This study examined mode of entry as predictor of pre-service teachers’ performance in Basic Science in Nigerian Colleges of Education. Specifically, the study determined the difference in the post test mean scores of students exposed to Reflective Teaching, Peer Tutoring and Conventional Teaching based on mode of entry. The study adopted pre-test and post-test control group quasi-experimental design. The population of the study consisted of all pre-service teachers studying Basic Science as teaching subject in all the 12 public Colleges of Education in Southwest, Nigeria. The sample for the study consisted of 124 pre-service teachers of Basic Science from the three selected Colleges of Education in Southwest, Nigeria through multistage sampling procedure. The study made use of Pre-service Teachers’ Achievement Test in Basic Science (PTATBS) for data collection. The test re-test was used to establish the reliability coefficient 0.81 with the use of split-half for PSTATBS as administered to 40 pre-service teachers outside the normal sample within two weeks. Inferential statistics of Analysis of Variance (ANOVA) was used to test the hypotheses. The study revealed that the mode of entry into Nigerian Colleges of Education has no effect on the academic performance of pre-service teachers in Basic Science. Since mode of entry is not a predictor of pre-service teachers’ performance in Basic Science in Nigerian Colleges of Education, lecturers should adopt the use of Reflective Teaching and Peer-Tutoring instructional strategies for better preparation of pre-service teachers in Basic Science.

Keywords: Mode of Entry, Pre-Service Teachers, Performance, Basic Science,

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