Ph.D. Science Education

Doctor of Philosophy in Science Education

List of Academic Staff

Name	Status and Qualification	Research Interests
Khadijat S. Ameen	Senior Lecturer & Ag Head of Department B.Sc. (Ed.), M.Ed., Ph.D. (Ilorin)	Mathematics Education
Medinat F. Salman	Professor B.Ed. (ABU, Zaria); M.Ed., Ph.D. (Ilorin)	Mathematics Education
G. Bello	Professor B.Sc. (Ed.), M.Ed., Ph.D. (Ilorin)	Science Education (Biology)
A. O. Akanbi	Reader B.Sc. (Ed.), M.Ed., Ph.D. (Ilorin)	Science Education (Physics)
Mulkah. A. Ahmed	Senior Lecturer B.Ed. Sc.Ed. (ABU, Zaria); M.Ed., Ph.D. (Ilorin)	Science Education (Biology)
O. S. Oyelekan	Senior Lecturer B.Ed. (Ibadan); M.Ed., Ph.D. (Ilorin)	Science Education (Chemistry)
K. O. Afolabi	Senior Lecturer B.Sc. (Ed), M.Sc. , Ph.D. UNN, (Nsukka)	Science Education (Agricultural Science)
M. A. Akanmu	Senior Lecturer B.Sc. (Ed.), M.Ed., Ph.D. (Ilorin)	Mathematics Education
J. E Upahi	Lecturer I B.Sc. (Ed.), M.Ed., Ph.D. (Ilorin)	Science Education (Chemistry)
R. E Mohammed	Lecturer I B.Sc. (Ed.), M.Ed., Ph.D. (Ilorin)	Science Education (Physics)
Hafsat I. Alabi	Lecturer I B.Sc. (Ed.), M.Ed., Ph.D. (Ilorin)	Science Education (Biology)
S.B .Jimoh	Lecturer I B.Agric. ; (ABU.), M.Sc. (Ilorin) ; PGDE, (UNAD)	Science Education (Agricultural Science)
Saidat .M.Adeniji	Lecturer I B.Sc. (Ed.), M.Ed.,(Ilorin)	Mathematics Education
Florence O. Abidoye	Lecturer I B.Sc., M.Ed., Ph.D. (Ilorin)	Science Education (Biology)
Rihanat Aduke Ahmed	Lecturer I B.Ed. (ABU, Zaria); PGDE, (EKSU) ; M.Ed., Ph.D. (Ilorin)	Science Education (Biology)
Bashirat Titilope Imam	Lecturer I B.Sc. (Ed.), M.Ed., Ph.D. (Ilorin)	Science Education (Chemistry)
S.B Shuaib	Lecturer I B.Agric. (.Ilorin) ; PGDE, (Sokoto) ; M.Sc. (Ilorin)	Science Education (Agricultural Science)
E.O. Adesanya	Lecturer I B.Sc.(Ed), M.Ed (Nsukka)	Science Education (Agricultural Science)
*K. Rauf	Professor B.Sc. (Ilorin); M.Sc., PGDC (OAU, Ife); M.Sc., Ph.D. (Ilorin)	Functional Analysis, Complex Analysis and Inequalities

*M. O. Ibrahim	Professor B.Sc., M.Sc., Ph.D. (Ilorin)	Mathematics Department
*T. O. Opoola	Professor M.Sc. (Karkov); Ph.D (Ilorin)	Complex Analysis and Functional Analysis
*M. S. Dada	Professor B.Sc. (Ed), M.Sc., Ph.D. (Ilorin)	Fluid Mechanics, Analytical Dynamics
*A.O.Olawepo	B.Sc. (Ibadan); M.Sc., Ph.D (Ilorin)	Ionospheric Physics and Radio Propagation
*P. O. Fatoba	Professor B.Sc., M.Sc., Ph.D. (Ife)	Plant Biology Department
*A. T. Ande	Professor B.Sc., M.Sc., Ph.D. (Ilorin)	Zoology Department
*O. T. Mustapha	Professor B.Sc., M.Sc., Ph.D. (Ilorin); MBA (BUK)	Plant Biology Department
K.J. Oyewumi	Professor B.Sc., M.Sc. (Ilorin) ; Cert. Theoretical Physics (Aristotle, Greece); Ph.D. (Ilorin)	Theoretical Physics & Methods of Mathematical Physics
*O.A. Oladipo	Professor B.Sc., M.Sc., Ph.D. (Ilorin)	Ionospheric Physics and Radio Propagation
*M. K. Mustapha	Raeder B.Sc., M.Sc., Ph.D. (Ilorin)	Zoology Department
*O. S. Oguntoye	B.Sc., M.Sc., Ph.D. (Ilorin)	Bioorganic Chemistry /Synthesis and Natural Product Chemistry
*Modinah A. O. Abdul-Raheem	B.Sc., PGDE, M.Sc., (Ibadan); Ph.D.(Ilorin)	Environmental/Physical Chemistry
*J.A.Obaleye	B.Sc., ( Tenneesee) Ph.D.( Texas)	Inorganic Chemistry/Metal -Drugs Complexes, Syntheses,Characterisatio n, Catalytic and Antimicrobial Studies
*K. Rauf	Professor B.Sc. (Ilorin); M.Sc., PGDC (OAU, Ife); M.Sc., Ph.D. (Ilorin)	Functional Analysis, Complex Analysis and Inequalities

