Abstract:
This study examined Bachelor of Education students’ perceptions on the impact of Micro-teaching (MT) on
their Teaching Practice (TP) performance in University of Kabianga, Kenya. Descriptive Survey research
design was adopted in the study to collect data from a population comprising of 460 fourth year students in
the 2020/2021 academic year in the School of Education, Arts and Social Sciences. A structured 16-item
electronic questionnaire was designed by the researcher using google forms referred to as Impact of Microteaching on Teaching Practice Performance Questionnaire (IMTTPPQ) was used in data collection.
Cronbach Alpha formula was used to obtain the co-efficient index of reliability of data collection instrument
which yielded 0.82. Four research questions were raised to guide the study and two corresponding null
hypotheses were formulated and tested at 0.05 level of significance. The electronic Questionnaire was
shared via social media platforms and a total of 106 voluntary responses were received from the target
population. The four research questions were analyzed using frequency distribution table, mean and
standard deviation while t-test was used to compare means between the two groups and guide in making
decisions on hypotheses testing. The two hypotheses of the study were accepted. The findings of the study
revealed that Micro-teaching prepared the trainee teachers adequately for Teaching Practice and also
motivated them in their teaching profession. Based on these findings, it was recommended that adequate
attention should be given to the way Micro-teaching should be carried out in Schools of Education. More
time should be allocated for Micro-teaching to enable trainee teachers to acquire required competencies to
an acceptable level. During Micro-teaching any deficiencies observed during teaching should be corrected
and students encouraged to re-plan and re-teach with an aim of acquiring required competencies before they
are exposed to Teaching Practice.
