UNIVERSITY OF MAIDUGURI
Maiduguri, Nigeria
CENTRE FOR DISTANCE LEARNING
EDUCATION
EDU 102: EDUCATIONAL PSYCHOLOGY
2
UNIT:
EDU 102 –EDUCATIONAL PSYCHOLOGY
Published
UNIT: 2
2005©
All rights reserved. No part of this work may be reproduced in any
form, by mimeograph or any other means without prior permission in
writing from the University of Maiduguri.
This text forms part of the learning package for the academic
programme of the Centre for Distance Learning, University of
Maiduguri.
Further enquiries should be directed to the:
Coordinator
Centre for Distance Learning
University of Maiduguri
P. M. B. 1069
Maiduguri, Nigeria.
This text is being published by the authority of the Senate, University
of Maiduguri, Maiduguri – Nigeria.
ISBN:
978-8133-32-0
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CDL, University of Maiduguri, Maiduguri
EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
PREFACE
This study unit has been prepared for learners so that they can do
most of the study on their own. The structure of the study unit is
different from that of conventional textbook. The course writers have
made efforts to make the study material rich enough but learners need
to do some extra reading for further enrichment of the knowledge
required.
The learners are expected to make best use of library facilities and
where feasible, use the Internet. References are provided to guide the
selection of reading materials required.
The University expresses its profound gratitude to our course writers
and editors for making this possible. Their efforts will no doubt help
in improving access to University education.
Professor J. D. Amin
Vice-Chancellor
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CDL, University of Maiduguri, Maiduguri
EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
HOW TO STUDY THE UNIT
You are welcome to this study Unit. The unit is arranged to
simplify your study. In each topic of the unit, we have introduction,
objectives, in-text, summary and self-assessment exercise.
The study unit should be 6-8 hours to complete. Tutors will be
available at designated contact centers for tutorial. The center expects
you to plan your work well. Should you wish to read further you could
supplement the study with more information from the list of
references and suggested readings available in the study unit.
PRACTICE EXERCISES/TESTS
1. Self-Assessment Exercises (SAES)
This is provided at the end of each topic. The exercise can help
you to assess whether or not you have actually studied and understood
the topic. Solutions to the exercises are provided at the end of the
study unit for you to assess yourself.
2. Tutor-Marked Assignment (TMA)
This is provided at the end of the study Unit. It is a form of
examination type questions for you to answer and send to the center.
You are expected to work on your own in responding to the
assignments. The TMA forms part of your continuous assessment
(C.A.) scores, which will be marked and returned to you. In addition,
you will also write an end of Semester Examination, which will be
added to your TMA scores.
Finally, the center wishes you success as you go through the
different units of your study.
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
INTRODUCTION TO THE COURSE
The Objectives of this course is to introduce beginners
to the concept educational psychology. Specifically you
would be introduced to the concept educational psychology,
purpose of educational psychology, branches of educational
psychology and the importance of educational psychology
in teacher education. At the end of this course you should
be able to define educational psychology, explain the
purposes of educational psychology, identify the branches
of educational psychology and explain the importance of
educational psychology in teacher education
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EDU 102 –EDUCATIONAL PSYCHOLOGY
EDU 102:
UNIT: 2
EDUCATIONAL PSYCHOLOGY
UNITS: 2
T A B L E O F C O N T E N TS
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PREFACE
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INTRODUCTION TO THE COURSE
TOPIC 1: MEANING OF EDUCATIONAL PSYCHOLOGY
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TOPIC 2: PURPOSE OF EDUCATIONAL PSYCHOLOGY-
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TOPIC 3: BRANCHES OF EDUCATIONAL PSYCHOLOGY -
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TOPIC 4: IMPORTANCE OF EDUCATIONAL PSYCHOLOGY
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SOLUTIONS TO EXERCISES
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
T O P I C 1:
TABLE OF CONTENTS
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SUMMARY -
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REFERENCES
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SUGGESTED READING
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EDU 102 –EDUCATIONAL PSYCHOLOGY
1.0
TOPIC I:
1.1
INTRODUCTION
UNIT: 2
MEANING OF EDUCATIONAL PSYCHOLOGY
This topic will discuss the concept (Meaning) of
educational psychology. The definitions of educational
psychology as proffered by some psychologists were briefly
given. The definitions all seem to agree that it is concerned
with the problems that are related to human growth and
development, learning and measurement and evaluation.
The topic will also highlight how educational psychology
brings the learner into successful interaction with the
material to be learnt, the learning situation and the teacher
who provides the learning opportunity.
1.2
OBJECTIVES
The objectives of this topic is to expose you to the meaning
and concept – educational psychology. At the same time
study the concepts – the learner, learning situation and
learning process. At the end of the topic you should be able
to:
i.
Define at least two parallel meanings of educational
psychology
ii.
Distinguish between the learner, learning situation and
the learning processes as factors in educational
psychology.
1.3
IN-TEXT
Educational psychology is that branch of psychology which
is concerned with the nature, conditions, outcomes and
evaluation of school learning and retention. Common issues in
educational psychology often include learning, motivation,
remembering and forgetting, cognition, intelligence; perception,
creativity;
socialization;
personality
and
interpersonal
behaviours; and statistics in education.