*Lecturers from other departments

B. Introduction

The programme is scientific literacy for all. This is critically important in a rapidly changing world of science and technology. The Doctor of Philosophy (Ph.D.) in the Department of Science Education is appropriate for science educators seeking especially advanced knowledge and skills in curriculum development, mathematics education and science education. This degree is appropriate for teaching in relevant higher educational institutions, which produce mathematics and science teachers and also professional leaders in Ministries, Departments or Agencies of Education.

C. Philosophy

The philosophy of the programme is premised on the dynamic nature of human understanding of the natural world. Scientific researches come up with new understandings of natural phenomena and these, in turn, influence how scientific knowledge should be communicated to learners. These demand advanced researches into various aspects of Science and Mathematics Education, including educational policy, teacher education, curriculum development, teaching and learning at all levels of education.

D. Aim and Objectives

The aim of the programme is to produce high level manpower such as University Science teachers, educators, university mathematics teacher educators, curriculum specialists, science education researchers and mathematics education researchers who can work in our institutions of higher learning.

Objectives:

understanding and demonstrating the ability to discuss issues and phenomena surrounding the education of teachers of mathematics and science, based on an understanding of the national and global environment of the education system;
becoming familiar with an appropriate range of advanced intellectual and methodological traditions within curriculum studies, mathematics and science education;
developing comprehensive and advanced knowledge of a substantive area of curriculum, mathematics and science education research; developing the capacity to frame research questions and devise appropriate research designs in curriculum, mathematics and science education; gaining a practical experience of advanced educational research through conducting a significant school-based investigation; developing the writing and presentation skills using modern technologies to communicate effectively research findings in ways appropriate for a variety of objectives and professional audiences; acquiring advanced knowledge and develop advanced research skills and attitudes necessary for problem solving through critical, innovative and creative thinking in diverse fields of study; and
possessing the leadership capacity to help others develop research knowledge, skills and attitudes in their areas of specialization.

E. Admission Requirements

The criteria for admission into the Ph.D. programmes in Science Education shall be as follows:

‗O‘ Level Credit pass in five subjects and its equivalent including English Language and Mathematics.
All candidates must have Master degree in any relevant area of specialisation in Science Education with a minimum CGPA of 4.0 or 60%.
Holder of M.Phil Degree in Education with minimum of 60%.
In all cases, candidates may be expected to undergo a selection process involving tests and/or interviews.

F. Duration of the Programme

The Full-time programme shall run for a minimum of 36 calendar months and a maximum of 60 calendar months.
The Part-time programme shall run for a minimum of 48 calendar months and a maximum 72 calendar months.
For extension beyond the maximum period, a special permission of the University shall be required.

G. Detailed Course Description Ph. D. Courses in Curriculum

CDE 901 Current Trends in Curriculum Research 3 Credits

Survey of current trends and issues in research in curriculum. Emerging research trends in curriculum related to learning, instruction, teacher education, education policy and other education researches. 45h (T); E

CDE 902 Social Class Diversity in Curriculum Studies 3 Credits

Importance of social class and how it relates to curricular issues in education. Stratified society. Inequality of knowledge. Reconsidering the fundamental curriculum question. Effective curriculum for economically disadvantaged students. 45h (T); C

CDE 903 Racial, Ethnic and Religious Diversity and the Curriculum 3 Credits

Critical examination of theories of race and ethnicity and their impact on the curriculum. Diversity in curriculum studies. Dynamics of dominance and marginalization. Issues of social justice. Equality and equity. Religious diversity and curriculum. Exploration of means of social action. 45h (T); C

CDE 904 Gender Diversity and the Curriculum 3 Credits

Women‘s leadership in education. Notion of power and culture. Research and theory from the current feminist scholarship in education. Sources. Mechanisms and structures militating against women leadership positions in education. Examination of women style or culture of leadership. 45h (T); E

