Ekiugbo Uche.K., Awodun Adebisi.O., Kenni Amoke. M, Boris Olufunke. O.
Abstract: Micro-teaching and teaching subject methodology as correlates of science students achievement in Teaching Practice exercise in Nigerian Colleges of Education was investigated in this study. The study adopted a survey research design of the ex-post facto type. The sample comprised 210 part three science students of 2011/2012 academic session of College of Education, Ikere-Ekiti, Ekiti State. Two research hypotheses were formulated for the study. Data were collected through an inventory and analyzed with the use of correlation analysis statistic. The results showed thatrelationship existed between micro-teaching and science students achievement in Teaching Practice exercise (that is, r-cal=0.437 > r-tab=0.195, P<0.05) and strong relationship also existed between teaching subject methodology and science student achievement in Teaching Practice exercise (that is, r-cal=0.941 > r-tab=0.195, P<0.05). That is, the two variables could be used to predict science students achievement in Teaching practice exercise. It is recommended that emphasis should be laid on the teaching and learning of micro-teaching courses (that is, EDU 213 and EDU 224micro-teaching theory and micro-teaching practicum respectively) as the duo has significant influence on teaching practice. Similarly, emphasis should be laid on the teaching subject methodology of various departments in the school science as the course (s) have a significant role in the performance of science students in teaching practice exercise.
Keywords: Micro-teaching, teaching subject methodology, teaching practice, achievement and science students teacher