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NTI PGDE PROGRAMME

COURSE WORK ON DEVELOPMENTAL PSYCHOLOGY PDE 102

COMPILED BY MATHS DEPARTMENT

SUBMITTED TO

MRS. MARY NYAM

APRIL, 2011

DEPARTMENT REP: YAKUBU ILIYA DACHUNG 08036421592 GROUP A 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. DURU DORIS PHILIP PUKAT AYUBA BARDE NWAOH VERONICA CHIOMA CALEB ILIYA GIZO IROBOR RUTH EMEKA E. OBIEKWE EDITH OJEIKHODION SALIU MARIA HASSANA FELIX BABATUNDE ADERINTO MUHAMMAD BINTA ABUBAKAR AMOS DAVID GONSUM SALIU ANNETH USENA YAKUBU ILIYA DACHUNG PASTOR EPHRAIM ONYECHEGE NWANEBU MWELTOK ISHAKU KEFAS ADESHIYAN JOHN ADEYINKA LEMARCK PETER JIBRIN ORUMGBE E. HENRY MASOK G. GIDEON JOEL BLESSING KAREEM JOSEPH A. NDAHI ABUBAKAR KABINE AHOBINI ADEDOYIN OLALAKAN DAVID

GROUP B

GROUP C

GROUP D

GROUP E

LIST OF MEMBERS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. YAKUBU ILIYA DACHUNG DURU DORIS PHILIP OJEIKHODION EDITH OBIEKWE EMEKA EBERECHUKWU ADESHIYAN JOHN ADEYINKA NWAOHA VERONICA CHIOMA LEMARCK PETER TIBIN DAVID AMOS GONSUM ABUBAKAR KARIRU AHOBINI NWANEBU EPHRAIM ONYELHEGE MWALTOK ISHAKU KEFAS SALIU MARIA HASSANA SALIU ANNETH USENA ADERINTO FELIX BABATUNDE IRABOR RUTH PUKAT AYUBA BARDE MUHAMMAD BINTA ABUBAKAR MASOK G. GIDEON JOEL BLESSING KAREEM CALEB ILIYA GIZO ORUMGBE E. HENRY ADEDOYIN OLALAKAN DAVID JOSEPH A. NDAHI DUNG EMMANUEL TOK ABORISADE B. TUNDE AKPAN ENOBONG EDEM BASSEY EMMANUEL AKPAN BARNABAS PETER AMEH OCHEJA BENJAMIN NDONG ROSEMARY BUTYA AJISAFE ABOSEDE RUTH EWUZIE JACINTA FOM PETER DAVID EYIAROMI JULIANAH IDOWU

COURSE: PSYCHOLOGY OF EDUCATION TOPIC: THE MEANING OF EDUCATIONAL PSYCHOLOGY INTRODUCTION: As noted in wikipedia.org, an American Psychologist William James opine that Psychology is a science and teaching is an art; and sciences never generate arts directly out of themselves. An intermediate inventive mind must make that application, by using its originality. His submission by implication entails that, educational psychology is an applied psychology and its effective utilization depends on the mind that is applying it (Teacher). Thus, according to Berliner educational psychology theorists attitude to the world of educational practice has shifted from initial interest to disdain, and eventual to respect (Adopted: wikipedia.org). This explains why in PDE 106 Module 1 (Book 3:91) Psychology of Education or Educational Psychology is now a very crucial aspect in the education of teachers. Also the goal of psychology in education is similar to the goal it holds in other fields of human endeavour. As noted in wikipedia.org that for many practitioners, one goal of applied psychology is to benefit society. Thus, it was noted also that while psychological knowledge is often applied to the assessment and treatment of mental health problems, it is also applied to the understanding and solving problems in many different spheres of human activity. These spheres of human activity include: employment, industries, education, personality development e.t.c. Therefore, for the purpose of this course work we will try to inform all career teachers on the nature of psychology and it relevance to education as well as the teachers development into productive career. DEFINITION OF KEY TERMS

