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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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