Assessment of preservice teachers' creativity in developing instructional materials in Ibadan, Nigeria
Bibliographic record
Abstract
This paper assessed preservice teachers’ creativity in developing instructional materials during their compulsory professional practice. It identified some challenges faced by preservice teachers in creating instructional materials. The paper aimed to stress the importance of instructional materials in teaching and learning, and the necessity to equip preservice teachers with skills required to creatively develop and select relevant instructional materials for facilitating effective teaching and learning. The study looked at the constructivist theory of learning to ascertain the impact of facilitating learning through diverse instructional resources that can meet the different learning styles of learners. The study adopted a descriptive survey design. A total of 308 penultimate and final year preservice teachers in the Faculty of Education at the University of Ibadan, Nigeria, participated in the study. A structured questionnaire was used to collect data after it had been validated by experts. The reliability was ascertained using Cronbach Alpha after a pilot testing had been carried out with a limited sample who did not participate in the main data study. The reliability coefficient of .87 was obtained. Data analysis was done using simple frequency count, percentage score, mean, and standard deviation. The decision rule was set at 2.5. Findings from the study showed that even though most preservice teachers agreed to be potentially creative in developing instructional materials during their professional practice, they had limitations in practically demonstrating this because of several factors, which led them to adopt conventional resources such as cardboard drawings, charts, textbooks, etc. The study also identified limited resources, financial and time constraints, and large class size as challenges confronting preservice teachers' creativity in developing instructional materials.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".