Educational psychology is the study of the ways in which
the learner can be most effectively brought into successful
interaction with the material to be learnt, the learning situation
and the teacher who provides the learning opportunity.
Educational psychology also concerns itself with problems
relating to human growth and development. That is whether
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
these immediately relate to the classroom situation or not. These
include all aspects of a child’s growth and development; those
manifested at home, in the neighbourhood and at school, affect
that child’s response to school learning.
Furthermore, educational psychology is related to the
studies of man in society. In short, it relates to all behavioural
sciences in as much as they help in our understanding of the
learner, of the context of learning and of the learning processes.
Educational psychology, therefore is concerned with the “why”
and “what” of learning. That is, it describes and explains the
learning experience of an individual from birth through old age.
Its subject matter is concerned with the conditions that affect
learning.
Thus, three aspects are of immediate relevance to
educational psychology. These are:
i.
The learner – these include the learner’s growth and
development,
needs,
motivation,
individual’s
characteristics and achievements, nutritional state and
the child rearing approaches employed by the
individual’s parents.
ii.
The learning situation – These include the school and the
wider society, the cultural context and their effects on
learning.
iii. The learning processes and the teacher who makes them
happen, including the teachers methods of teaching,
approaches and personality.
1.4
SUMMARY
This topic has discussed the concept educational
psychology. The topic identified different meanings of
educational psychology offered by various psychologists.
Educational psychology is seen in this topic to have concerned
with the problems related to human growth and development,
the ways in which the learners most effectively brought into
successful interaction with the material to be learnt, studies of
man in society especially as they help in our understanding of
the learner, the context of learning and the learning processes.
1.5
SELF ASSESSMENT EXERCISE
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CDL, University of Maiduguri, Maiduguri
EDU 102 –EDUCATIONAL PSYCHOLOGY
1.
2.
1.6
UNIT: 2
What do you understand by the term educational
psychology?
State and discuss the major elements that are of relevance
to educational psychology.
REFERENCE
Blair, G.M.; Jones, R.S. and Sampson, R.H. (1975). Educational
Psychology. New York: Macmillan Company.
Durojaiye, M.O.A. (1976). A New Introduction To Educational
Psychology. London: Harper and Row Publishers Inc.
Ekeruo, A.I.C.; Ikediashi, A.E.; Ekwe, A.O. and Nwamuo, P.A.
(1985). Essentials Of Educational Psychology. Agbor:
Central Books Ltd.
1.7
SUGGESTED READING
Akinade, E.A. (1996). Psychology Of Human Learning. Lagos:
Babs Olatunji Publishers.
Akinboye, J. O. (1987). The nature and concept of educational
psychology in Nigeria, Nigerian Journal of Educational
Psychology, 1, 1, 2-16
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
TOPIC 2
TABLE OF CONTENTS
PAGES
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SUGGESTED READING
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EDU 102 –EDUCATIONAL PSYCHOLOGY
2.0
2.1
UNIT: 2
TOPIC 2:
PURPOSE OF EDUCATIONAL PSYCHOLOGY
INTRODUCTION
This lecture will discuss the purpose of educational
psychology to the learner, the community and the teacher.
2.2
OBJECTIVES
The objective of this topic is to study the functions which
educational psychology plays in the teaching/learning
process. At the end of the topic you should be able to:
i. State the main functions of educational
psychology.
ii. State the principles of educational psychology
iii. Explain some of the benefits teachers gain from
their study of educational psychology.
2.3
IN-TEXT
At no other period in education history has there been or is
there likely to be such a need for the careful management of
investment in our human resources. Governments spend a large
proportion of their total revenue on education. It is therefore
important to ensure that this economic investment will yield
human profits. The need for careful husbandry of investment in
human resources becomes more pressing in view of the scarce
financial and manpower (educational psychologist) resources
available for making these investments. The need to avoid
wastage in education is very important.
For these reasons teachers face challenges. They need to be
effective. They need to be properly trained and to maintain their
professional skills for better teaching/learning. They need to
know the special situation of the learner to whom so much is
being invested and whose cultural and social background affects
the learning process. Teachers should be seeking for a relevant
and scientific approach to their work. It is hoped that they will
apply the contents and method of the educational psychology
which is specifically related to the learner’s context for the
fulfillment of these needs. This is because children will learn
more meaningfully if teachers are able to solicit relevant aspects
of the child’s culture upon which to base their teaching. The
school should also encourage meaningful interaction between
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
adults and children, the home values may require that children
associate with children of their own age group (socialization).
Data gathered from educational psychology can be useful to
the learners, teachers, school administrators, and the
educational system in general. For example, the knowledge can
be applied to help the teacher obtain basic knowledge about the
developmental stages of the learners from birth to adulthood. It
gives information about psychological problems that affect
learning in the classroom. It can as well show why effective
teachers work creatively or teach the way they do so well.
The main purpose of educational psychology is to
determine how teaching can be made more effective, how
educational goals can be made more meaningful and how
desirable the educational goals can be achieved. Educational
psychology evaluates and influences the curriculum changes
which may be needed in order to make school learning more
relevant to the learner’s culture setting.
