Ph.D. Sociology of Education

Doctor of Philosophy Degree in Sociology of Education

1. List of Academic Staff

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
Muhinat B. Bello	Senior Lecturer NCE, B.Ed. (ABU, Zaria); M.Ed. (UDU, Sokoto); Ph.D. (Ilorin)	Sociology of Education
Ifeoma P. Okafor	Senior Lecturer B.A.(Ed.), M.Ed., Ph.D. (Ilorin)	Sociology of Education
A. O. Balogun	Senior Lecturer B.Sc.(Ed.), M.Ed., Ph.D. (Ilorin)	Sociology of Education
IsiakaAbdulaziz	Senior Lecturer B.Sc. (BUK, Kano); PGDE (Ado-Ekiti); M.Ed., Ph.D. (Ilorin)	Sociology of Education
Olushola Alexander Iyekolo	Senior Lecturer B.A.(Ed), M.Ed., Ph.D. (Ilorin)	Sociology of Education
Bolanle O. Olawuyi	Professor B.Ed., M.Ed. (Ibadan), Ph.D. (Ilorin)	Special Education
* M.O. Yusuf	Professor B.A.(Ed.)., M.A (Ed) (OAU, Ile-Ife); Ph.D. (Ilorin).	Educational Technology
*R. A. Lawal	Professor B.A.(Ed.)., (ABU, Zaria);M.Ed, Ph.D. (Ibadan).	Arts Education
* H.O. Owolabi	Professor B.Sc.,M.Ed., Ph.D. (Ibadan)	Educational Research, Measurement & Evaluation

* Lecturers from other departments

B.   Introduction

The Nigerian Government‘s Needs Analysis of Nigerian Universities (2013) revealed the dire need for doctorate degree holders in every academic discipline in Nigerian Universities. Besides the Universities, Colleges of Education and Polytechnics across the nation also need doctorate degree holders. In addition, the number of professionals needed for specific aspects of social sciences education underscores the need for doctoral degree programme in the various social sciences subjects.

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 program focuses on understanding the various issues and problems confronting contemporary society. It covers the social foundations and processes of organizations and social systems such as communities and other collectivities. It seeks to equip Ph.D. students with basic and advanced knowledge, values and skills that they can use to enable their educational institutions to effectively respond to the challenges education in today‘s society.

D.   Aims and Objectives

Doctor of Philosophy degree in Sociology of Education is a program that aims at training students in advanced sociological concepts and applications in education, as well as advanced theoretical and methodological frameworks for conducting original research. Sociology of education doctoral students also has the opportunity to participate in our pedagogy and post-secondary teacher training program. Specifically, sociology of education doctoral students shall be:

1. well prepared for academic research and teaching positions, as well as careers in applied and community sociology.
2. expertise in both classical and contemporary sociological theories, mastery of both quantitative and qualitative research methods and data analysis.
3. specialist and expert knowledge in these areas, professional socialization, participation in professional organizations, oral presentation skills, familiarity with the process of academic publication of original research, and cultivation of analytical research and writing skills that culminate in the ability to author an original doctoral dissertation of substantial depth and quality.able to critically comprehend, integrate, and apply the sociological perspective in solving educational problems.
4. able to demonstrate the ability to think sociologically and to apply sociological principles and research methods.

E.  Admission Requirements

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

1. ―O‖ Level credits or equivalent in five subjects including English and Mathematics;
2. All candidates must have a Master‘s degree in Sociology of Education or any relevant area of specialization in Education with a minimum CGPA of 4.0 or 60%;
3. Holders of M.Phil. Degree in Sociology of Education,In all cases, candidate may be expected to undergo a selection process involving tests and/or interviews; and
4. The University Matriculation requirement must be satisfied.

F.   Duration of Programme

The Full-time Ph.D. programme in Sociology of Education should run for a minimum of 36 Calendar months and a maximum of 60 Calendar months.

1. The Part-time programme should run for a minimum of 48 Calendar months, and a maximum of 72 Calendar months.
2. For extension beyond the maximum period, a special permission of the University Senate shall be required.

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 Credit

s 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. 30h (T); 15h (P);

RME 999   Ph.D. 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. 150h (P); C

H.   Graduation Requirements

A candidate must have fulfilled the following conditions to be awarded a Ph.D. Degree in Sociology of Education:

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