Multimedia Mediated Learning and Learner-Centered Microteaching in Developing Pre-Service Teachers’ Teaching Competencies and Language Proficiency


  • Alma P. Locara ISCOF- Dingle



Multimedia mediated learning, learner-centered microteaching, teaching competencies, language proficiency, pre-service teachers


This experimental study determined the effect of multimedia-mediated learning and learner-centered microteaching on the language proficiency and teaching competencies of pre-service teachers. The pretest and posttest equivalent group design was used with 32 participants divided into two groups through the pairing of scores. The data were gathered using 46-item rubrics with seven subscales: subject matter, lesson planning, teaching process, classroom management, instructional materials, and communication skills and questioning skills. Data were analyzed using the mean, t-test for independent, and t-test for paired samples. Descriptive analysis showed that in the seven areas, the pre-service teachers have Satisfactory to Very Satisfactory performance in the pretest, but in the posttest, they improved to Outstanding. Statistical analysis showed that both the experimental (multimedia) and control (microteaching) groups’ competencies and proficiency in the pretest were not significant. However, both the experimental and control group showed a significant increase in their performance in the post-test. The difference in the mean gain scores showed that even though both groups improved in the posttest, the teaching competencies and language proficiency of the pre-service teachers in the experimental group were much better than those of the control group. Both teaching methods are recommended for developing teaching competencies and language proficiency but using multimedia-mediated learning could result in better performance.


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How to Cite

P. Locara, A. (2022). Multimedia Mediated Learning and Learner-Centered Microteaching in Developing Pre-Service Teachers’ Teaching Competencies and Language Proficiency. Polaris Global Journal of Scholarly Research and Trends, 1(4), 116–125.