The principles of educational psychology therefore help
teachers in the solution of learning problems and help in the
selection of suitable learning materials which are related to the
learner’s background. Teachers need to have certain skills and
tools which will make them effective teachers. These include an
understanding of the learner, his/her development patterns,
needs, ability and emotions in the cultural setting. They also
include the ability of the teacher to react appropriately to
individual learners. This will enable the teacher to take
appropriate decisions with speed and efficiency in his/her dayto-day classroom encounters.
Specifically, the teacher gains the following from their
study of educational psychology which makes him/her find it
easy to cope with some of the everyday problems of the
classroom:
i.
Understand the nature of the learner, his/her culture,
the various aspects of the learner’s growth and the
implications of environmental influence on the learner’s
growth and learning.
ii.
Understanding of the motives and needs of the learner
and the ability to relate teaching materials to desirable
goals and challenging opportunities for learning.
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
iii.
Understanding of the nature of individual differences
among learners and the ability to device learning
situations that take these into account.
iv.
Understanding of the emotions, feelings and attitudes of
the learners and the ability to react to them
appropriately.
v.
The ability to create and maintain a classroom
atmosphere that facilitates effective teaching and
optimum social relationship among learners and
between them and the teacher, bearing in mind that
cultural mores and the particular sense of honour of the
learner’s environment.
vi. The ability to select relevant tests, to construct tests and
questionnaires, and to adapt whatever instruments and
techniques that may be available for the study,
evaluation and improvement of performance of the
learner in a particular cultural setting.
Furthermore, using the knowledge acquired from
educational psychology, the learner can be informed of the
various ways one can learn, remember or even forget. The
learner can find new ways of improving his/her learning
activities and earn better scores in his/her various school
subjects. Educational psychology facilitates effectiveness of the
learner in the following ways:
i.
general interest of the learners in the subject matter,
ii.
inspiring commitment of learning,
iii. motivating learners,
iv.
inculcating realistic aspirations in the learner,
v.
arousing learners’ self-concept.
2.4
SUMMARY
In this topic we have discussed the purpose of educational
psychology. The main purpose of educational psychology was
viewed to determine how teaching can be made more effective,
how educational goals can be made more meaningful and how
desirable the educational goals can be achieved. We have seen
that this can be achieved from the knowledge gained by the
teacher from his/her study of educational psychology that are
specifically related to understanding the nature of the learnerhis/her, culture, growth, motives, needs, individual differences
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
among learners, emotions, feelings and attitudes of the learners.
Others include the ability of the teacher to create and maintain a
classroom atmosphere that facilitates effective teaching,
relevant tests for evaluation and improvement of performance of
the learner.
2.5
SELF ASSESSMENT EXERCISE
1.
2.
The study of educational psychology is important to the
teacher. What are some of the benefits which a teacher can
derive from this subject?
Discuss the main focus of educational psychology.
2.6
REFERENCE
Akinade, E.A. (1996). Psychology Of Human Learning. Lagos:
Babs Olatunji Publishers.
Akinboye, J. O. (1986). “The nature and concept of educational
psychology in Nigeria”, Nigerian Journal of Educational
Psychology, 1, 1, 66-96.
2.7
SUGGESTED READINGS
Blair, G.M.; Jones, R.S. and Sampson, R.H. (1975). Educational
Psychology. New York: Macmillan Company.
Durojaiye, M.O.A. (1976). A New Introduction To Educational
Psychology. London: Harper and Row Publishers Inc.
Ekeruo, A.I.C.; Ikediashi, A.E.; Ekwe, A.O. and Nwamuo, P.A.
(1985). Essentials Of Educational Psychology. Agbor:
Central Books Ltd.
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
TOPIC 3
TABLE OF CONTENTS
PAGES
3.0
TOPIC: BRANCHES OF EDUCATIONAL PSYCHOLOGY
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IN-TEXT
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3.3.1 HUMAN GROWTH AND DEVELOPMENT
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3.3.4 MEASUREMENT AND EVALUATION
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3.3.5 USES OF MEASUREMENT AND EVALUATION IN
EDUCATIONAL PSYCHOLOGY 3.4
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REFERENCE
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SUGGESTED READINGS
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EDU 102 –EDUCATIONAL PSYCHOLOGY
3.0
TOPIC 3:
3.1
INTRODUCTION
UNIT: 2
BRANCHES OF EDUCATIONAL PSYCHOLOGY
This topic focuses on the different branches of educational
psychology. Educational psychology can be sub-divided into
three main groups. Human growth and development, learning
and measurement and evaluation. These areas are relevant as
they are aimed at simplifying the conditions that affect learning.
3.2
OBJECTIVES
The objectives of this topic is to introduce the students to
the different areas of educational psychology. The classification
is necessary because of the peculiar social educational functions
performed by the different branches for example, human growth
and development is concerned with a specific area of human life
which connotes increase in size and function. By the end of this
lecture therefore, you should be able to distinguish between the
three different branches of educational psychology.
1.
2.
3.
Human growth and development
Learning
Measurement and evaluation
3.3
IN-TEXT
3.3.1 HUMAN GROWTH AND DEVELOPMENT
The terms growth and development are sometimes used
interchangeably. Each of these terms represents a concept that
differs somewhat from each other. However, none of the
concepts are mutually exclusive. Growth and development are
generally influenced by the interaction of environment, heredity,
maturation and learning and may be accelerated or retarded
depending on individual differences. The term growth means
the progressive increase and continuous advancement of the
child from birth to maturity. That is, the continuous
advancement of the bodily tissues, organs and structures. It is
physical increase in size in terms of observable factors such as
increase in height, weight, size etc. in quantitative terms.
