Teaching Practice and Academic Performance in Nigerian Colleges of Education: A Comparative Analysis

This study examines how Teaching Practice (TP) internships affect the academic performance of computer science students in Nigerian Colleges of Education. Using a mixed-methods approach, data were collected from 300 students enrolled in NCE II and III across three academic sessions (2021–2024) at the Federal University of Education, Zaria. Quantitative analysis showed a significant decline in students’ academic performance after their TP placements (p < 0.001). Factors contributing to this decline include stress, limited mentorship, and a mismatch between the TP curriculum and students’ core coursework. Qualitative insights suggest that while students generally see TP as beneficial for developing practical teaching skills, many also find it overly demanding and disruptive to their studies. The findings emphasize the importance of implementing structured mentorship programmes and improving workload management to balance the demands of teaching practice with academic obligations. The study recommends targeted policy interventions to ensure that TP supports, rather than hampers, student academic success.