Effect of AI-Supported Microteaching on Pre-Service Teachers’ Instructional Competence in Kaduna State Colleges of Education, Nigeria
Keywords:
AI-supported microteaching, instructional competence, pre-service teachers, lesson planning, questioning techniques, communication skillsAbstract
This study examined the effect of AI-supported microteaching on pre-service teachers’
instructional competence in Kaduna State Colleges of Education, Nigeria. Specifically, the
study investigated the effect of AI-supported microteaching on lesson planning skills,
questioning techniques and higher-order thinking facilitation, and communication and
delivery skills of pre-service teachers. The study was anchored on Vygotsky’s Social
Constructivism Theory and Bandura’s Social Cognitive Theory. A quasi-experimental pre
test post-test control group design was adopted. The population consisted of 1,247 pre
service teachers enrolled in the 2024/2025 academic session across three Colleges of
Education in Kaduna State. A purposive sampling technique was used to select 120
participants who were randomly assigned to experimental (n = 60) and control (n = 60)
groups. The Instructional Competence Assessment Rubric (ICAR), validated by experts with
a reliability coefficient of 0.87 using Cronbach's alpha, served as the instrument for data
collection. Descriptive statistics (mean and standard deviation) were used to answer the
research questions, while the Analysis of Covariance (ANCOVA) was used to test the null
hypotheses at 0.05 level of significance. Findings revealed that AI-supported microteaching
had a statistically significant effect on pre-service teachers’ lesson planning skills (F(1, 117)
= 47.32, p < .001), questioning techniques and higher-order thinking facilitation (F(1, 117)
= 39.68, p < .001), and communication and delivery skills (F(1, 117) = 52.14, p < .001). The
study concluded that AI-supported microteaching significantly enhances the instructional
competence of pre-service teachers. It was recommended that Colleges of Education in
Nigeria should integrate AI-powered feedback tools into their microteaching programmes to
improve the quality of teacher preparation.
