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AN
INVESTIGATION OF THE RELEVANCE OF EDUCATIONAL PSYCHOLOGY INTO TEACHING –
LEARNING PROCESS
ABSTRACT
This project
was on the relevance of educational psychology into teaching learning processes
in secondary schools in Enugu North Local Government Area of Enugu State. The study was specifically aimed at
investigating the importance and help educational psychology has rendered to
teaching – learning processes in order to achieve these objectives, the
following questions were formulated and used:
What is the
relevance of educational psychology into teaching – learning situations? How
will the educational psychology help students adapt to teaching learning
situations? It there is any way of identifying hindrances to learning and
bridging the gap? What should be done in
the case of exceptional students?
How does
educational psychology take of the students in adolescent stage? The population
of the study comprises the students, teachers and patents. The sample selection
way was by stratified random sampling technique. This was based on single and
co-educational schools. One boy school, two girls’ schools and two
co-educational schools were selected. Data collection technique sued included
literature review, interview, personal using explanation of results from
interview, a bit of frequency distribution table and percentages. Findings by
those sources arrived at. The researcher found out that the had made positive
contributions in the areas of understanding of the nature of classroom,
acknowledgement of individual differences, teaching methods, understanding
students problems, motivation to study harder, management of adolescents, care
of exceptional students and guidance and counseling educational implications
were given in chapter five and some recommendations were made to enhance
effective teaching – learning situation.
TABLE OF
CONTENT
CHAPTER ONE
Introduction
1.1 Background of the study
1.2 Purpose of the study
1.3 Significance of the study
1.4 Statement of the problem
1.5 Research questions
1.6 Assumption of the study
1.7 Limitation of the study
1.8 Definition of terms
CHAPTER TWO
Literature
Review
2.1 Meaning of educational psychology
2.2 Brief history of educational
psychology
2.3 Scope of educational psychology
2.4 Contribution of educational psychology
in teaching-learning
process
2.5 Contribution of educational
psychology
to practices
of education
2.6 Educational psychology; a help
adolescent stage
2.7 Theories of learning
CHAPTER
THREE
Methodology
and design
3.1 Geographical area of the study
3.2 Target population
3.3 Sample
3.4 Instrument development and
validation
3.5 Data collection techniques
3.6 Planned method of data analysis
Reference
CHAPTER FOUR
Data
presentation and analysis
CHAPTER FIVE
Discussion
and interpretation of results
5.1 Conclusion
5.2 Implications of the study
5.3 Recommendation
5.4 Suggestions for further research
References
Appendix
1
Appendix
II
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Right from
the very start of education psychology, there have been teaching and
learning.
Teaching and
learning take effect from birth to death.
It is
impotent to now that educational psychology with enhances greater output in
teaching – learning process.
There are
some contributions made by educational psychology towards teaching – learning
process examples are:
1) Educational psychology with
its study attempts to develop the theories of teaching.
2) Educational psychology also
with its study helps to improve teaching methods and materials.
3) The study of educational
psychology attempts to solve learning problems, and to measure learning
abilities.
4) The study of educational psychology
helps to improve teaching practice in all components of the basic teaching
model.
5) The study of educational
psychology attempts to measures educational progress and how individuals learn
at different ages.
With the knowledge of that, the teacher is
better placed to understand his students. He will be able to diagnose when an
individuals child is having some problem because learn ability is negatively
affect.
He will try
to find out the sources of the problems whether it is physical, emotional,
social to mention but a few.
The teacher
will find a way to see that the problems are solve if possible or controlled.
When a
proper attention is given to a child, such a child will have a sense of
belongings.
As a result
of the care, there is the tendency that the child will come back from
abnormality to normalcy
1.2 PURPOSE OF THE STUDY
The purpose
of this study is to investigate into the relevance of educational psychology
the teaching –learning process in secondary schools, in Enugu South Local
Government Area of Enugu State.
The
researcher being aware of this will dwell more on the relevance of educational
psychology the teaching-learning process in some secondary schools in Enugu
South.
The purpose
of this study is to look closely at certain problems and how they hinder
effective teaching and learning.
The
objectives of educational psychology as summarized by S. S. Challhan (1987)
are:
· To provide teachers with some basic
skills related to teaching.
· To give teachers guidelines to solve
problems associated with teaching – learning process.
· To help teachers to understand the
scientific knowledge and to instill in them a spirit of inquiry for their
professional growth.
In
conclusion, the researcher will no doubt unfold the possible solutions, which
should of course be a welcome relief not only to teachers and students in
secondary schools in Enugu South but to the school system in general.