Educational psychology is the combination of two terms Education and Psychology. Therefore we consider it essential to define this term distinctively in order to give good understanding by elucidating any form of ambiguity. PSYCHOLOGY As noted in PDE 106, Book 1:91 that In the past, many people had a weird and bizarre notion of psychology. Psychologist were seen as individuals who indulge in hypnosis, dream interpretation, telepathy and occultism. Even today in third world countries like Nigeria similar weird notions are still present, though they may seem true but they are limiting this wide discipline. Such notion is associating this discipline to only mental health treatment. PSYCHOLOGY DEFINED As noted in PDE 106, Book 3:91, that The word psychology was originally derived from two Greek words Psyche-which means mind or soul and Logos-which means study or science. Psyche-logos is thus the science of the mind. This view was later refined to mean the scientific study of human behaviour and thought process. This detail definition helps us to understand the origin of the term psychology and its initial meaning, which is now refined into the underline definition as quoted. Also as contained in wikipedia.org that Psychology is the science of mind and behaviour. Its immediate goal is to understand behaviour and mental processes by researching and establishing both general principles and specific cases. Going by this definitions, three key terms are immediate evident science, behaviour and mental processes. SCIENCE: Has been defined as systematic study of knowledge concerning the relationship between the cause and effect of a particular phenomenon.

In order to collect the scientific data and systematized material, science employs various kinds of methods of enquiry such as observation, classification, formulation of hypothesis, analysis of evidence e.t.c. psychology aims at same thing. It uses scientific methods to study human behaviour. It also helps us to understand, control, and predict human behaviour. Behaviour:- As opine in PDE 106, Book 3:92, that Behaviour refers to all of a person of overt actions that others can directly observe. this will include the way we walk, talk, eat, express ideas, react to issues, act in a group etc. Also, worthy to mention is the categorization of behaviour according to its content as noted by a. b. Cognitive behaviour- where it is dominantly knowing or thinking e.g. solving questions Affective behaviour- where the dominance is of feeling e.g. the emotional experience of anger, fear, jealously e.t.c.
c.

Conative behaviour- where the dominance is motor activity e.g. cycling, playing, hockey etc.

Mental Process:- As opine in PDE 106, Book 3:92, that The term mental process refers to the private thought emotion, feelings and motives that people around us cannot directly observe. Therefore, psychology helps individual to: i. ii. iii.
iv.

understand his behaviour and those of others explain behaviours predict behaviour before it probably occurs, and Control behaviour in any given situation.

[Adopted: PDE 106,Book 3:92] METHODS OF PSYCHOLOGY Psychology is an empirical subject, as it concerns itself with behaviour which can be observed and measure in quantitative terms.

There are various empirical methods of carrying out scientific enquiry. Psychology makes use of these methods at various times: instropection, observation, questionnaire, survey, interviews, case study, congitudinal methods, cross section al method and experimental methods. [Adopted: PDE 106: Module 1: Book 3:92]

Introduction: Is the self observation and reporting of conscious inner thoughts, desires and sensations. It is a conscious and purposive process relying on thinking, reasoning, and examining ones own thoughts, feelings, and in more spiritual cases, ones soul (which is also regarded as contemplation and its opposite is extropection) [adapted en. Wikipedia. Org/introspection]

Longitudinal method: Is a research method used to discover relationships between variable that are not related to various background variables. This observational research technique involves studying the same group of individual over an extended period of time. [adapted: psychology. About.com/od/index/g/long]

Cross-Sectional method: Is a research method often used in developmental psychology, but also utilized in many other areas including social science and education. This type of study utilizes different groups of people who differ in the variable of interest, but share other characteristics such as socio-economic status, educational background and ethnicity. [adapted: psychology about.com/od/cindex/g/cross-sectional.html].

Survey: is a method of scientific investigation in which a large sample of people answer questions about their attitudes or behaviour. [adapted: wiki.answers.com/Q/survey-method of psychology].

Questionnaire: are one of the main methods of guthering information in survey research. Hence it can be an effective

means of measuring the behavior, attitudes, preferences, opinions and intentions of relatively large numbers of participants more cheaply and quickly than other methods. [Adapted:www.simplypsychology.org/questionnaire.html]

Case study: Refers to the use of a descriptive research approach to obtain an in-depth analysis of a person, group, or phenomenon. In psychology case studies are most often used in clinical research to describe rare events and conditions, which contradict well established principles in the field of psychology. [Adapted:en.Wikipedia.org/wiki/care-study-in-psychology]

Human endeavour that applies psychology are many, hence reveal why the various branches of psychology are necessary. Thus to cover the diverse complex human behaviour as noted in PDE 106: Module 1: Book 3:92, Psychology is classified based on the following: -

