IMPLEMENTATION OF ROLE-PLAY TEACHING METHOD FOR PRE SERVICE TEACHERS’ CURRICULUM INSTRUCTIONAL DELIVERY IN TERTIARY INSTITUTIONS IN ANAMBRA STATE

Abstract

The study explored the implementation of role-play method for pre-service teachers’ 
curriculum instructional delivery in tertiary institutions in Anambra State. Two research 
questions guided the study. Descriptive survey research design was adopted. The 
population of the study consists of 168 lecturers from two departments in the State 
College of Education and two departments from Faculty of Education in the university. 
The sample size for the study was 90 lecturers obtained from the selected institutions 
using multi-stage sampling of purposive and simple random techniques. The instrument 
for data collection was researchers’ developed questionnaire titled ‘IRPMPTCID’ 
Implementation of Role-play method for Pre-service Teachers’ Curriculum Instructional 
Delivery. The instrument was structured on a two point rating scale of Adequate (A), and 
Inadequate (IA) for research question one and four point rating scale of Strongly Agree 
(SA), Agree (A), Disagree (D) and Strongly Disagree (SD) for research question two. 
The instrument was validated by three experts. The reliability of the instrument was 
obtained using Kudder Richardson 20 (KR-20) and Cronbach Alpha, which yielded 
coefficient value of 0.82. The statistical measure used for data analysis was Frequency, 
Percentage and Mean. The findings of the study revealed that the implementation of role
play method for pre-service teachers’ instructional delivery is adequate. It further 
established that there are numerous benefits that would be derived from the use of role
play method. Based on the findings, it was recommended among others that College of 
Education along with Faculty of Education lecturers in the universities should be 
empowered to adopt the use of role-play instructional method in teaching pre-service 
teachers for proper acquisition of basic teaching skills needed for individual effectiveness 
and development in the teaching profession.