E-ISSN 2240-0524 ISSN 2239-978X Journal of Educational and Social Research www.richtmann.org Vol 10 No 4 July 2020 105 . Research Article © 2020 Peter Agbadobi Uloku Ossai. This is an open access article licensed under the Creative Commons Attribution-NonCommercial 4.0 International License (https://creativecommons.org/licenses/by-nc/4.0/) Examining Relationship and Differences between Student Teachers' First Supervision and Second Supervision Scores Peter Agbadobi Uloku Ossai Department of Guidance and Counselling, Measurement and Evaluation, Delta State University, Abraka, Nigeria DOI: https://doi.org/10.36941/jesr-2020-0069 Abstract This study examined the relationship and differences between students’ teaching practice scores in the first and second supervisions. The aim of the study was to find out whether students’ performances in the first supervision could predict performance in the second supervision. To direct the study, two research questions and two null hypotheses were used. An ex-post facto design was employed in the study. The population for the study consisted of 95 300 students from the department of Guidance and Counselling, Delta State University, Abraka for 2016/17 session. A sample of 82 students was drawn from 300 level through purposive sampling technique. The two sets of teaching practice scores for 2016/17 session were used in the study. The research questions were answered through the use of co-efficient of determination and mean while the null hypotheses were tested at .05 level of significance using Pearson’s r and independent samples t-test. The data analysis revealed that the two sets of teaching practice scores were positively related; however there was no significant relationship between the scores from the first and second supervisions. It was also found that the two sets of scores did not differ significantly. The weak relationship or difference between the two sets scores from the two supervisions were attributed to students not heeding the supervisors’ instructions in the first supervision. Further studies on relationship and differences between students’ teaching practice scores should be done with larger samples from other departments and other institutions in the country. Keywords: Relationship, between, students, teaching, practice, scores 1. Introduction It is often believed that correct practice makes perfect. In other words, perfection cannot be achieved without persistent practice. This is true in all fields of human endeavour, including teaching. The need for practice was emphasized by Akinlaye (2003) who said that “since we learn to do things by doing the things repeatedly, and we learn to teach by teaching and mastering the art (methods) of teaching”, (p. 116). This author asserted that teachers are made by training, not born. Practice by teachers is usually done through teaching practice. In Delta State University, Abraka, Teaching Practice is a core course taken in 300 level and 400 level in the Faculty of Education. It attracts three units. The cardinal aim is to expose student-teachers to practical experience. More often than not, some students complain of contradicting comments and scores from supervisors. It is believed by some students that scores provided by supervisors are subjective. It is against this backdrop that this study was conducted to find out the relationship and differences between the two sets of scores awarded to students in their teaching practice exercise.