Reconfigurable Intelligent Surface Assisted Covert Communication for Smart Grid Systems

Abstract

This study compared the performances of student-teachers in the two microteaching components: theory and practicum in Federal Colleges of Education (Technical), Umunze, Anambra State, Nigeria. Four research questions were answered in the study. The study adopted a survey design of the ex post facto type, and a total of 121 student-teachers formed the sample. Data were collected using a structured performance assessment checklist and institutional records of theory and practicum scores. Descriptive statistics such as mean and standard deviation were used to determine the levels of performance, while t-test and Pearson correlation analyses were employed to test differences and relationships between variables. Findings revealed that student-teachers demonstrated a moderate level of performance in microteaching theory but performed better in microteaching practicum. While a significant difference existed between performance in theory and practicum, with higher mean scores in the practicum component, there was no significant relationship between theory and practicum performance, suggesting a weak linkage between conceptual understanding and practical application. Additionally, the study found no significant gender differences in both theory and practicum performances. It was concluded that student-teachers tend to exhibit stronger competence in practical teaching tasks than in theoretical understanding. The study recommended stronger integration between microteaching theory and practicum, enhanced mentoring and feedback systems, among others, in teacher education programmes.