The

Age

group

studied

hence

the

Psychology

of

childhood, adolescence and adulthood, The process studied perceiving, thinking, learning etc. The application- educational, industrial, psychology etc. The normality of a group student-psychology of insane damage brain etc. The methods of psychology also reveal the approaches in studying psychology. the approaches may be theoretical (pure) or applied psychology. Theoretical psychology:- As noted in PDE 106: module 1: 93 is concerned with social, basic research (experimental, psychological, developmental, physiological,

comparative) conducted to increase our understanding of the conscious and behavioural process. These are all aimed at solving human problems. Applied psychology:- This is the application of various research studies in solving the myriad of human behavioural

problems. It is also regarded as the practical state psychology, industrial psychology etc. EDUCATION Despite there are no definite definition for education because of the varied perception on the concept, however its aim and purpose aid in the understand of the concept. thus, for the purpose of this course work, we adapt the definition given in PDE 106: Module 3:93, Education may be seen as the attempt to shape or modify behaviour of an individual with a view of equipping him or her with desirable skills, habits and attitudes to adequately adjust to the communal life and contribute effectively to its growth and preservation. Deducing from this definition is the essence of education which is modification of behaviour into an acceptable and productive state capable of improving the community. The task of shaping human behaviour is challenging and requires professionalism (Mastering). Thus, as effectively the knowledge of the science of behaviour and mental processes become imperative this submission entails the relevant of psychological knowledge to who ever that is taking such tasks. EDUCATIONAL PSYCHOLOGY It is obvious that educational psychology or psychology of education is the merging of two terms, education and psychology. Also educational psychology is one of the branches of applied psychology as noted earlier. Thus the content of educational psychology covers many other areas of psychology. Thee are developmental, experimental, social abnormal, clinical, genetic psychology, and psychometrics. [Adapted: PDE106:Module 1:93] It necessary to briefly write on this areas of psychology for better understanding. Developmental psychology:- Is mainly focusing on the development of the human mind through the life span, as it

seeks

to

understand

how

people

come

to

perceive,

understand, and act within the world and how these processes change as they age. This may focus on intellectual, cognitive, neural, social, or moral development. [Adapted: en.Wikipedia.org/developmental psychology] Experimental psychology:- The concern of experimental psychology is discovering the processes underlying behaviour and cognition. Also is a methodological approach rather than a subject and encompasses varied field within psychology (Adapted:en.wikipedia.org/experimental psychology). Social psychology:- While dealing with the social behaviour on the one hand, it is meant to help the people in solving their social problems on the other. it is focused on how the role of society and its culture influence in the development of ones personality. This field of psychology is interested to identify the social situations and the attitudes of the people towards them so as to help the people in altering and improving their attitudes while trying to reduce tensions and making them better human beings. (Adapted:en.wikipedia.org/social psychology] Abnormal psychology:- Is the branch of psychology that studies unusuat patterns of behaviour, emotion and thought, which may or may not be understood us precipitating a mental disorder. [Adapted:en.wikipedia.org/ Abnormal psychology] Clinical mental Psychology:disorders. and its Is the most popular branch of psychology. It secks to help the people come out of their practice involves which psychological training assessment psychotherapy, various

programs and personality and intelligence test are conducted under this branch of psychology for the treatment of mental problems. [Adapted: en.wikipedia.org/clinical psychology]

Psychometrics:- Is the field of study concerned with the theory and technique of educational measurement and psychological measurement, which includes the measurement of knowledge, abilities, attitudes and personality traits. This field test, is primarily and concerned with the construction and validation of measurement instrument, such as questionnaires, personality assessments. (Adapted:en.wikipedia.org/psychometrics).

Thus, these areas of psychology provide relevant knowledge that are applied in Educational Psychology to solve educational problems. Therefore, one could as what is Educational Psychology?. There are dozens of definition of this branch of applied psychology, but for the purpose of this work we preferred to adapt the definition by Oladeles (1987) as noted in PDE 106 (Module 1:93) that: Educational psychological Psychology principles, is the application and of techniques other

resources of psychology to the solution of educational problems confronting the teacher as he attempts to direct the process of learning and growth of the child towards the objectives set by the teacher, the school and the society. We deduce from this definition that, educational psychology is geared towards enhancing the attainment of educational aims and purpose. Therefore, as a group we dare to established that: educational psychology is the application of pure psychology in the field of education aim at facilitating the overall attainment of educational objectives. Thus, because of our submission we consider it necessary to note down the National Curriculum workshop on Teacher

