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| Preservice Teachers' Instructional Preferences and Approaches to Learning in Conventional University Teaching
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Oginni Aderonke Margaret (Ph.D), Saibu, Sakibu Olajide, Olude, Adebisi Sylvester
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Abstract:
Despite repeated and overlapping attempts to resolve it, the teacher's teaching methodology has not improved, according to the Ministry of Education (MOE, 2019). Thus, this study aimed at examining preservice teachers' instructional preference and approaches to learning in conventional university teaching. A descriptive survey research design was used for this study. The population of this study comprised all Universities in Lagos State, Nigeria. One University in Lagos State was randomly selected for the study; one hundred and twenty (120) pupils from faculty of education were selected randomly from all departments in the faculty. The instrument used to collect data was a researcher's designed checklist, titled "preservice teachers' instructional preference and approach to learning in conventional university checklist (PTIPALCUC). The instrument had three sections; section A contains the demographic information of respondents, while section B is a 2 likert scale format (Yes and No) which contains 10 items regarding the preservice teachers preference, while the third section comprised of preservice teachers approach used in learning on a 2 likert scale: yes and No. The instrument was validated and reliably tested at (r=0.75) using the Pearson product moment correlation (PPMC). Data gathered was analyzed using frequency count, mean and standard deviation for the research question. Findings of the study revealed that Preservice teachers' instructional preferences to learning in Conventional University teaching are lecture approach, flipped approach, project-based, peer-led approach also, the study further revealed that Preservice teachers' instructional approach to learning in Conventional University teaching is lecture method among others. According to the study's findings, it is clear that preservice teachers prefer different learning strategies than those practiced at traditional universities. This leads to the conclusion that traditional universities teach using the lecture technique, forcing preservice teachers to study using a manner that is different from what they anticipate the preservice teachers will do in the classroom. According to the study's findings, conventional institutions should be encouraged to employ a learner-centered approach while instructing future teachers in order to prepare them for the real world of practice.
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