TEACHING PRACTICE PERFORMANCE AND BUSINESS EDUCATION STUDENTS ACADEMIC ACHIEVEMENT IN BUSINESS COMMUNICATION IN COLLEGES OF EDUCATION IN SOUTH-WEST, NIGERIA
Keywords:
Academic Achievement, Business Communication, Business Education, Teacher Education, Teaching Practice Performance.Abstract
The aim of the study was to investigate the relationship between teaching practice performance and business education students’ academic achievement in business communication in colleges of education in South-West, Nigeria. A quantitative research design (i.e. a combination of descriptive and correlational designs) were adopted. The population comprised 621 final-year Business Education Students across seven Colleges of Education, and a purposive sample were used to select 613 students who had completed microteaching, teaching practice, and offered Business Communication. Cronbach’s alpha was adopted to obtain the co-efficient index of 0.70. Research questions were answered using frequency distribution Table, Mean and Standard Deviation. Hypotheses were tested using Pearson’s Product Moment Correlation Coefficient. Findings showed a positive and significant interplay between teaching practice performance and business education students’ academic achievement in Business Communication (r=0.291, p<0.01). This implied that business education students who demonstrated stronger instructional competence during teaching practice exercise tended to achieve higher academic scores in Business Communication. The authors recommended, among others, that there is need to strengthen feedback mechanisms and increased support for instructional development during teaching practice exercise and the need for the integration of digital and interactive tools into Business Communication so as to foster students’ engagement.
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