Education (1972) suggestion on the aims and objectives of education in Nigeria. i. Meeting the emotional, social-political, cultural and religious needs of the individual for the development of an integrated personality. ii. iii. For the development of moral character personal and social ideals. For the development of critical thinking and awakening of intellectual curiosity. (Adapted: PDE 103: Module 1:6) for an explicit understanding of why we considered the above educational objectives, is the role of educational psychology in the school. As noted in PDE 106 (Module 1:94) that, the objective of educational psychology in the school is basically to make teaching and learning more effective. Also they further established that will help the teacher to understand the: i. ii. iii. Individual differences among students and cater for them. Principles behind various teaching methods and when to use each. Measurement of learning outcomes using various assessment methods. The result of this will help to improve the learning strategies. iv. Methods of diagnosing learning difficulties. Students with special needs and adjustment problems will be helped appropriately. Therefore, a good knowledge of educational psychology is key to a teacher effectiveness and efficiency in modifying the behavior of his/her pupils or students into a desirable skills, habits and attitudes that can contribute effectively t the growth and preservation of the community. CONCLUSION

Basically, the relevant role that psychology plays in human development is the obvious reasons why most field/area of human endeavor adopted it. However, this was not the case from the inception, as most psychologist, especially the founding father in 1800, where seen as dream interpreters occultist e.t.c. Hence with the work of William Wundt in 1879 and subsequently William James (1899), Alfred Binet (1900) and their likes brought psychology to the field/area of human endeavour and especially education to be precise prospective.

REFERENCES NTI: General Methods in Education; PDE 103; Module 1: Book 2: DLS; NTI, Kaduna NTI:

COURSE: PSYCHOLOGY OF EDUCATION TOPIC: THE MEANING NATURE AND SCOPE OF EDUCATIONAL PSYCHOLOGY INTRODUCTION: A man said If he could live without food, he will be the happiest man on earth, because, life will be more earsire. We believe of also that, if educational goals could be achieved without the application of psychological principles and findings, this is to inform us of the relevance objectives. Thus, as it was rightly observed in PDE 106: Module 1 (Book 3:96) that Teaching is becoming more scientific these days and the teachers requires an extensive background in foundation courses in education is educational psychology, which aims at equipping the teacher with insights regarding student behaviour and of psychology in meeting educational

learning teacher training and development for effectives and efficient productivity. Therefore, analyzing the meaning of educational psychology to bring out it explict nature and scope became imperative, for the purpose of informing prospective teachers in understanding and utilizing this discipline in their chosen career. MEANING OF EDUCATIONAL PSYCHOLOGY Though, there are dozens of definition of this concept but for the purpose of this work, we wish to use the definition by Water B. Kolesnik, that: Educational psychology is the study of those facts and principles of psychology which help to explain and improve the process of education. [Adapted: Hence, it study those facts and principles of psychology, which are scientific based, then it is a science and because is also aim at explaining and improving the process of education, then it reveals itself as education science. CHARACTERISTICS OR NATURE OF EDUCATIONAL PSYCHOLOGY As noted in PDE 102, module 1 (Book 3:967, that . Specific characteristics of educational psychology are: i. ii. As science: it uses methods which can be replicated by anyone and in different places; As a branch of psychology: it has links with other branches
iii.

and

borrows

principles,

research

techniques and ideas; As an applied area of study: it is concerned with real problems encountered in the process of learning and

it iv.

seeks

objective

solutions

to

these

practical

problems; It is a discipline: in the course of studying the problems associated with learning, it has generated theories, accumulated a large body of knowledge, some principles and techniques. Also as noted by the nature of educational psychology that the following are: i. ii. iii. iv. v. vi. is a positive and not normative science is an applied science is human experimental psychology is a social science is a counseling psychology is an educational science. As noted in PDE 106, module 1 (Book:3 97) that, the aims of educational psychology are:
i.

AIMS OF EDUCATIONAL PSYCHOLOGY

The improvement of learning and instruction in the expected direction. It seeks to achieve this aim by understanding the learner, the learning process, and the specific techniques that can be applied in different settings so that the teaching learning can be more precisely controlled.

ii.

Equipping the school psychologist and teachers with adequate tools to make students benefit from education to the maximum.

