CLASSROOM DESIGN AND PRE-SERVICE TEACHERS’ PERFORMANCE IN FINE AND APPLIED ARTS IN COLLEGES OF EDUCATION IN SOUTHWEST, NIGERIA

Abstract

Pre-service teachers’ performance and the quality of training in Colleges of Education is still of concern to stakeholders. The persistent poor performance of pre-service teachers especially in Fine and Applied Arts have been traced to many factors including the use of classrooms and learning environment which lack the prerequisite conditions for the teaching of Fine and Applied Arts. This study was therefore carried out to ascertain the relationship between classroom design and pre-service teachers’ performance in fine and applied arts in Colleges of Education in Southwest, Nigeria. This study was a descriptive survey research design of the ex-post facto type. The population of this study comprised 300 level Fine and Applied Arts Pre-service teachers and Lecturers in all the Colleges of Education that offer Fine and Applied Arts in South-west, Nigeria. The sample was 250 pre-service teachers and 70 lecturers of Fine and Applied Arts. The research instrument used was the job performance scale. The instrument was subjected to face and content validation using two experienced Fine and Applied Arts Teachers. The researchers along with six research assistants administered the instrument. Data collected were analysed using Multiple Regression. The result showed that there was a significant composite effect of classroom design on pre-service teachers’ performance in Fine and Applied Arts. Based on the findings, it was therefore recommended that; a purpose-built studio complex made up of classrooms must be a criterion for accreditation and approval of Fine and Applied Arts Department in Colleges of education.