Postgraduate School
Doctor of Philosophy in Childhood Education
Ph.D. Childhood Education
| Name | Status & Qualifications | Research Interest |
| Olabisi Adedigba | Senior Lecturer, Ag. Head of Department. B.Ed. (OOU, Ago-Iwoye); M.Ed., M.Ed., Ph.D. (Ibadan) | Early Childhood Education/Counselling Psychology |
| H. O. Owolabi | Professor, B.Sc., M.Ed., Ph.D. (Ibadan) | Educational Evaluation/Assessment in Lifelong Education |
| M. O. Ogunjimi | Senior Lecturer, B.Ed. (Calabar); M.Ed. (Benin); Ph.D. (Ilorin) | Elementary Education/Research & Evaluation in Childhood Educ. |
| Eniola K. Ola- Alani | Senior Lecturer, B. Sc.(Ed.), M.Ed., Ph.D. (Ibadan) | Early Childhood Education |
| Racheal O. Agarry | Senior Lecturer, B.Ed., M.Ed., Ph.D. (Ibadan) | Early Childhood Education |
| R. Abdulwahab | Lecturer I, B.Ed. (ABU, Zaria); M.Ed. (UDU, Sokoto); Ph.D. (IAUE, Port Harcourt) | Primary Education Studies |
| Y. A. Kuranga | Lecturer I, B.Sc.(Ed.) (UDU, Sokoto); M.Ed. (Ibadan) | Early Childhood/Primary Science |
| *Afusat T. Alabi | Professor, B.Sc.(Ed.), M.Ed., Ph.D. (Ilorin) | Educational Management/Administration |
| *Medinat F. Salman | Professor, B. Ed. (ABU, Zaria); M.Ed., Ph.D. (Ilorin) | Mathematics Education |
| *L. A. Yahaya | Professor, B.Ed., M.Ed., MPA, Ph.D. (Ilorin) | Counsellor Education/Childhood Care and Counselling |
| *R. A. Lawal | Professor, B.A.(Ed.), M.A.(Ed.), Ph.D. (Ilorin) | English Education/Literacy |
| *O. E. Abdullahi | Professor, B.A.(Ed.), M.Ed. (BUK, Kano); M.Ed. (Ibadan); Ph.D. (Ilorin) | Education Psychology/Developmental Psychology. |
| *S. A. Onasanya | Professor, B.Ed., M.Ed., Ph.D. (Ilorin) | Educational Technology/Childhood Learning Resources |
| *C. O. Olumorin | Reader, B.Ed., M.Ed., Ph.D. (Ilorin) | Educational Technology/Childhood Learning Resources |
*Lecturers from other departments
B. Introduction
The Doctor of Philosophy in Childhood Education Studies provides opportunity for leadership in childhood education for researchers and professionals at the highest level to make for quality foundational education. Students are to be exposed through research, seminars and lectures to theories, principles, policies and practices for advancing knowledge in childhood education.
C. Philosophy
Ph.D. Primary Education Studies in childhood education is geared towards excellence in knowledge and skills with cutting edge competence and innovativeness in the care and education of children. Provision is thus made for acquisition of skills in the development of pedagogy and relevant values for the improvement of quality of education and life in society.
