was that the state governments through the state ministries of
education and school boards should give final year student teaching practice allowances during
the period of the exercise. The mean value, X, here is 3.41 (item 40).

Other mean values obtain from the respondents from the same table 7.0 are 3.31 (item 39), 3.24
(item 35) and 3.31 (item 39 for student – teachers must be guided to obtain and make correct use

30
of school textbooks and teaching aids and accurate use of laboratories through the help of
experienced resident supervisors, there must be proper microteaching exercise to adequately
prepare the student–teachers in their parent institutions and overloading the student – teachers in
the hosting schools especially in areas where they have no regular staff to cover should be
avoided respectively.

4.3 DISCUSSION OF RESULTS

RESEARCH QUESTION ONE: What are the personal challenges facing the student –
teachers? The researcher maintained that location of the school, communication barrier and level
of finance of the teachers are the major challenges originated from the teachers. This is because
movement to and around schools in the urban areas is easier than in the rural areas. Teaching the
pupils in their own native languages is more effective and the teachers may not be used to this.

RESEARCH QUESTION TWO: What problems are encountered by the student – teachers
from the pupils in the classroom?

The respondents maintained that the challenges are new environment nervousness/over
crowdedness of the pupils in the classroom, problems of adapting to the academic standard of the
pupils.

RESEARCH QUESTION THREE: Do we have challenges posed by the relationship(s)

between the school principals/the staff, and the student – teachers?

From table 3.0, the teachers were inadequately exposed to writing materials, equipments and
laboratories. Also we have lack of real cooperation’s from the regular/permanent teachers. This
is because the regular staff does not have time to guide the student – teachers in most cases.

RESEARCH QUESTION FOUR: Do we have challenge faced by the student – teachers as a

result of the organization of the schools?

31
From table 4.0, the researcher indicated lack of enough equipments and apparatus, excess
teaching loads and non-participations in extra-curricular activities in the teaching practice
schools as challenges.

RESEARCH QUESTION FIVE: Examine the challenges from the teaching practice
supervisors/supervisions?

Ascertions from table 5.0 indicated unfair feeling and stability of the supervisors with the
locations of the practicing schools, extorting of money from the student-teachers and inability of
the supervisors to thoroughly supervise all the allocated teaching practice teachers as the major
problems identified.

RESEARCH QUESTION SIX: What challenges are posed by the student – teachers’
institutions?

The researcher identified poor preparations of the student-teachers, lack of proper microteaching
programmes, inadequate assignments of supervisors and lack of enough number of teaching
practices before graduation. These are inherent from the respondents agreements as indicated by
the computed mean scores of 3.41, 3.16, 3.19 and 3.22 from table 6.0.

RESEARCH QUESTION SEVEN: What are the possible remedies to remove the adverse
effects of challenges associated with student – teachers teaching practice?

The results of the analysis made from table 7.0 indicated that the respondents are of the opinion
that supervisors should only supervise student – teachers in their areas of specialization and cases
of extorting money from the students should be adequately addressed. The management of the
hosting schools should carry every teacher along; the student–teachers should be paid teaching
practice allowances by the state governments.

Also the researchers maintained that correct use of textbooks and teaching aids and laboratories
should be encouraged in the hosting schools together with proper micro teaching exercise in the

32
parent institution. Overloading of the student – teachers should also be discouraged by the
hosting school heads.

33
 CHAPTER FIVE

This chapter deals with the summary, conclusion, recommendation, and suggestions for further
study.

5.1 SUMMARY OF FINDINGS

The summary of findings from this work includes the following:

(i) The location of the practicing schools, communication barrier and finance constitute
personal problems to the student – teachers.

(ii) Also too many students in a classroom and low academic standard of the students in the
practicing school disturb the operations of the student – teachers.

(iii) Other challenges identified come from lack of mutual cooperation between the school
heads/staff and the student–teachers in most cases. This is a times of as a result of
student – teachers’ refusal to be overloaded.

(iv) Lack of enough computers, equipment and apparatus is also identified as a problem.

(v) Teaching practice supervisors allocated to supervise students in areas they do not
specialize and extorting money from the student – teachers are also challenges.

(vi) The work identified lack of proper microteaching exercises as one of the problems of the
student-teachers. Here we mean that the student – teachers ill-prepared prevent them
from carry out the exercise in the right way.

5.2 CONCLUSION

Based on the findings of this research, the following conclusions were made by the researchers.