CDE 905 Global Trends in Basic and Senior School Curricula 3 Credits

Survey of science curriculum development projects worldwide. Theoretical frameworks guiding curriculum design and development in selected countries of the world. Forces influencing curriculum reform movements. Role of technology. Cross-national testing, and cross-national studies in curriculum design and development. 45h (T); E

CDE 999 Thesis 10 Credits

Selection of an original thesis title under the guidance of a supervisor, preparation and defense of a research proposal. Presentation of research papers related to the title. Carrying out the field work after establishing relevant psychometric properties of research instrument(s), writing, presentation and defense of research report. Final defense of thesis. 450h (P); C

RME 901 Educational Research Methods 3 Credits

Meaning and nature of quantitative and qualitative research. Types of research designs in quantitative research. Data collection and analysis techniques research. Paradigmatic differences in research. Case studies in research. Relationships between quantitative and qualitative research traditions. 45h (T); C

RME 902 Advanced Statistics in Educational Research 3 Credits

Overview of descriptive and inferential statistics in educational research. Analysis of variance (ANOVA). Analysis of co-variance (ANCOVA). Step-wise multiple regression analysis in educational research. Confirming significant difference among variances using the Duncan multiple range test. 45h (T); C

RME 903 Information 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 and hands on experiences. 30h (T); 45h (P) C

SED 901 Thesis Proposal Seminar 3 Credits

Format for presenting thesis proposals. Types of research proposals. Meaning and types of data analysis in educational research. Presentation of data analysis in educational research. Writing and presentation of thesis proposal for class critique. Thesis writing in educational research: format for presenting research reports. Types of research report in education. Roles of data analysis in research report. Individual presentation of research report before final examination. 30h (T); 45h (P); C

SED 904 Use of Computer in Educational Research 3 Credits

Meaning and usefulness of computer in educational research. Discussion of computer package. Interpretation of computer print-outs. Practical experiences in the production of computer print-out selected from individual data. 30h (T); 45h (P); E

Ph. D. Courses in Mathematics Education

MED 901 Current Trends in Mathematics Educational Research 3 Credits

Survey of current trends and issues in research in mathematics education. Emerging research trends in mathematics learning. Mathematics instruction. Mathematics curriculum development. Mathematics teacher education. Mathematics education policy and other mathematics education researches. 45h (T); E

MED 902 Technology Tools for Mathematics Teaching 3 Credits

Survey of online resources for teaching mathematics. Use of calculators. Computer algebraic systems. Interactive geometric software, applets, spreadsheets, and interactive presentations devices. Setting up online discussion groups related to mathematics teaching. Creation of web-based graphic organisers. 135h (P); C

MED 903 Special Problems in Mathematics Teaching 3 Credits

In-depth examination of topical problems in mathematics teaching chosen from areas of educational policy, curriculum, learning, teacher education, methodology, technology, supervision and research. 45h (T); C

MED 904 Research Application in Mathematics Education 3 Credits

Design of mathematics education research: formulating research questions, designing the methodologies to be used in the study. Selecting assessments and protocols. Identifying appropriate analysis. Theoretical and conceptual framework, and associated assumptions are identified and critiqued. 15h (T); 90h (P); C

MED 905 Teaching Mathematics in Higher Education 3 Credits

Examination of higher education mathematics instruction with respect to goals and objectives. Design of courses and curricula Innovative programmes and facilities. Special methods and materials for instruction. 45h (T); E

MED 999 Thesis 10 Credits

Selection of an original thesis title under the guidance of a supervisor. Preparation and defence of a research proposal. Presentation of research papers related to the title. Carrying out the field work after establishing relevant psychometric properties of research instrument(s). Writing. Presentation and defence of research report. Final defence of thesis. 450h (P); C

RME 901 Educational Research Methods 3 Credits

RME 902 Advanced Statistics in Educational Research 3 Credits

RME 903 Information 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 and hands on experiences. 30h (T); 45h (P); C

SED 901 Thesis Proposal Seminar 3 Credits

Format for presenting thesis. Types of research proposals, meaning and types of data analysis technique in educational research. Presentation of data analysis in

educational research. Writing and presenting of thesis proposal for class critique. Thesis writing in educational research. Format for presenting research reports. Types of research report in education. Roles of data analysis in research report. Individual presentation of research report before final examination. 30h (T); 45h (P); C

SED 904 Use of Computer of Educational Research 3 Credits

Meaning and usefulness of computer in educational research. Discussion of computer package. Interpretation of computer print-out. Practical experiences in the production of computer print-out selected from individual data. 15h (T); 90h (P); E

