Empirical Study of the Effectiveness of Microteaching in Developing Instructional Competencies Among Pre-Service Teachers at the University of Benin

Microteaching is a widely recommended pre-service teacher preparation technique, yet its specific effectiveness for developing identifiable instructional competencies at Nigerian universities of education requires empirical evidence beyond general endorsement. This study empirically evaluated the effectiveness of microteaching in developing instructional competencies among pre-service teachers in the Faculty of Education at the University of Benin, Benin City, Edo State, South South Nigeria. A pre-test and post-test quasi-experimental design was employed, with 120 third-year Education students completing a structured microteaching programme (experimental group, n = 60) and a conventional methods course (control group, n = 60) over one semester. Instructional competencies assessed included lesson planning quality, classroom management, questioning technique effectiveness, use of instructional aids, and lesson closure. Trained observers rated each student's teaching performance at baseline and post-intervention. Results showed the microteaching group achieved significantly higher mean competency scores on all five dimensions (p < 0.001 for all). The largest gains were in questioning technique (d = 1.48) and lesson closure (d = 1.32). Students in the microteaching group also showed significantly higher teaching self-efficacy scores (p < 0.001). The study fills a gap in Nigerian pre-service teacher education outcome research and recommends systematic microteaching integration into all Faculty of Education programmes at the University of Benin, with structured supervisor feedback protocols as the critical implementation requirement. Keywords: microteaching, instructional competencies, pre-service teachers, University of Benin, teacher education