FORMULATED
QUESTIONS
To achieve these objectives stated
above, the following questions were formulated;
1. What is the relevance of
Educational psychology?
2. How will the educational
psychology help students adapt to teaching-learning situations?
3. Is there any way of
identifying hindrances to learning and bridging the gap?
4. What should be done in the
case of exceptional students?
5. How does Educational
psychology take care of the students in Adolescent stage?
1.3 SIGNIFICANCE OF THE STUDY
The high
rate of learning problems and distractions in our schools cannot be over
emphasized. The issue of how to enhance adequate learning has been the concern
of every right thinking teacher. There is no doubt; the problems of teaching
learning process have to be taken care of.
This study
is geared towards x-raying certain problems that hinder adequate learning and
how to tackle them in order to enhance greater productivity as regards
teaching-learning situations.
The
researcher therefore hopes that this project will enable teachers and students
alike appreciate the role of educational psychology in bridging the gap created
by distractions and problems of teaching learning process.
Furthermore,
this will help teachers in this age to rectify the mistakes made before like tagging
a pupil a dullard or “good for nothing even when a pupil’s intelligent quotient
is above average ordinarily but he has learning problems.
Root causes
of the pupil’s performance should be looked into and handled better.
The study of
educational psychology provided information, ideas and practices, which
facilitate learning in the classroom. It will be to the relevance of
educational psychology with regards to teaching – learning theories of
teaching, an aspect of human growth and development, motivation, remembering
and forgetting and others.
The study of
educational psychology has its significances thus:
1) Educational psychology with
its study attempts to develop the theories of teaching
2) Educational psychology also
with its study helps to improve teaching methods and materials.
3) The study of educational
psychology attempts to solve learning problems, and to measure learning
abilities.
4) The study of educational psychology helps
to improve teaching practice in all components of the basic teaching model.
5) The study of educational
psychology attempts to measures educational progress and how individuals learn
at different ages.
1.4 STATEMENT OF THE PROBLEMS
There are
some problems, which eventually comes up from stumbling block to learning. But
can it be said that a teacher has taught when the pupils have not learnt? No.
Therefore the primary concern of the classroom teacher is to make learning
possible. How does he do that?
He will ask
himself whether the pupils understand his teaching.
- To what degree dot hey
understand?
- What happens to retention
of what have been naught?
Then the
teacher will find out the possible causes of he learning and retention
problems.
1.5 RESEARCH QUESTIONS
In this
study, the researcher formulated and answered the following questions:
1) What is the relevance of
educational psychology to teaching-learning process?
2) How will the educational
psychology help students adapt to teaching – learning situations.
3) Is there any way of
identifying hindrances to learning and bridging the gap?
4) What should be done in the
case of exceptional students?
5) How does educational
psychology take care of the in adolescent stage?
1.6 ASSUMPTION OF THE STUDY
The
knowledge of educational psychology is a strong weapon for the enhancement of
effective teaching and learning. It is assumed that this project will help
teachers know and apply certain principles on diagnosis of learning problems.
When the problems are diagnosed, the teacher with the knowledge of educational
psychology will put in various schedules of reinforcement. He will also include
motivational principles.
Educational
psychology therefore provides the teaching with the clues and tools to ensure
that its work is well done unlike the teacher who does not have the knowledge
of or that who does not want to acknowledge the course.
It is
assumed that the teacher will help the students overcome their problems, be it
physical, social, emotional and others. He will tackle the ones he can and
refer t eh ones he cannot solve to specialists
1.8 DEFINITION OF TERMS
Maturation: The ripening of a
physiological feature
Absentmindedness: A type of forgetting due to
the fact that there is no cue and the individual is also occupied with some
task.
Motivation: The energization,
sustenance and direction of behaviour towards a goal, which normally restores
equilibrium.
(S.R)
Stimulus Response Learning: A
mechanistic learning where specific stimuli call forth conditioned response.
Diagnosis: A statement which is the result
Mental
Retardation: A condition where the individual shows a remarkable slow rate of
learning and lack of intelligent behaviour.
Exception
Students: Includes handicapped cases as the blind, deaf, mentally retarded and
also gifted students who cannot benefit much from normal class activities.
Incongruent: When an individual is not in
harmony with his environment.
Adolescence: The period of development
between puberty and adulthood.
Reinforcement:
This is any stimulus that increases the probability that a certain desired
behaviour or response will occur.
Defense
Mechanism: Putting up some behaviours to cover faults.
Neuroticism: A condition f disorder of the mind
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