Effect of Practical Lesson Implementation Training on Teaching Effectiveness of Part-Time Pre-service Teachers During Teaching Practice

Abstract

This study examined the effect of practical lesson implementation training on the teaching effectiveness of NCE part-time pre-service teachers during teaching practice. The study specifically investigated lesson planning, instructional delivery, classroom management, and assessment practices through four research questions. A quasi-experimental design with Main Campus participants as the Experimental group and Satellite Campus participants as the Control group was employed. The population consisted of 415 NCE part-time pre -service teachers, with complete enumeration used as t he sampling technique. Data was collected using the Researcher -Developed Teaching Effectiveness and Practical Lesson Implementation Questionnaire (TEPLIQ), validated by three expert lecturers in Teacher Education, Curriculum & Instruction, and Educational Measurement, and pilot-tested with 20 students. Reliability analysis yielded a Cronbach’s Alpha of 0.86. Data was collected over 8 weeks via in -person administration. Descriptive statistics summarized the data, while paired and independent sample t-tests tested the hypotheses at a 0.05 significance level. Findings revealed that practical lesson implementation training significantly improved lesson planning, instructional delivery, classroom management, and assessment practices. All null hypotheses were rejected, confirming the effectiveness of the training. The study concluded that structured practical interventions are essential for enhancing teaching effectiveness among part -time pre -service teachers. Major recommendations include integrating regular workshops, providing mentorship, and strengthening assessment and resource support in teacher education programmes.