SCOPE OF EDUCATIONAL PSYCHOLOGY The scope of educational psychology as noted in PDE 106, module 1 (Book 3:97-98) is said to be quite extensive, but can be expanded into 5 broad areas. 1. Human growth and development

2. 3. 4. 5.

Learning and instruction Personality and adjustment Psychological measurement, and Research, techniques and methods. for details explanation, as we consider the below submission for elaborate explanation to aid more understanding of the scope of the concept under consideration. In his submission on the scope of educational

Note: We recommend students to contact cited reference

psychology, opine that, it becomes imperative that educational should limit itself within the four walls of the teaching-learning process and educational environment. It was also noted that, educational psychology must try and solve the problems involving in actual teachinglearning situations and help the individuals involved in this process. Thus, a bindgren point out that educational psychology is concerned with understanding the learner, the learning process and the learning situation. Therefore, connecting to his view, noted that, the scope of educational psychology may be discussed under the following heads: the learner, (Pupil); the learning process; the learning situation; the learning experience; and the teacher.
1.

The learner: The term learner applies to students who individually or collectively participate in the educational programmes. These students taken collectively constitute the class. In fact the behavior of the class is none other than the behavior of the students. There can be no teaching without there

being a learner. Therefore, Sir John Adams once remarked Teacher teaches John Latin. Teacher must have the knowledge of John, before he teaches Latin. Since the knowledge of John is psychology, teacher must study psychology. The teaching of Latin without the knowledge of John will not be effective, Johnny (the learner) this becomes the centre of the teaching-learning process. From the psychology point of view Johnny is a child and he should be considered not as a small man but as a man in the making. His needs ambitions, fears and other emotions are not the same as those os an adult. Treat him therefore as a developing organism which is a unique and not a small model of an adult. Two learners of the same age differ from one another in a number of ways. When one has a liking for music and dislike for mathematics and science another may have dislike for mathematics and science. Hence, while preparing the curriculum for the learners we must take into consideration the individual differences that exist among the learners. However, intelligent is a learner may be he cannot become successful in life if he lacks motivation. Hence motivating the learner is very important in the classroom situation from psychological point of view. Not only motivation but also the developmental characteristics, personality, mental health, individual difference and intelligence etc. of the learner come under the scope of educational psychology.
2.

The Learning Process: Learning is the process by which we acquire and retain attitudes, knowledge,

understanding, skills and capabilities that cannot be attributed to inherited behaviour patterns or physical growth. Capacity for learning is related to innate physiological factors. Rate of learning depends on both inherited and environmental factors. Each type of learning goes by a different name: a. Affective learning has to do with feelings and values and
b.

therefore

influences

our

attitudes

and

personalities Cognitive learning is achieved by mental process such as reasoning, remembering and recal, it helps in problem solving, developing ideas and evaluation.
c.

Psychomotor development

learning of skills

has

to

do require

with

the

which

efficient

coordination between our brains and muscles, as when we read or write or carry out physical skill such as balancing, skipping or juggling. There are two ways of learning: a. Deductive learning: This describes the process by which a learner is presented with a hypothesis or general principle and applied a number of tests to it to discover whether it is true or not. b. Inductive learning: This describes the process which is the reverse of deductive leaning in it, the leaner examines related matters to use whether any general conclusions can be drawn. A number of theories have been put forward to explain how we learn All of them have conceived of learning as a process that process that progresses in stages.

3.

The Learning Situation: It is difficult to imagine any period of our lives situations, when are not learning something, even though we are not always award that we are learning, while walking down a street on any ordinary day, we continually modify our behaviour (Learning is commonly refers to the modification of behaviour through experience) in response to environment. Thus learning situation covers all life experiences that modify our behaviour. From academic point of view learning situation refers to the classroom setting which is composed of pupils, a teacher and a room. All have unique characteristics. In addition to these feature, we also have the behaviour of teachers and pupils. Behaviour includes not only overt physical activity such as talking and doing, but also cognitive processes like cognizing, thinking and evaluating. In the classroom and the school, the teacher is to help bring about desirable changes in pupils behaviour, through the teachers interaction with students and students interaction with one another, many desired interest, motives, social skills, and many outcomes in the cognitive and the psychomotor domains are acquired more efficiently than if there were no partial interaction.

4.

