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BACKGROUND OF THE STUDY
Teaching practice is a very vital component of teacher education programme. It provides student teachers experience in the actual teaching and learning environment (Ngidi & Sibaya, 2003; Marais & Meier, 2004; Perry, 2004).In related literature it is common to find in use such terms as “teaching practice”, “practice teaching” and “student teaching” being used interchangeably. These terms refer to students‟ field experiences while in training. Every student in a teacher education programme is expected to take part in teaching practice, which serves as an initiation into the real life world of school and teaching. In the same vein, Ogonor and Badmus (2006, p.1) define teaching practice as “the period when student teachers are aided to put into practice the theories and principles of education which they have learnt in the classroom as they teach students in the partnership schools.” Marais and Meier (2004) assert that teaching practice represents the range of experiences to which student teachers are exposed to when they work in classrooms and schools.
It has been observed that during teaching practice most students are apprehensive of the exercise particular as they are about to apply the entire learned concept successfully or otherwise in real life situations. What are the sources of these teaching practice related anxieties that students face during teaching practice? Can students identify these sources? Several studies in Nigeria have explored major aspects of teaching practice ranging from adequacy of the programme, assessment of student teachers‟ performance, to the relationship between student teachers and supervisors (Ogonor & Badmus, 2004; Nwanekezi, Okoli & 48 Regina B. Danner: Student Teachers’ Perceptions of Sources of Teaching Practice Related Anxieties
Mezieobi, 2011). However, a review of literature indicates that relatively very few, if any studies have addressed the issue of student teachers sources of anxieties related to teaching practice particularly among undergraduate students. The present study therefore attempts to assess student-teachers‟ perceptions of sources of teaching practice related anxieties.
1.2 Statement of the Problem
Teaching and learning of accounting in Nigerian secondary schools has played a vital role in reinforcing interest and awareness for opportunities existing in accounting Agricultural field and demonstrating that farming is a dignified and profitable occupation; and to expand the students knowledge on basic principles and practices in Agriculture, develop students understanding of the value of agriculture to the family and community with a view of promoting self-reliance, resourcefulness, poverty reduction, improved food security, problem solving abilities, an occupation opportunities in agriculture.
Regrettably, there has been total lack of accounting knowledge and skills by the student who are expected to make best use of the opportunity and the skills acquired through learning. Various reasons have been advanced for this seemingly low reflection of students. While some are of the opinion that students could be influenced by teaching effectiveness of the teachers during teaching practice, knowledge of the subject etc. This disagreement therefore gives rise to this study which seeks to investigate the influence of teaching practices of accounting students: challenges and possible panacea in Enugu College of education.
1.3 Objective of the Study
The main purpose of this study was to examine the teaching practices of accounting students: challenges and possible panacea in Enugu College of education. While the specific objectives were has fellow:
1. To determine the effect student poor knowledge of accounting on teaching practice.
2. To determine the effect of poor students teacher attitude towards on teaching practice.
3. To determine the effect of poor utilization of instructional materials on teaching Practice in accounting
1.5 Research Questions
1. What is the effect student poor knowledge of accounting on teaching practice?
2. What is the effect of poor students teacher attitude towards on teaching practice?
3. What is the effect of poor utilization of instructional materials on teaching Practice in accounting?
1.5 Research Hypothesis
1. There is no significant effect student poor knowledge of accounting on teaching practice.
2. There is no significant effect of poor students teacher attitude towards on teaching practice.
3. There is no significant effect of poor utilization of instructional materials on teaching Practice in accounting
1.6 Significance of the Study
The findings of this study are useful in the following ways:
First the study may provide useful data on the poor teaching and learning of accounting; for example, number of student teachers, teaching accounting in secondary schools amongst undergraduate students of college of education
This study is helpful in the investigation and evaluation of the state and factors contributing to the readiness, confident, interest, family background (institutional and non-institutional challenges) in teaching and learning of Accounting, thus helping in putting in place the strategies aimed at improving teaching and learning of Accounting in schools.
Second, findings may be of value to teaching strategies and teaching resources in implementation of accounting curriculum. Thirdly, schools teaching accounting may use the findings in the attempts to make secondary agricultural education more relevant and effective for accounting student teacher during their teaching practice. Fourth, the ministry of Education may use the findings of this study to design pre service and in-service courses for student teachers and teachers of Accounting.
1.6 Scope of the Study/Limitation of the study
The study was delimited to teaching practices of accounting students: challenges and possible panacea in Enugu college of education.
It is inevitable that a survey research of this nature must have some constraints which impact on this study. The study was limited strictly to the secondary students in Essien Udim local government area. Insufficiency in research funding reared its head to perhaps limit the researcher’s efforts and interest during typing, photocopying and binding processes.
The dearth of materials for a proper and effective research work constituted a major limitation. Again, how to get the true and required information from the students through questionnaire also constituted a constraint in the study.
To this end, there was the problem of convincing the students on the primary objectives of the questionnaire so as to give the true and required information. However, the intervention of the class teachers in the schools who took time to clear the air and convince his students helped the investigator to administer the instrument successfully.
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