The term development on the other hand means the gradual
and orderly unfolding of the characteristics of the individual to
provide greater facility in functioning. It means essentially
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
progress toward a goal. It involves changes from simplicity to
complexity which implies an increasingly progressive maturity
of behaviour as well as organization of personality and
character. Development is increase in function. It refers to the
qualitative increase in individual potentialities as a result of
maturation and experience. For example, cognitive, physical,
social, emotional and moral functions. As the child grows,
his/her body becomes mature and develops the ability to use
words in more complicated ways. The child also starts giving
meanings to the words he/she uses.
Educational implication of growth and development:
1.
2.
3.
4.
5.
6.
There are individual differences in growth and
development. This is a fact that needs to be understood by
teachers and apply in their teaching of learners whose age
might be similar but whose growth and maturation levels
may be different from one another.
The teacher should recognize that intelligence develops in
stages, individuals programmes of learning should
therefore differ.
The teacher should design his/her teaching programme
according to the developmental stages of the learners.
Lessons should therefore be planned according to Paigets
stages of development.
a. Sensorimotor stage (0-2 years)
b. Preoperational stage (2 – 7 years)
c. Concrete operation (7 – 11 years)
d. Formal operation (12 – 20 years)
The planning of the physical activities by the teacher
should be given according to age to avoid the suppression
and physical maltreatment from the older learners.
The teacher should arrange the learners according to their
heights. Shorter ones should be made to sit in the front
rows and taller ones seated in the back row.
The teacher should introduce school subject content
according to the development level of the learners. The
context of a subject should be adequate to the
comprehensive ability of learners of the some age.
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
The principles of growth and development which are of
significance for teachers and psychologists may be summarized
as follows:
1. The processes of growth and development are continuous,
gradual and orderly. That is, they follow a genetic
sequence?
2. Development progresses from the simple to the highly
complex.
3. The various aspects of the processes of growth and
development are interdependent.
4. The processes of growth and development are influenced
by heredity and environment.
5. Individual differences occur in the rate of growth and also
various parts, functions and structures of the body seem to
have different development rates.
6. Growth and development may be accelerated or retarded.
7. The rate of growth is more rapid in the early years of life.
8. Generally, girls mature more rapidly than boys.
3.3.2 LEARNING
The term learning is very wide. Thus it is not possible to
give a definition acceptable to all psychologists. However,
learning could be defined as a lasting change in one’s thinking,
feeling and acting (behaviour) due to experience. Learning may
also be defined as a relatively permanent change in behaviour as
evidenced by a change in performance as a result of reinforced
practice, training or experience. Since one of the aims of
education is to effect a change in behaviour in a desirable
direction so that one behaves in the ways the society wants
him/her to behave, learning from the educational point of view
means a lasting change in behaviour in a desirable direction due
to experience. Here the desirability of the direction of change is
emphasized.
Hence, change in behaviour as a result of bodily injuries,
diseases, fatigue or use of drugs are not considered learning.
Similarly, mere repetitions such as rote memorization, drills are
not considered learning unless they cause long lasting changes in
a person’s behaviour. Learning is therefore a construct that
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
cannot be seen or observed directly. It has to be inferred from
the behaviour of the organism through intervening variables
such as performance. For instance, when there is a change in
performance we may infer that learning has occurred.
From the foregone definitions of learning given above, the
following are some notable aspects that are worthy of note:
These aspects include:
i.
ii.
iii.
iv.
Change in behaviour
Relatively permanent/lasting change and
temporary one.
Due to experience.
It is not directly observed but it is inferred.
not
a
3.3.3 FACTORS AFFECTING LEARNING
There are certain obvious factors that affect learning which
teachers must be aware of and where possible know how to
bring them about for effective learning. These factors for the
purpose of this topic are blocked into:
i. The learner (his/her characteristics).
ii. The materials to be learned.
iii. The learning method/technique.
THE LEARNER (I.E. HIS/HER CHARACTERISTICS).
This is an important element in learning. It usually
involves the child’s intellectual, physical and social capacity to
learn. By characteristics of the learner, it means what the
learner brings into the learning situation in terms of his/her
growth and development, needs and motivations, abilities,
nutritional state and the learner’s rearing techniques employed
by the learner’s parents, the learner’s background including the
learner’s previous experience. A child intellectually may not be
matured up to his/her age, and consequently may not benefit
from the learning outcome. There is also the need for adequate
motivation of the learner by the teacher. Motivation involves
arousing the interest of the learner in the classroom for better
teaching/learning process.
THE MATERIAL TO BE LEARNED
This generally involves two aspects:
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
a. Meaningfulness of the materials: Meaningfulness of the
material involves relating instruction to meaningful and
life like situation. That is the more meaningful the learning
material is to the learner, the easier it is for the learner to
learn it.
b. East of learning the materials: Ease of the material
involves presenting the material in a way that it is not too
difficult, frustrating or too easy to the learner. It must be
of moderate level of difficulty to the learner to facilitate
effective learning.
