Effects of E-interactive and Video –Based Reflective Teaching Strategies on Chemistry Pre-service Teachers Classroom Practices in North Central Nigeria: Implication for Capacity Building

Abstract

This study determined the effects of e—Interactive e-IRS and Video -based reflective VBRS teaching strategies on classroom practices among Chemistry pre-service teachers in north central, Nigeria. The study adopted a pretest-, posttest, control group, quasi-experimental design using 3x2x2 factorial matrix, 61 pre-service Chemistry teachers were draw from three universities in north central Nigeria. The schools were randomly assigned to two experimental and one control groups, the two experimental groups were exposed to e-1RS and VBR respectively while the control group was exposed to conventional lecture method. The treatment lasted for eight weeks. Instrument used for data collection was Teacher’s' Classroom Practice Observation Scale (PTCPOS) with reliability coefficient of (0.83). Three research questions and one hypothesis was tested at the 0.05 level of significance. Data collected were analyzed using Mean and Multivariate Analysis of Covariance (MANCOVA) .Findings from the study showed that treatment had significant effects on teacher’s classroom practices. For sustainable capacity building, it was recommended that National University Commission (NUC) and National Commission for Colleges of Education (NCCE) should as a matter of urgency include reflective teaching in the curriculum of teacher education programmes in Nigeria.