The Effectiveness of Micro –Teaching training program in Enhancing Teaching Skills Among Female Student Teachers in the Mathematics Division

Abstract

The aim of this research is to identify the impact of micro-teaching on
enhancing teaching skills among female student teachers in the Mathematics
Division. The study employed a semi-experimental approach (one-group
design, pre-post measurement). The research sample consisted of 23 student
teachers from the College of Education, AL-Khoms. The research tools
included an open questionnaire to determine the essential teaching skills
needed by student teachers during their practical education period. Based on
this, a teaching performance skills observation card was developed,
encompassing six main skills: preparation and excitement, use of the
blackboard, explanation and recitation, asking class questions, classroom
management, and reinforcement. The observation card was applied before
and after the practical education period in schools with the research sample.
Data were collected and statistically analyzed using SPSS. The research
yielded the following results:
There are statistically significant differences at the 0.01 level between preand post-measurements of the overall teaching performance skills assessment
card. The effect size of the micro-teaching method on the research sample
was 0.70, representing a high percentage within the range of large effect
sizes.
There are statistically significant differences at the 0.01 level between preand post-measurements of the six main skills. The effect size values ranged
from 0.26 to 0.72, indicating high values within the range of large effect
sizes. However, some sub-skills did not reach the significance level of 0.05.