International Journal of Management Studies and Social Science Research 205 www.ijmsssr.org Utilization of Micro-Teaching Laboratory on Mathematics Performance for the Training of Teachers in Faculty of Education, Adamawa State University, Mubi Nigeria Alfred Nicklawus 1 and Marcel Papka Agah 2 Adamawa State University, Mubi Department of Science Education IJMSSSR 2021 VOLUME 3 ISSUE 2 MARCH – APRIL ISSN: 2582 - 0265 Abstract: This study was carried out to assess the utilization of micro-teaching laboratory on Mathematics performance for the training of teachers in Faculty of Education, Adamawa State University, Mubi. The study adopted quasi-experimental design. The instrument used for this research work was an achievement test designed on mathematics known as Mathematic Achievement Test (MAT). The Mathematics Achievement Test (MAT) was used as pretest, to establish the group equivalence of the experimental and control groups. The instrument for data collection was validated, in the initial draft of the instrument were submitted to expert in the department of Science Education in Adamawa State University Mubi. The analysis involved statistical testing of the hypotheses stated in the study. The level of significance adopted was P < 0.05. The 0.05 level of significance forms the basis for retaining or rejecting each hypothesis.The data was obtained on the achievement of students exposed to the use of microteaching laboratory (X1) and those not exposed to the use of microteaching laboratory (X2). The analysis reflects students’ academic achievement scores in the pre-test and post-test administered to them. Findings showed that the skills of the use of instructional materials acquired during the microteaching significantly and positively impacted the students’ ability to use instructional materials during teaching practice. The study therefore recommends that the period of microteaching should be extended so that student teachers will be able to have adequate time to teach all the subjects and familiarise themselves with the class. Keywords: Mathematics, Micro teaching, Performance, Teaching Skills, Teachers. INTRODUCTION Microteaching laboratory is a scaled-down simulated teaching encounter designed for the training of both pre- service and in-service teachers. According to Chuajin and Chummei, (2011), microteaching has been in use worldwide since its invention at Stanford University in the late 1950s by Dwight, Robert and Romney. Its purpose is to provide teachers with the opportunity for concept lessons in any teaching subject. Also Mcnight cited in Millis, Hertel, and Noyd, (2007); Romesh (2013), see Micro-teaching as a scaled down realistic classroom training context in which teachers, both experienced and inexperienced, may acquire new teaching skills and refine old ones. Apart from being an essential process of transforming and modifying the student teacher behaviour to demonstrate a given behaviour, it also provides a tremendous opportunity for both pre-service and in-service teachers to develop and improve their pedagogical skills with a small group of students mostly (5 to 8) using limited period of (5-10) minutes, records on video tape for reviewing, responding, refining and re-teaching towards perfection (Peker, 2009). The micro-teaching environment enables a student teacher to focus attention on the practice of specific skills at a time until he/she acquires competence in it. Provision of feedback accelerates this process. After acquiring competence in a number of skills in this way, the student teacher takes to micro-teaching so as to demonstrate his/her level of competence. It is a vital technique which provides continuous training to serving teachers. Most of professional teachers who have reached their high professional level do not want to improve their skill of teaching. Micro teaching helps in overcoming such pitfalls. It provides setting for experimentation. With the introduction of developed curriculum, teachers are required to acquire new skills of teaching. The National Policy on Education (FGN, 2009) pointed out that “all teachers in our educational institutions, from pre-primary, will be professionally trained. Teacher education programme will be structured to equip teachers for the effective performance of their duties”. One way to achieve this government pronouncement is the proactive of micro teaching both at pre-service and in-service training.