34
Teaching practice is a valuable exercise. Therefore, every computer science student or students
from other departments should be made to undergo this process in order to develop competence
necessary for professional pursuit. From a lot of challenges faced by the student – teachers, lot
needs to be done by the government, school authorities, PTA, and student – teachers so as to
improve the teaching practice exercises and standard of education.

5.3 RECOMMENDATIONS

In regard to the data analysis, recommendations have been given in other to improve teaching
practice which include the following:

Supervisors should work in their areas of specialization

(a) Using supervisor in their areas of specialization to supervised the students.

(b) Organizing proper micro teaching programmes in the parent institution to help prepare
the student – teachers well.

(c) Proving enough computers, equipment, apparatus and laboratories.

(d) Maintaining of mutual relationship between to head/staff of the hosting schools and the
student – teachers.

(e) Giving teaching practice allowances to the practicing teachers by the state government
and the P.T.A’s.

5.4 SUGGESTIONS FOR FURTHER STUDIES

For further research, the researchers suggest that further works should be carried out on:

(i) Detailed challenges and possible solutions of the student – teachers as a result of sexes of
both students from the hosting school and student – teachers.

35
(ii) Effects of auxiliary laboratory staff on the student – teachers undergoing their teaching
practice in the host schools.

36
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Kasanda, (2011). Student teacher also know the value of teaching practice.

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39
APPENDIX 2.0

Section A: Supply the answer in the spaces provided.

S/NO ITEM SA A UD D SD REMARKS

1. Location of the school affect adversely the

performance of the student-teachers

2. Finance is a main problem to the student –

teachers.

3. The transportation cost to the school is also a

serious problem.

4. Inability to have access to computer is a

challenge.

5. Community barrier is a problems

6 Lack of incentives from angle constitute

problems.

7. Accommodation always becomes a problem to

the teachers.

8. Lack of clear statement of objectives on the

part of the teachers becomes a challenge

9. Students have very low academic standard

10. Difficulty in adapting to the pupils level of

academic by the teachers.

11. Indiscipline and rude behavior of the students.

12. Lack of attention and interest of the learners.

40
13. The pupils negative attitudes towards the
student – teachers

14. New environment nervousness/over

crowdedness of the pupils in the class.

15. Foreignness of the teaching aids to the pupils

16. Unfriendliness of the school principal.

17. Lack of cooperation from other regular

teachers

18. Extra workload from the school/head of the

department

19. Inadequate exposure to writing materials,

laboratory equipment

20. Lack of regard for the student – teachers by the

laboratory technologies, attendants and
computer operators.

21. Lack of enough computing equipments and

apparatus.

22. Lack of correct enforcements of rules and

regulation sin the schools.

23. Restriction of the teachers from participating in

extracurricular activities.

24. Excess teaching periods

25. Inability of the supervisor to supervisor all the

teaching practice teachers.

41
26 Large member of student – teachers assigned
per a supervisor.

27. Distorted emotional feeling and stability of the

supervisor as regards the locations of the
schools.

28. Extortion of money from the teachers by the

supervisors.

29 Unscheduled visits to the students teachers.

30. Inadequate organization of micro teaching

programmes

31. Assignment of inappropriate supervisors

(subject area specialists).

32. Poor preparation of student – teachers by the

student – teachers institutions.

33. Inadequate number/period of teaching practice

before graduation

34. Poor evaluation/assessment due to negligence

on the part of the student – teachers.

35. There must be proper micro teaching exercises

to adequately prepare the student – teachers in
their institutions.

36. Supervisors should work in their areas of

specialization, and money extorting types
adequately punished.

37. Management of hosting schools should

42
 encourage cordial interaction between the
regular staff and the student – teachers.

38. Overloading the student – teachers in the

schools especially in areas where they have no
regular staff to cover should be avoided.

39. Student – teachers must be guided to obtain

and make correct use of school textbooks and
teaching aids and make accurate use of the
computer/integrated science laboratories
through the experience resident supervisors.

40. The state governments through the state

ministry of educations and school boards must
give final year students, teaching practice
allowances during the period of the exercises.

APPENDIX 3.0

FORMULA FOR COMPUTATION OF TABLE MEAN, X,

The computed mean score X in tables 1.0 - 7.0 are obtained by using the formula

Mean Score X, = Σfx

N,

Where Σfx = Sum of frequency x each score, and N = number of frequency or sum
of frequency.

43
44