The Learning Experience: Although educational psychology does not connect itself directly with the problem of what to teach or connect itself directly with the problem of what to teach or what learning experiences are to be provided for the learner yet it has the full responsibility of suggesting techniques of

acquiring the learning experiences. Once the taks of educational philosophy to decide the aims and objectives of a piece of instruction at a particular stage is finished the need of educational psychology is felt. At this stage, educational psychology helps in deciding what learning experiences are desirable at what stage of the growth and development of the learner so that these experiences can be acquired with a greater case and satisfaction. In this area educational psychology has the subject matter which deals with the knowledge and principles of psychology which facilitates the selection of the desirable learning experiences for the learner.
5.

The Teacher: it is enough for a carpenter to be good at sawing planning and polishing wood, because every kind of wood has different characteristics and behaves in different ways under his tools. The skilled carpenter needs to know about trees, their variety, their characteristics and how to make the best use of them. So is with the teacher. Teaching skills alone are not sufficient, he must understand the children as learners, and he must try each child to learn effectively. Any teacher who knows anything about learners is aware that growing up is more than growing bigger. Children are not adults big babies. It is essential, therefore, the teachers who who are closely concerned with children during that period in life when some of the most important developments take to recognize those characteristics that are of significance in helping

place should known as much as possible about the process of growing and development. One of the first things we notice when we try to understand the learners are how differently they are: how each develops at his own pace and along his own path of progress. No child is typical each one is in his own way unique. Yet like the doctor who must learn to recognize which symptoms are serious and which are trivial among his patients complaints, so the teacher must learn to distinguish between those various that are normal and those that may indicate a child in need of special attention. Understanding the learner from psychology point of view is an attempt to find out as much as possible about a particular learner by spending some time with him and learning about his physical, mental and personality characteristics and relevant facts about the environment in which he is growing up. Recording such child students is important so that the information can be used in wider studies or where necessary, for helping a child with problems.
6.

Positive

Science:

Education

psychology

is

positive science of human behaniour in the role of science is function is to describe, control and predict human behaviour.
7.

Applied Science: Education psychology is one of the applied branches of psychology. It is an applied behavioural science. It studies the behavior of the educand (learner) in relation to learning.

8.

Scientific

Approach:

Educational

psychology

adopts scientific approach. It uses scientific methods.

Obviously, the nature of educational psychology is scientific but statement must be analyzed to discover the nature of science and its characteristic features.
9.

Problem of behaviour: Educational psychology studies the the behaviour of the learner in learning situations, it studies the psychological as well as the psychological behaviour of the learner, psychological basis of behaviour are instinct, emotions, sentiments, suggestion, sympathy, imitation and play etc. physiology bais of behaviour are nervous system and glands etc. educational psychology studies all these psychological basis of behaviour.

10.

problems of individual differences: Educational psychology types of studies pupils. differ No individual two differences are and alike, suggests ways and means to provide education to all individuals and individuals physically psychologically,

individual differencec are caused due to differences in capacities and capabilities, potentialities and propensities, abilities and intelligence, attitudes and aptitudes, interests and sentiments, temperaments and traits, age and sex, it must be noted that individual differences are mainly caused by heredity and environment. Hence educational psychology studies all these areas.
11.

Development

Stage:

Educational

psychology

studies the nature of growth and development and general characteristics of physical, mental, emotional and social development at the various stages i.e. at the stage of infancy, late childhood and adolescence.

12.

Personality assessment

and of

Intelligence: and

Educational intelligence.

psychology also studies nature development and personality Adjustment problems with special reference to gifted. Backward, handicapped, problem and delinquent children are also studied by educational psychology.
13.

measurement and Evaluation: measurement and evaluation is another important field of educational psychology. It gives new and new techniques and test for measuring intelligence, personality, aptitudes, interest and achievements etc. it is educational statistics which helps us in measurement and evaluation.

14.

Guidance

and

Counseling:

It

is

only

after

successful study of educational psychology that a teacher can discharge his duties successfully. The teacher has to guide and counsel the students at every stage. Rousseau was of the opinion that a child is like a book whose every page has to be studied by the teacher. The impact of the saying is that the teacher should give educational and psychological guidance and counseling to the pupils.
15.

Group

Dynamics

and

group

behaviour:

Educational psychology studies group dynamics and group behaviour in classroom teaching learning. It studies importance and effect of group on the individual, it also considers how an individual can modify the group life, it emphasizes the role of groups in the education of children. It is on this that now in the school, the formation of healthy groups

and providing of a healthy environment is considered most desirable and essential.


