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.