Bridging the Theory-Practice Gap in Teacher Education: Impact of Experiential Learning and Mentorship on Teaching Effectiveness Among NCE Students in Nigeria

Abstract

This study examined the impact of experiential learning and mentorship on teaching effectiveness among pre-service teachers in Colleges of Education in Nigeria. The purpose was to determine how practice - based training and structured mentoring improve pedagogical competence and instructional effectiveness. Specifically, the study investigated five research questions focusing on experiential learning, mentorship influence, combined effects, specific teaching skills development, and the relationship between mentorship and teaching effectiveness. A quasi -experimental pre -test and post -test design was adopted. The population comprised 420 NCE III students from five Schools in a Federal College of Education in Lagos State. A sample of 210 students was selected usi ng stratified and simple random sampling techniques. Data were collected using researcher -developed instruments including the Teaching Effectiveness Questionnaire, Mentorship Experience Scale, and Observation Checklist. The instruments were validated by ex perts in measurement and evaluation, educational psychology, and teacher education, while reliability was established through pilot testing using Cronbach Alpha. Data were analyzed using descriptive statistics and inferential statistics including t -test and Pearson correlation. Findings revealed significant improvements in teaching effectiveness following exposure to experiential learning and mentorship. The combined effect of both interventions was stronger than individual effects. The study concluded that bridging theory and practice through structured experiential and mentoring systems enhances teacher preparation. It was recommended that teacher education programmes integrate sustained mentorship and experiential learning into their curriculum.