D. Aims and Objectives
Ph. D. in Childhood Education is designed to help graduates become competent researchers and practitioners at the highest academic and professional level in children‘s education by:
The criteria for admission into the Ph.D. programme in Childhood Education shall be as follows:
F. Duration of Programme:
G. Detailed Course Description
RME 901 Advanced Research Methods in Education 3 Credits
The concept and nature of research, scientific processes in research, problem definition, variable identification, sources of research topics, theory construction and hypotheses formulation, techniques for literature review, principles of design, instrumentation, data collection, techniques for data analysis and presentation of results. Candidates must be introduced to computers and data analysis, analytical software and techniques in educational research. The orientation must be practical throughout as candidates are guided to prepare tentative research proposals. They must present and defend individually in class, techniques of research reporting, and research proposal writing. 45h (T); C
RME 902 Advanced Educational Statistics 3 Credits
Concept of educational statistics; the role of statistics in education, descriptive statistics and the various areas of application in education, classroom data, school records, school demography, social relations in school, school administration and finances, Inferential statistics, population and sampling theory, non-parametric statistics in education, hypothesis assumption, types, applications and limitations. The nature of parametric statistics, types and applications in education, statistical models in education, application and limitations (correlation, univariate and multivariate analysis of education data), the nature of significant tests, problems of inferences. Candidates must be taught to utilize computer in various phases of this course and to be familiar with various analytical software. Emphasis must be placed on educational and practical application of basic statistical concepts in various educational disciplines. 45h (T); C
EDT 903 Information and Communication Technology 3 Credits
In-depth knowledge of skills and techniques of data processing in education. Overview of sources, storage, retrieval and dissemination of data/information. Programme design and management of data, Management of data bank. General problem solving with the use of information technology. Hands-on experience should be emphasized. 45h (T); C
CES 911 Child’s Right Law 3 Credits
Critical analysis of the law, the child, and education. Review of the National Policy for Integrated Early Childhood Care Education, The Right of the Child (Child‘s Right Acts); National Gender Policy; National Policy Guidelines on Orphans and other children more vulnerable by HIV/AIDS. Knowledge of the care givers guide, juvenile justice act; human trafficking act; person with disability act. Detailed study of the family law (maintenance, custody, adoption, etc); criminal law and the child; the status of the child in the customary laws; political rights and duties of children; punishments and treatments of juveniles in Nigeria. The implication of the above for education. 45h (T); E
CES 912 Childhood Education Curriculum Instruction and Evaluation 3 credits
A critical review of the fundamentals of childhood education curriculum instruction; curriculum design processes, approaches and principles; discussion and analysis of existing curriculum models, principles and strategies of curriculum development in childhood education; curriculum evaluation theory, models and practices; techniques of curriculum evaluation, problems and prospects of childhood education curriculum evaluation in contemporary world; case study of curriculum evaluation. 45h (T); E
CES 913 Reflective Practice & Professional Development in Childhood Educ. 3 Credits
Reflective practice for professional development in childhood education. Personal teaching philosophy through reflection on professional behaviors and building of professional skills in multiple contexts. Interpersonal relationship, learning opportunities, pedagogy and learning environments in work integrated learning and professional development. 45h (T); E
CES 914 Model Building in Research 3 Credits
Hypothesis and Thesis in educational research, theoretical framework vs conceptual framework, literature review and conceptual framework in educational research. Values of conceptual models in educational research. Semiotic foundations of conceptual models. Psychological foundations of conceptual models (Gestalt, schema and other related theories). Principles and techniques of conceptual model building (relationship dimensions
and height, space, location, distance as communication parameters) practicum: (a) Appraisal of existing models in journals, books and dissertations. (b) building conceptual models for specific research problems. 45h (T); E
CES 915 Advanced Child’s Study 3 Credits
Broad and comprehensive view of the child at each stage of development. Application of knowledge and acquired skills in child development in appropriate child care or elementary school under the supervision of a designated mentor. Candidates undergo a minimum of eight weeks of field experience in observing a child and presenting a comprehensive report. 45h (T); E
CES 916 Thesis Proposal Seminar I 3 Credits
Format for presenting thesis proposal: types of research proposals meaning and types of data analysis in education research, presentation of data analysis in education, research writing and presentation of thesis proposal for class critique. 45h (T); E
CES 917 Thesis Proposal Seminar II 3 Credits ]
Thesis writing in educational research, format for presenting research report, types of research report in education, role of data analysis in research report, individual presentation of research report before final examination. 135h (P); E
CES 999 Thesis 10 Credits
Candidates are required to demonstrate research competences by selecting a thesis topic in their relevant areas of specialization. The research is carried out by the individual student under the guidance of a competent supervisor according to graduate school requirements. The candidate is expected to make some significant contributions to knowledge. The Thesis is defended before an appropriately constituted examining committee chaired by the Head of the Department. The External Examiner‘s verdict shall override all other decisions. 450h (P); C
H. Graduation Requirements
A candidate must have passed a minimum of 40 Credits of the following courses to be awarded a Ph.D. in Childhood Education Studies:
CORE Courses
RME 901(3), RME 902(3), EDT 903(3), CES 999(10)
ELECTIVE Courses
CES 911(3), CES 912(3), CES 913(3), CES 914(3), CES 915(3), CES 916(3), CES 917(3)
Three Compulsory Courses of 3 Credit Units each. 9
Seven Elective Courses of 3 Credits each 21
Ph.D. thesis of 10 Credit Units. 10
Total 40
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