METHODS OF LEARNING THE TASK
The aim of most teachers is for the learners to master the
task with minimal expenditure of time and energy. However,
this can be affected by the teacher who makes them happen
through his/her methods of teaching and approaches and his/her
personality. These methods include the following:
i.
ii.
iii.
iv.
Discovery/inquiry method: This is teaching/learning
where the learner is given little or no help by, the
teacher and is left to explore the environment by
himself/herself. The learner is also expected to take
initiative and through insight funds out the underlying
principles of problem solving activities.
Problem solving method: This is another method of
teaching/learning where the teacher encouragers the
learner to find answers to problems by reasoning and
reflective thinking. The teacher also encourages
divergent thinking in the learner leading to originality
and flexibility of approach to problem solving.
Insightful method: This method involved helping the
learner to evolve a perception re-organization of any
learning field with meaning made out of complex
situations. The ultimate solution usually comes in a flash
of insight after a period of systematic cognitive
preparation and incubation.
Trial and error method: This is a Stimulus-Response
method of learning introduced by Thorndike. In this
method of learning, the teacher sets the learner to do
some work and solve the problem himself/herself,
during which the learner learns through his/her
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EDU 102 –EDUCATIONAL PSYCHOLOGY
v.
vi.
vii.
UNIT: 2
responses as he/she tries to solve the problem. This type
of learning occurs mostly where the learner is
confronted with a relatively new situation in his/her
experience.
Expository method: This is a method of learning where
the teacher provides the learner all the learning facts
and the general principles. The learner is supposed to
assimilate the materials provided by the teacher.
Generalization method: Is a method of learning where
the teacher helps the learner to identify the common or
related elements in a learning situation. The learner’s
ability to generalize is the essence of concept formation
and transfer of learning.
Observation method: Using this method the learner
makes observations that can lead to imitation or
modeling. Observation can also lead to insight where the
learner is able to observe inter-relationships among the
various parts of the problem. It is also involved in social
learning postulated by Bandura (1963).
3.3.4 MEASUREMENT AND EVALUATION
The term measurement is used in a broader sense. It is
however, defined as the assignment of numerals to objects,
people or events according to specific rules. Measurement
involves a quantitative comparison of two or more amounts of
the same or different properties as determined on the basis of
certain defined criteria. Thus measurement is a method
rendering judgement about a continuous variable by the use of
instruments which by design are more precise and refined than
human sensibilities and tend to hold constant or at a minimum
the human fault and error which is present in interpreting the
reading of the instrument.
Evaluation on the other hand involves measurement and
subjective judgement. It is essentially a process of determining,
obtaining and analyzing information in order to place a value on
a measurement. This definition implies that evaluation is
desirable to establish some goals or objectives against which
evaluation can be made. The system of assigning letter grades
(A, B, C) or specific scores in test or examination is an example
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
of how a value judgment can be placed on a measure of
performance. For instance, a score of 62% may be considered a C
or B depending on the quantitative comparism of measured
values and the difficulty of the test or examination.
These can be achieved through formal testing approach or
the informal approach. The formal testing approach involves the
use of standardized testing instruments which have been
developed and validated for use in an environment. The
instruments are mostly psychological tests covering such areas,
as aptitude, personality, general intelligence, scholastic
achievement and interest. These instruments can be in the form
of scales, inventories or standardized group or individual tests.
3.3.5 USES OF MEASUREMENT AND EVALUATION IN EDUCATIONAL PSYCHOLOGY
The need for measurement and evaluation in educational
psychology can be seen from the following perspectives:
i.
ii.
iii.
iv.
Individual evaluation is necessary in order to analyse
the academic achievement of the individual with a view
to assisting him/her in the selection of an optimum,
information on the individual cognitive characteristics
in a learning environment. This can only be obtained
through measurement and evaluation.
The request for comprehensive reports on students by
parents, employers of labour, and other bodies make it
important for objective evaluation to be made about the
students.
Measurement and evaluation provides cumulative and
comprehensive data about a student. For instance, about
his/her abilities, interests and other personal qualities.
Measurement and evaluation has also been used to
determine the learners readiness in a specific subject
area. Performance of a student in such measurement and
evaluation is used for placing learners at different levels
in an academic programmes. For instance, when there is
a need to determine the strength and weakness of a
student in a subject area or to collect information on the
causes of problems in some specific subject areas,
achievement tests are administered for diagnostic
purposes. The diagnostic and predictive aspects of
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EDU 102 –EDUCATIONAL PSYCHOLOGY
v.
3.4
UNIT: 2
measurement and evaluation are essential elements in
intervention programmes established in schools to
enhance learning experiences. Effective learning in
schools is dependent on accurate and comprehensive
information collected, assessed and analysed on the
learner.
The outcome of measurement and evaluation provides
the evaluation of the total learning situation of the total
learning situation, curriculum and educational policies
which is used for improving the teaching learning
process.
SUMMARY
In this topic we have seen that educational psychology has
three major branches – Human growth and development,
learning and measurement and evaluation.
