Effects of Practicum Experiences on Classroom Delivery of Pre-service Mathematics Teachers in Ghana

Abstract

This study explored to comprehend the effects of practicum experiences on classroom delivery of pre-service mathematics teachers in Ghana, emphasising its role in shaping classroom delivery, instructional adaptability, and self-efficacy. Using a correlational research design, the study examines how practicum training influences teaching effectiveness, evaluates pre-service teachers’ perceptions of the practicum, and assesses the relationship between self-efficacy and classroom management skills. Through a survey of 115 pre-service teachers completing their practicum in various institutions, quantitative data were collected on their confidence, classroom management, lesson planning, and strategies for student engagement. Findings reveal a positive correlation between practicum experiences and teaching efficacy, with self-efficacy playing a vital role in managing classroom dynamics. A majority of respondents agreed that practicum experience improved their confidence in lesson delivery (62.6%), helped them address individual student needs (55.7%), and equipped them with effective communication skills (59.1%). Regression analysis shows that self-efficacy significantly predicts classroom management abilities, with self-efficacious pre-service teachers demonstrating resilience in managing student behaviour and adapting to diverse learning environments. The F-statistic (F = 145.324, p < .001) is highly significant, confirming that the model is reliable and that self-efficacy has a notable impact on classroom management skills. Based on the survey of 115 pre-service teachers, the study proposes the reinforcement of practicum models using reflective practice, systematic mentorship, and various teaching situations to prepare pre-service teachers and enhance efficiency in teaching.