Postgraduate School
Doctor of Philosophy in Educational Psychology
| Name | Status and Qualifications | Research Interest |
| I.O. O. Amali | Professor & Head of Department B.Ed., M.Ed. (Jos),Ph.D. (Maiduguri) | Sociology of Education |
| O. E.Abdullahi | Professor B.A. (Ed.),M.Ed. (BUK, Kano); M.Ed. (Ibadan); Ph.D. (Ilorin) | Education Psychology, Guidance and Counselling. |
| Bolanle O. Olawuyi | Professor B.Ed.,M.Ed. (Ibadan);Ph.D. (Ilorin) | Special Education |
| Mowaye- O. Fagbemi | Senior Lecturer B.A(Ed.), M.Ed.,Ph.D. (Ilorin) | Educational Psychology/ Gender Studies |
| Elizabeth O. Uyanne | Senior Lecturer B.Ed., M.Ed. (Ilorin), P.hD. (Ilorin) | Educational Psychology |
| * H.O. Owolabi | Professor B.Sc.,M.Ed., Ph.D. (Ibadan) | Educational Research, Measurement & Evaluation |
| * R. A. Lawal | Professor B.A.(Ed.)(ABU, Zaria); M.Ed., Ph.D. (Ibadan) | Arts Education |
| * M.O. Yusuf | Professor B.A.(Ed.)., M.A (Ed) (OAU, Ile-Ife); Ph.D. (Ilorin). | Educational Technology |
* Lecturers from other departments
B. Introduction
The Doctor of Philosophy in the Social Sciences Education responds to the need to prepare practitioner leaders to better serve in a variety of educational leadership positions in conventional and distance educational institutions. The programme focuses on preparing professionals for leadership roles, on-going professional development of teachers as well as positions centered on policy, practices, and research of teacher education in the society.
The Doctor of Philosophy degree in any field of social sciences prepares students for academic research and teaching positions in higher education. It deals with examination of authentic challenges as regards educational issues in diverse settings (educational and corporate) and development of solutions to move research and practice forward.
C. Philosophy
The Philosophy of Educational Psychology is to acquaint students with their responsibilities and knowledge about how human beings learn and change behavior, human being Socialisation process, and the environmental factors that facilitate or deter learning. Ph.D. students will be equipped with advanced knowledge to enable them identify and solve pupils‘ problems through the use of the principles of human growth and development. They will also be equipped with functional knowledge, skill and attitude that promote peace, security and stability in the in and out of school community.
D. Aim and Objectives
The aim of Doctor of Philosophy Degree in Educational Psychology is to produce efficient and conscious individuals for the survival of peace security and stability in the society. The objectives of Educational Psychology is to train individuals that will:
E. Admission Requirements
The criteria for admission into the Ph.D. programmes in Educational Psychology 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 education. 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
EDU 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
SSE 904 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); C
SSE 905 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 the final examination. 30h (T); 45h (P);
SSE 906 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. 30hr (T); 45h (P);
SSE 999 Ph.D. Thesis 10 Credits
Candidates are required to demonstrate research competencies by selecting a thesis topic in their relevant areas of specializations. 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
EPY 802 Survey of Research in Educational Psychology 2 Credits
A critical analysis of research findings on the general application of psychology to education. Research on intelligence, learning, memory and forgetting, motivation, emotion, learning, evaluation, discipline, mental hygiene and leadership in educational setting. 30h (T);E
EPY 807 Psychology of Adjustment 2 Credits
Introduction to personality theories, frustration and conflict, modes of adjustment, causes and remedies for maladjustment. 30h (T);E
EPY 808 Cognitive Development and Learning in Early Childhood 2 Credits
Intensive focus on cognitive processes and development. Learning in infancy and early childhood. Discussion of concepts, methods, issues, problems of research, and the development of current cognitive stimulation programmes for young children. 30h (T);E
EPY 809 Psychology of Personality 2 Credits
An intensive study of various theories of personality. Major emphasis on personality as a product of social learning. 30(T); E
EPY 810 Measurement of Personality 2 Credits
Various techniques of assessing personality, e.g. inventories, situation test, and projective techniques. Consideration of some standard instruments. 30(T); E
A candidate must have fulfilled the following conditions to be awarded a Ph.D. Degree in Educational Psychology and pass a minimum of 28 Credits
| 3 Core Courses of 3 Credit Units each. | 9 | |
| Minimum of 3 Courses of 3 Credits each in the areas of specialization | 9 | |
| Ph.D. thesis of 10 Credit Units. | 10 | |
| Total | = | 28 |
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