The principles of growth and development which are of
significance to educators and psychologists may be summarized
as follows: that the process of growth and development are
continuous, gradual and orderly, that is, they follow a genetic
sequence. Development progresses from the simple to the highly
complex, the various aspects of the processes of growth and
development are interdependent, the processes of growth and
development are influenced by heredity and environment.
Individual differences occur in the rate of growth and also
various parts, functions and structures of the body seem to have
different developmental rates. We have also seen that growth
and development may be accelerated or retarded, however, the
rate of growth is more rapid in the early years of life and
generally, girls mature more rapidly than boys.
Learning was seen in this topic as a relatively permanent
change in behaviour as evidenced by a change in performance
through practice, training or experience. However changes in
behaviour as a result of bodily injuries, diseases, fatigue or use
of drugs are not considered learning. Similarly, mere repetitions
such as rote memorization, drills are not also considered
harming unless they cause long lasting changes in a person’s
behaviour. The topic also revealed the learner characteristics,
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
meaningfulness of the material to be learned to be the major
factors that may affect learning.
We have also seen measurement as a process of assigning
numerals to objects, people or events. Measurement involves
quantitative comparison of two or more amounts of the same or
different properties. Evaluation on the other hand was seen to
involve measurement and subjective judgement. It is a process of
determining, obtaining and analyzing information in order to
place a value on a measurement. Finally, the uses of
measurement and evaluation in educational psychology were
also discussed. Few among these include-used to analyse the
academic achievement of individual, determine learners
readiness in a specific subject, provision of cumulative and
comprehensive data about a student.
3.5
1.
2.
3.6
SELF ASSESSMENT EXERCISE
Distinguish between growth and development.
Define learning and list ten (10) specific factors that may
affect it.
SUGGESTED READING
Eggen, P.D. and Kauchak, T. (1992). Educational Psychology:
Classroom Connections. New York: Macmillan Publishing
Company.
Durojaiye, M.O.A. (1976). A New Introduction To Educational
Psychology. Ibadan: Evan Brothers Publishers Ltd.
Ekeruo, A.I.C.; Ikediashi, A.E.; Ekwe, A.O. and Nwamuo, P.A.
(1985). Essentials Of Educational Psychology. Agbor:
Central Books Ltd.
3.7
REFERENCE
Denga, D.I. (1983). “The Place Of Testing In Counseling”. In Uba
A. (ed). Introduction To Counselling. 174-188.
Uba, A. (2002). Human Developmental Psychology Of Childhood
And Adolescence. Enugu: Computer Edge Publishers.
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
Uba, A. (1983). "Human growth and development: Foundation for
counseling”. In Uba A. (ed). Introduction to Counselling 1 –
16.
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
TOPIC 4
TABLE OF CONTENTS
PAGES
4.0
TOPIC 4: IMPORTANCE OF EDUCATIONAL
PSYCHOLOGY IN TEACHER EDUCATION
- 22
4.1
INTRODUCTION -
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-
-
-
-
- 23
4.2
OBJECTIVES
-
-
-
-
-
-
-
- 23
4.3
IN-TEXT
-
-
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-
-
-
-
- 23
4.4
SUMMARY
-
-
-
-
-
-
-
- 25
4.5
SELF ASSESSMENT EXERCISES -
-
-
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- 25
4.6
REFERENCES
-
-
-
-
-
-
- 25
4.7
SUGGESTED READING
-
-
-
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- 25
-
-
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EDU 102 –EDUCATIONAL PSYCHOLOGY
4.0
TOPIC 4:
EDUCATION
4.1
INTRODUCTION
IMPORTANCE
OF
EDUCATIONAL
UNIT: 2
PSYCHOLOGY IN
TEACHER
This topic will discuss the importance of educational
psychology in teacher education.
4.2
OBJECTIVES
The objectives of this topic is to introduce the students to
the importance of educational psychology in teacher education.
At the end of the topic students should be able to
i.
4.3
Mention at least five importance of educational
psychology in teacher education.
IN-TEXT
A teacher should know some educational psychology
related to the cultural environment from which his/her learners
are drawn. Various methods, approaches and materials enter the
teaching/learning process every day. Changes in planning and
policy-making in schools remain highly unpredictable and it is
impossible to judge accurately today what will be the particular
problem of tomorrow.
In the day-to-day performance of his/her work, the teacher
makes decision, sometimes he/she has to plan and be purposeful
in his/her decision making. A teacher who has sufficient
knowledge of educational psychology should always be prepared
to face challenges. He should know the learners motives, needs,
and the learners’ likely reaction to the teacher’s action.
Some of the everyday decisions/problems faced by the
teacher include:
1.
2.
What method of teaching should one adopt in teaching a
class containing learners of a wide age-range and ability?
How does one treat a learner who is always tiered and who
sleeps in the classroom during lessons, probably because of
poor arrangements for rest and sleep in the home?
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
3.
How do I treat a learner who always comes late to school
because he/she has to help with the household chores or
because his/her parents insist he/she must first work at
home or at some economic activities like selling or
hawking?
4. How can one approach the parents of an undernourished
learner whose progress in school is poor?
5. How does one encourage learners to talk to the teacher to
ask questions in the class etc.?
These are some of the problems faced by teachers in their
daily activities and the knowledge method and principles of
educational psychology would help the teachers to solve the
problems more easily.
