DefinePK

Abstract

The current study examined how the extempore teaching skill influences the learning outcomes in distance, non-formal, and continuing education. The setting for the current research was a program of “teaching skills” to students of masters in distance, non-formal, and continuing education comprising 20 hours of theoretical and practical teaching with submission of 40 written lesson plans and 2 practical mock lesson deliveries on the topic from any elementary-level subjects. The attendance of students undergoing the “teaching skills” course in the semester of Autumn was 32 which included both male and female and also both teaching and non-teaching individuals. The primary goal of the research was to assess how extempore teaching, characterized by verbal lesson delivery, body language, and eye contact, impacts the effectiveness of lesson delivery. Eight volunteers were selected from the participating individuals. Volunteers were divided into two groups of four i.e. one individual from each group gave an extempore topic to one individual from the other group on which he/she had to deliver an extempore lesson to the remaining class of five minutes. All the remaining individuals in the class ranked the performance of the individual delivering the lesson based on three identified elements by the researcher. A scale of 1 to 10 was used for marking each element where 1 being the highest and 10 being the lowest score. Data collected from this activity was analyzed statistically using JAMOVI software where descriptive statistics were used for summarizing the results and variations in performance. The findings of the study highlighted the potential extempore way of lesson delivery has in confidence building among individuals along with the development of better communication skills in individuals. Extempore way of lesson delivery also helps in bringing enhancement to dynamic and more interactive classroom settings for the promotion of active learning and critical thinking.