EFFECTS OF BLENDED MICROTEACHING ON TRAINEE MATHEMATICS TEACHERS’ CONFIDENCE AND COMPETENCE: A QUASI-EXPERIMENTAL STUDY

Philip K. Mwei, Mary Kerich, Susan C. Kurgat

Abstract


This study responds to the constraints arising from large class sizes in higher education, particularly in teacher education programmes, where increased enrolment limits meaningful lecturer–student interaction. Recognizing these challenges, the study designed and implemented a blended microteaching approach to mitigate its effects on the development of instructional competencies. Traditional microteaching principles, such as focused skill practice, small-scale content, and immediate feedback, are difficult to sustain in overcrowded settings, necessitating adaptive strategies. The study reports quasi-experimental research conducted with 28 mathematics teacher trainees. The blended microteaching approach integrated multiple teaching skills, expanded lesson content, and incorporated delayed assessor feedback. A mixed-methods, one-group pretest–posttest quasi-experimental design was used. Data were collected through a structured questionnaire, alongside participants’ written comments on Zoom chat. Findings indicate that the approach improved trainees’ teaching confidence and enhanced five of seven instructional skills: lesson introduction, learner reinforcement, use of instructional materials, questioning techniques, and lesson closure. However, no significant improvement was observed in classroom management and language command. The study concludes that blended microteaching is a viable, adaptive strategy for addressing large-class constraints in teacher preparation and recommends further validation across diverse contexts.

Keywords


blended microteaching, microteaching, teacher trainees, teaching skills, confidence

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i10.7059

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