Specifically, the teacher would gain the following from the
knowledge gained from educational psychology.
1. The knowledge of educational psychology provides the
teacher the skills that makes teaching learning possible.
For example, careful identification of learning content,
difficult
level,
meaningfulness,
comprehensibility,
creativity and usefulness of the learning tasks depend to a
large extent on how the teacher is able to measure and
evaluate the learning outcomes.
2. The knowledge gained from educational psychology enables
the teacher to know the individual differences in his/her
class as they affect all aspects of development, e.g.
physical, cognitive, emotional, etc. Now new teaching
methods are known by teachers and these methods are
tried on the learners.
3. It enables the teacher to understand the sequence of
growth and development. This will assist the teacher detect
normal and abnormal behaviour patterns among learners.
For instance, it help teachers handle problems of discipline
in a more rational and even democratic way. Teachers now
examine the causes of indiscipline among students before
reaching to them.
4. It will enable the teacher in planning learning experiences
to take care of the stages of development of the learner and
to decide on appropriate teaching/learning methods to be
used.
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
5. It enables the teacher to know about the emotions,
interests aspirations, aptitudes, motivation, etc. of the
learner and to use these in individualized instructions as
well as guidance.
6. It enables the teacher to understand the psychological basis
for child development. For example, it will enable the
teacher know why a learner is fixated, retarded, suffers
regressions, etc. at certain stages.
4.4
SUMMARY
In this topic we have discussed the importance of
educational psychology to the teacher. We have also highlighted
the problems faced by the teacher in his/her day-to-day
teaching/learning process. We have finally seen how the
knowledge of educational psychology would assist the teacher in
solving the learners problems.
4.5
SELF ASSESSMENT EXERCISES
1. State five importance of educational psychology to the
teacher.
2. Identify five problems faced by the teacher in his/her
everyday teaching/learning process.
4.6
REFERENCES
Durojaiye, M.O.A. (1976). A New Introduction To Educational
Psychology. Ibadan: Evan Brothers Publishers Ltd.
Ekeruo, A.I.C.; Ikediashi, A.E.; Ekwe, A.O. and Nwamuo, P.A.
(1988). Essentials Of Educational Psychology. Agbor:
Central Books Ltd.
4.7
SUGGESTED READING
Gerow, R.J. (1992). Psychology: An Introduction. New York:
Harper Collins.
Okoye, N.N., Adejumo, D. and Achebs, C. (1990). Fundamentals
Of Guidance And Counselling. Ibadan: Heinemann
Educational Books Ltd.
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
Woolfolk, A.E. (1995). Educational Psychology. Boston: Allen &
Bacon.
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UNIT: 2
SOLUTIONS TO EXERCISES
TOPIC I
1.
There is no single definition of educational
psychology that is uniformly accepted by psychologists.
However, it is viewed as the study of the ways in which the
learner can be most effectively brought into successful
interaction with the material to be learned, the learning
situation and the teacher who provides the learning
opportunity.
It is an applied science concerned primarily with
supplying scientific psychological data, which teachers use
to improve classroom instruction. It is concerned with
finding explanations for why some teachers/students are
more successful than others in the classroom. One may
attribute a teacher’s success in the classroom to training,
knowledge of subject matter, academic degrees, and the
like. Even though these are important, from a psychological
point of view, the understanding of the groups or the
individuals being taught is very important. When the
teacher understands the group of individuals he/she is
dealing with, he/she has some knowledge of their abilities,
aspirational levels, and educational development, interests
and motivations, personalities and the environmental
influences they have been and are being subjected to.
Educational psychology is therefore meant to help teachers
to have some understanding of the above factors and their
influences on teaching/learning.
Educational psychology is concerned with the “why”
and “what” of learning. That is, it describes and explains
the learning experience of an individual from birth through
old age,. In short, it assist the teacher in his/her
understanding of the learner, of the context of learning and
of the learning processes.
Specially educational psychology is concerned with
the nature, conditions, outcomes and evaluation of school
learning and retention. Common issues in educational
psychology
often
include
learning,
motivation,
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
remembering and forgetting, cognition, intelligence,
perception, creativity, socialization, personality and
interpersonal behaviour and statistics in education.
Educational psychology is concerned with problems
relating to human growth and development. That is,
whether these problems immediately relate to the
classroom situation or not. These include all aspects of a
child’s growth and development, those manifested at home,
in the neighbourhood and school, affect the child’s
response to school learning.
2.
The major elements that are of relevance to educational
psychology are:
i.
The learner
ii.
The learning situation
iii. The learning Process
The learner: These include the learner’s growth and
development, needs, motivation, individual characteristics and
achievements, nutritional state and the child rearing approaches
employed by the individual’s parents.
The learning situation: These include the school and the
wider society, the cultural context and their effects on learning.
The learning processes: These include the teacher who
makes them happen, including the teacher’s method of teaching,
approaches and personality.
TOPIC 2
1.
Some of the benefits which a teacher can derive from
educational psychology include:
i.
Understanding the nature of the learner i.e. the
learner’s culture, the various aspects of the learner’s
growth and development and the implications of the
environmental influence on the learner’s growth and
development.
ii.
Understand the individual differences among learners
and the ability of the teacher to device learning
programmes
and
situations
that take these
differences
into
account
for
effective
teaching/learning.
