The Impact of Workshop Practices on Pre-Service Physics Teachers' Self-Reliance in Kwara State

Abstract

The main goal of workshop practices is that students should be able to apply theoretical knowledge in practical session, thereby fostering deeper learning and self-efficacy. The study therefore, examined the impact of workshop practices on pre-service teachers’ self-reliance in Kwara State. Specifically, the study investigated the: knowledge gained in workshop practices as identified in physics curriculum; self-reliance exhibited by pre-service physics teachers; relationship between physics workshop practices and self-reliance of pre-service teachers. The study employed correlational research design and was limited to pre-service physics teachers in Colleges of Education in Kwara State. The sample consists of 171 teachers and was selected using purposive sample method. A researcher designed questionnaire on physics workshop practice (PWP) and self-reliance (S-R) was used to collect the data. The data obtained were analyzed using mean for research questions i and ii while Pearson’s product-moment correlation (PPMC) was used to test hypothesis i at 0.05 level of significant. The finding of the study revealed that the students have knowledge of tools identified in physics workshop, at the same time the students exhibited self-reliance in physics workshop practices. There was significant relationship between physics workshop practices and self-reliance of students in Colleges of Education in Kwara State. The study concluded that hands-on experiences gained during physics workshop practices played important role in developing their self-reliance and ability to effectively teach physics.