16.

Research: Educational psychology deals with the latest techniques of experimentation and research. We can control direct and predict the behaviour of students on the basis of research studies in classroom teaching. The teacher can take up action research which he can easily carry for his personal satisfaction difficulties. and immediate solution for his

CONCLUSION The diagnosis of the meaning, nature and scope of educational psychology has broading and guide our understanding on the concept. We suggest that career teachers and prospective teachers should stead fastly consider the contribution of educational psychology as they practice and during their teaching practice. (TP). It is also key and worlling of consideration, the remark of John Adams Teacher teaches John Latin, teacher must have the knowledge of John, before he teaches Johm Latin. Since the knowledge of John is psychology, teacher must study psychology if we all as teachers and prospective teachers considers John Adams submission, then the scholarly effort in educational psychology will become relevant in our daily practices and its result will be seen our end product (students). REFERENCE NTI: psychology of Education, PDE 106: DLS; NTI Kaduna

MATHEMATICS DEPARTMENT
S/N 1 NAME Aborisade Bukunmi Tunde PHONE NO. 08056010689 ADDRESS OFFICE/HOME Intercontinental Bank PLc, North Central Reginel office, opp. court of Appeal Jo. - Rantya State Low

2 3

Abubakar Kabiru Aliobini Adedoyin Olalakan David

08038741647 07037710373

Cost Jos. St. Lukes Rufang Jos. Onigbunde Ahamadu

College, Store

Bello

Way And

Aderinto Felix Babatunde

07036348952

Jos Cherubim Seraphim Nurseri/Primary School,

Angwan

5.

Adeshiyan John Adeyinka

08036043959

Rukuba Junction Jos. St. Pauls Academic, behind Plateau Riders, Jos. Fed.College Forestry Jos S.D.A. Priu. Sch. jewgre Bass LGC Fed. Collage of

6. 7 8 9

Akpan Enobong Edem Barnabas Peter Basset Emmanuel Apan Caleb Iliya Gizo

08023313061 08035065139 07038603996 08022515892

of

forestry Jos. Govt. Day Sec. Sch. Tilden Fulani, Toro LGA bauchi State Educare Chosen high Sch. Jos No.129 yakubu Gowon Way,

10

David Amos gonsum

08065720200

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08032218823

Jos Tom owens memorial College Kwatea. intl and Bokkos LGA Creative minds Academy FDA

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08037239995

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08032920216 08032105347

Dadin Kowa Jos. Methodist High School Bassa.Bassa L.G.A. Bethary Christian Academy Barkin Ladi L.G.A. Plateau State. Pla. Poly Maths/Statistics Dept. Barkin Ladi Tom Owens Memorial College Bokkos L.G.A kwatas.

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08036038219

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08032219923

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07066270901 08030534417 08032105347

No. 18 Shagari Corner, katako. Jos GSTC. Bukuru Capro Ministries UMCA-Comp. Haven Dominion Private/Comprehensiv e College Rukuba Road Jos. State Lowcost Jos. Creative Minds Intl Academy FDA road Dadin kowa Jos. 73, Dachon Diye Zarmaganda St. Pauls Academy Jos. 18/19 Labour Crescent NLC Secretariat Jos Children Academy Private Sch. Air-force Rd. Abattoir Emmanuel International College Nursery/Primary School, at El-Shadda, Church Yakubu Gowon Road Jos Opposite Nitel Office. Btis Behind Capro media Guest Huse Abattoir, Giring Village. Jos. Cherubim &Seraphim College, Anwan Rukuba Junction, Nassarawa Gwong. P.O Box178 Jos. Cocin Church Chamba Beth Air-force Girls Jos Four square Academy Dogon Karfe, Jos W53 Busa Buji Street

Jos. Rock

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Ephraim 08036074968

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08191309672

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08036421592

29

Ameh Ocheja Benjamin

07035090688

30 31 32

Ndog, Rosemary Butya Ajisafe, Abosede Ruth Ewuzie Jacita

07039638277 08023173798 08065392631

33 34

Fom Peter Daud Eyiaaromi Julianah .I. Idowu

07065752987 or 08076487750 08030850565 08036087197

Jos. Union Bank PLC. Langtang Branch. Abatottoir Jos.