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
iii.
2.
Understanding of the motives and needs of learners
and the ability of the teacher to relate teaching
method/materials to desirable goals and challenging
opportunities for effective learning.
iv.
Understanding of the emotions, feelings and attitudes
of learners and the ability of the teacher to react to
them appropriately.
v.
It provides the teacher the ability to create and
maintain a classroom atmosphere that will facilitate
effective teaching and optimum social relationship
among learners and between them and the teacher,
bearing in mind the cultural mores and the particular
sense of honour of the learner’s environment.
vi. It provides the teacher the ability to select relevant
tests, to construct tests and questionnaires, and to
adapt whatever instruments and techniques that may
be available for the study, evaluation and
improvement of performance of the learner in a
particular cultural setting.
The main focus of educational psychology is to determine
how teaching can be made more effective, how educational
goals can be made more meaningful and how desirable the
educational goals can be achieved. For instance, it help
teachers in the solution of learning problems and help in
the selection of suitable learning materials which are
related to the learner’s background. Educational
psychology also evaluates and influence the curriculum
changes which may be needed in order to make school
learning more relevant to the learner’s cultural setting.
TOPIC 3
1.
Growth is the physical increase in size in terms of
observable factors such as increase in height, weight, size etc. in
quantitative terms. In other words, it means the progressive
increase and continuous advancement of the child from birth to
maturity. That is the continuous advancement of the bodily
tissues, organs and structures.
Development on the other hand is the increase in function.
It refers to the quantitative increase in the individual’s
potentialities as a result of maturation and experience. It is the
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CDL, University of Maiduguri, Maiduguri
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UNIT: 2
gradual and orderly unfolding of the characteristics of the
successive stages of growth involving the emerging and
expanding of the capacities of the individual to provide greater
facility in functioning. It means essentially progress toward a
goal. It involves changes from simplicity to complexity which
implies an increasingly progressive maturity of behjaviour as
well as organization of personality and character. The terms
growth and development are sometimes used interchangeably.
However, each of the terms represents a concept that differs
somewhat from each other. Thus non of the terms is mutually
exclusively influenced by the interaction of environment,
heredity, maturation and learning and the two can be
accelerated or retarded depending on individual differences.
2.
Learning is a broad term that is not possible to give a
definition that is acceptable to all psychologists. However,
learning could be defined as a lasting change in one’s thinking,
feeling and acting due to experience. It can also be seen as a
relatively permanent change in behaviour as evidence by a
change in performance as a result of reinforced practice,
training or experience.
Ten specific factors that may affect learning include:
i.
Learner’s growth and development
ii.
Learner’s needs
iii. Learner’s motivation/interests
iv.
Learner’s ability
v.
Meaningfulness of the material to be learned.
vi. Ease of the material learnt.
vii. Methods used by the teacher in learning the task.
viii. Teacher’s personality.
ix. The learner’s rearing techniques employed by his/her
parents.
x.
The learner’s nutritional state.
TOPIC 4
1.
Five importance of educational psychology to the teacher
are as follows:
i.
The knowledge gained from educational psychology
enables the teacher understands the individual
differences in his/her class.
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EDU 102 –EDUCATIONAL PSYCHOLOGY
ii.
iii.
iv.
v.
UNIT: 2
The knowledge acquired through educational psychology
provides
the
teacher
the
skills
that
make
teaching/learning effective. For instance, careful
identification of learning content, difficulty level,
meaningfulness, comprehensibility, creativity, and
usefulness of the learning tasks depend to a large extent
on how the teacher is able to measure and evaluate the
learning outcomes.
It enables the teacher to understand the sequence of
growth and development. This will guide the teacher
detect normal and abnormal behaviour patterns among
learners. Teachers now examine the causes of
indiscipline among students before reaching to them.
It enables the teacher understand the emotions,
interests, aspirations, aptitudes, motivation etc. of the
learner. These would guide the teacher in individualized
instructions as well as guidance.
It enables the teacher understand the psychological basis
for child development. For instance, it assist the teacher
know why a learner is fixated, retarded, suffers
regressions at certain stages.
2.
Five problems faced by a teacher in his/her everyday
teaching/learning process include:
i.
What method of teaching would I use in teaching a class
of wide age range and ability.
ii.
How do I treat a child who always sleeps in the class
during lessons?
iii. How do I treat a child who always comes to school late?
iv.
How do I encourage my students to participate in the
class?
v.
How do I approach the parents of a learner that is
undernourished?
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EDU 102 –EDUCATIONAL PSYCHOLOGY
UNIT: 2
TUTOR MARKED ASSIGNMENT
UNIT TEST I
INSTRUCTION: Answer any five of the following questions
TIME ALLOWED: 3 Hours
1.
Distinguish between learning situation and learning
processes as they relate to educational psychology.
2.
How would you as a teacher control unruly behavour
in the classroom.
3.
Identify the key components of educational
psychology and discuss one of them in detail.
4
Discuss teaching strategies a teacher could make to
show that he/she recognizes individual differences
among his/her learners in a specific subject area.
5.
The teacher’s behaviour in the classroom often affects
his/her learners. Discuss this statement.
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CDL, University of Maiduguri, Maiduguri