PRE-SERVICE SCIENCE TEACHERS REFLECTIVITY ON THE SEQUENCE AND CONSEQUENCES OF POWERPOINT PRESENTATIONS IN MICROTEACHING

AGBAJE, R.O AND OGUNSEEMI, O.E
Department of Integrated Science,
College of Education, Ikere-Ekiti.
E-mail: risiagbaje@gmail.com
ABSTRACT: Globally, a step up from routine teaching to technology enhanced one
continues to grow exponentially and this has serious implications for the nature and purpose
of Educational institutions. (PowerPoint Microsoft corp.) is a widely used presentation
program that originated in the world of business but has now become common place in the
world of Education Technology. It is a tool one can use to communicate ideas effectively
through visual aids that look professionally designed yet are easy to make, with its slides
created for presentation either through over-heads or on-screen electronic shows. In
addition with preparation of speaker notes, outline printing and audience hand-outs among
others in required output; culminated a file make-up in PowerPoint presentation. In
acknowledgement of the benefits accruing such practice, many countries have incorporated
PowerPoint in their teacher preparation program. This study therefore involved a set of
Thirty–eight (38) pre-service Science teachers in their second year; who made the successful
list in first semester examination of 2011/2012 session, in a College of Education, South-
West, Nigeria. They were subjected into microteaching mood as a system of controlled
practice that makes it possible to concentrate on specified teaching behaviour in order to give
the pre-service Science teachers confidence, support and feedback by letting them try out
among friends and colleagues a short slice of what they plan to do with their real students
during their professional practice in schools. This serves as a medium of reflection and a
genuine lens into the world of practice. Exposure to this activity succeeded their performance
in the theory of practicum teaching in their first semester examination which serves as a prerequisite
for the microteaching as dictated by National Commission for Colleges of
Education in Nigeria. The researcher sought for stages of reflectivity as adapted from
Amobi,2005 to Describe, Inform, Confront and Reconstruct the contents of the lesson in a
micro teaching by Pre-service Science teachers with and without PowerPoint presentation in
an experimental study. The four hypothesis generated to guide the study were answered
having subjected the data collected to Pearson Correlation Coefficients and ANOVA
statistics while conclusions and recommendations were made.