Ph.D. Courses in Science Education

RME 901 Educational Research Methods 3 Credits

RME 902 Advanced Statistics in Educational Research 3 Credits

RME 903 Information Communication Technology 3 Credits

SED 901 Thesis Proposal Seminar 3 Credits

Format for presenting thesis proposals. Types of research proposals, meaning and types of data analysis in educational research. Presentation of data analysis in educational research. Writing and presentation of thesis proposal for class critique. Thesis writing in educational research. Format for presenting research reports. Types of research report in education. Roles of data analysis in research report. Individual presentation of research report before final examination. 30h (T); 45h (P); C

SED 902 Current Trends in Educational Research 3 Credits

Survey of current trends and issues in research in science education. Emerging research trends in science learning. Science instruction. Science curriculum development. Science teacher education. Science education policy and other science education researches. 45h (T); E

SED 903 Trends and Issues in Science Education 3 Credits

In-depth examination and analysis of literature and research in science education, current trends in science education reforms. Analysis of theoretical models of inquiry in science education. Review of literature on current trends in science teaching, learning, curriculum development, teacher education, and education policies. 45h (T); C

SED 904 Use of Computer in Educational Research 3 Credits

Meaning and usefulness of computer in educational research. Discussion of computer package. Interpretation of computer print-outs. Simple practical experiences in the production of computer print-out selected from individual data. 30h (T); 45h (P); E

SED 905 Technology Tools for Science Teaching 3 Credits

Survey of online resources for teaching science. Setting up online discussion groups related to science teaching. Creation of web-based graphic organisers: online portfolios, books, magazines, posters, or newsletters, comics, tests, quizzes, and games. Use of interactive devices. Connecting to other science educators. Science education research students. Searching and evaluating websites for relevance. 135h (P); C

SED 906 Special Problems in Science Teaching 3 Credits

In-depth examination of topical problems in science teaching chosen from areas of educational policy, curriculum, learning, teacher education, methodology, technology, supervision and research. Critical analysis of contemporary research traditions in science education. 45h (T); C

SED 907 Research Application in Science Education 3 Credits

Design of science education research. Formulating research questions. Designing methodologies. Selecting assessments and protocols. Identifying appropriate analysis. Theoretical and conceptual framework, and associated assumptions are identified and critiqued. 15h (T); 90h (P); C

SED 908 Teaching Science in Higher Education 3 Credits

Examination of higher education science instruction with respect to goals and objectives. Design of courses and curricula. Innovative programmes and facilities. Special methods and materials for instruction. 45h (T); E

SED 999 Thesis 10 Credits

Selection of an original thesis title under the guidance of a Supervisor. Preparation and defense of a research proposal. Presentation of research papers related to the title. Carrying out the field work after establishing relevant psychometric properties of research instrument(s). Writing. Presentation and defense of research report. Final defense of thesis. 450h (P); C

Graduation Requirements

The condition for the award of Ph.D. degree in the Department of Science Education shall include;

Candidates register and pass at least a minimum of 40 Credits including Core and Elective courses and Thesis (as in BMAS).
The Title of Thesis shall be submitted through the Faculty Board to the Board of Postgraduate School for approval at least three months before the examination.The Thesis shall be examined by a Panel of Examiners comprising an External Examiner, the Head of Department as Chairman, at least one supervisor, one Internal Examiner selected from the related department in the University and Departmental Postgraduate Programme Coordinator. Where the Head of Department is the sole Supervisor, a suitable academic staff of the department shall be selected as a member of the panel of examiners. The Postgraduate School should be represented in all Oral Examinations.
A candidate is entitled to a waiver of 12 Credits from Master degree courses provided those are judged to be identical and at same depth to those offered by the given University as may be decided by the Postgraduate Committee (as in BMAS).

I. Summary

Ph.D. Curriculum Development:

Core Courses: CDE 902 (3), CDE 903 (3), CDE 999 (10), RME 901 (3), RME 902 (3), RME 903

(3), SED 901 (3) 28 Credits

Elective Courses: CDE 901 (3), CDE 904 (3), CDE 905 (3), SED 904 (3) 12 Credits

Total = 40 Credits

Ph.D. Mathematics Education:

Core Courses: MED 902 (3), MED 903 (3), MED 904 (3), MED 999 (10),

RME 901 (3), RME 902 (3), RME 903 (3), SED 901 (3) 31 Credits

Elective Courses: MED 901(3), MED 905(3), SED 904(3) 9 Credits

Total = 40 Credits

Ph.D. Science Education:

Core Courses: RME 901 (3), RME 902 (3), RME 903 (3), SED 901 (3), SED 903 (3), SED 905

(3), SED 906 (3), SED 907 (3), SED 999 (10) 34 Credits

Elective Courses: SED 902 (3), SED 904 (3), SED 908 (3) 9 Credits

Total = 43 Credits

Ph.D. Science Education

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