The Department of Educational Psychology. Guidance andCounselling offers professional
programmes leading to the award of M.Ed degree in Educational Psychology, Guidance and
Counselling with specialization in the following areas:
i. Educational Psychology
ii. Guidance and Counselling
iii. Educational Measurement and Evaluation
The graduate programmes of the Department are designed:
a) To develop in students the sense of originality as well as analytical and critical thinking
b) To produce high caliber specialists in the specified areas of specialization.
Admission to the programme shall be in accordance with the general regulations of the School of Graduate studies.
Duration of programmes
Full-time and Part-time programmes as provided in the general regulations.
Course Requirements
Course requirements are as provided in the general regulations
Course Assessment As in the general regulation
M.Ed Thesis
As in the general regulation
All the foregoing regulations are subject to the general University regulations governing higher degree programmes.
All M.Ed candidates must take all the following seven Core Courses
Course Code Course Title Credit Unit
EDP 801.1 Human Learning 3
EDP 804.1 Research Methods 3
EDP 809.1 Theories of Counselling and Psychotherapy 3
EDP 815.1 Intelligence, Aptitude and Personality Testing 3
SGS 801.1 ICT and Research Method 2
SGS 802.1 Entrepreneurship and Management 2
EDP 820.3 Dissertation 6
All M.Ed candidates are to do the four courses and one seminar from any of the following areas
of specialization.
EDP 802.2 Human Growth and Development 3
EDF 803.2 Psychology and Teaching 3
EDP 805.2 Problems of Adolescent Development 3
EDP 806.2 Seminar 3
EDP 807.2 Principles and Techniques of Behaviour Modification 3
Course Code Course Title Credit Unit
EDP 807.2 Principles and Techniques of Behaviour Modification 3
EDP 808.2 Principles and Techniques of Guidance and Counselling 3
EDP 810.2 Career Development and Occupational Information 3
EDP 811.2 Seminar 3
EDP 819.2 Advance Practicum in Guidance and Counselling 3
Course Code Course Title Credit Unit
EDP 812.2 Advance Educational Statistics 3
EDP 813.2 Educational Evaluation 3
EDP 814.2 Advanced Educational Measurement and Evaluation 3
EDP 816.2 Seminar 3
EDP 817.2 Data Processing with Computer 3
Compulsory for all students, but candidates should take seminar topics from their respective
areas of specialization.
EDP 801.1 Human Learning
Ways of studying learning process. Determining and building readiness. Individual differences motivation basic elements in human arousal and direction of energies; applying principles of motivation in teaching. Teaching of permanent and meaningful learning- providing meaningfulness; reducing interference for better retention; conceptual learning; problem-solving; creative thinking. Transfer of learning-teaching for transfer.
The biological and social bases of behaviour, physical, mental, emotional, social and moral development from birth to maturity. Selected personality theories with reference to personality development. Current controversial issues in child development, intensive study of the African child.
Educational Psychology and decision making, educational psychology and the aims of the school. Educational casualties and the need for talent. Victims of inadequate learning situations. Attitudinal failures, making educational psychology functional.
The course is designed to acquaint students with the methodology of conducting educational research. Topics to be discussed will include the formulation of research problems, literature review, hypothesis testing, sampling methods, techniques of gathering data, analysis and interpretation.
Adolescence as both biological and social in nature. Adolescence as transition period. Developmental tasks of adolescents. Physical and personality needs of adolescents. Intellectual, social and heterosexual development, current problems of adolescents; delinquency, alcohol and drugs, teenage pregnancy, school dropout.
Focuses on individual studies, presentation of papers on projects, research plan or research results in selected aspects of:
a) Human learning
b) Human growth and development
Principles and techniques for behaviour modification, including systematic application of the techniques to specific common behaviour problems in the Nigerian society.
Principles, techniques, procedures and appraisal in educational vocational and personal counselling various forms of assessment tools, including achievement tests, aptitude tests, inventories, observation, will be discussed. The course will also review typical illustrative cases from research. The practicum is designed to give students practice in guidance and counselling skills in diagnosis, assessment and identification of needs. Counselling interviews recorded on audio-tapes will be analysed in terms of counselor behaviour and responses to the client.
An overview of the various approaches to counselling and psychotherapy. An examination of selected theories from these approaches, e.g. Ellis, Bollard and Miller, Alexander, Roders. Their implications for counseling in Nigerian society.
An overview of the basic objective of vocational education. The role of theory in vocational guidance. A critical look at selected theories of vocational development, relationship between vocational education and manpower needs in Nigeria. An examination of decision making process, occupational information preparation for jobs and the need for vocational counseling.
Individual research projects on approved topics to be undertaken by students with the cooperation of their supervisors.
Advanced practicum in guidance and counseling students are exposed to advanced skills in conducting practicum. Students are expected to go on field work for practicum or organize working groups for practicum purposes. In each case, the students are thoroughly supervised by their lecturers based on the extent of delivering of skills.
Basic concepts and terms in inferential statistics. Hypotheses formulation. Testing and inference. Testing difference between means and proportions/percentages. Parametric statistics including t-test, z-test, analysis of variance (ANOVA), analysis of covariance (ANCOVA), simple linear, multiple linear, and curvilinear regression analyses, factor analysis, path analysis. Discriminant analysis, time series, etc. correlational statistics including Pearson, Spearman rho, point biserial, Phi-coefficient, Kendal's coefficient of concordance, partial correlation, multiple' correlation, biserial correlation, etc. Tests of significance for difference correlational statistics. Non-parametric statistics including chi-square, Kolmogorov/Siminov test, z-test of proportion, Vileoxon test, sign test, runs test, median test, Mann Whitney test, Kruskal-Wallis test, Friedman test, etc. The power of a test, post hoc tests. Application of various statistical concepts in education.
Strategies of evaluation of educational programmes. Procedures for assessment of needs. Development of behavioural objectives, process monitoring, and interpretation of outcomes. Experimental designs and statistical procedures particularly applicable to evaluation.
Meaning of measurement and evaluation. Tests and their types/classification, importance and criticisms of tests, social and ethical implications of testing. Test bias, item bias, qualities of measurement and evaluation instruments. Development and validation of the norm-referenced tests. Development and validation of criterion-referenced tests. Administration of tests, test score profiles and profile analysis. Analysis and interpretation of test scores using basic descriptive statistics and standard scores. Continuous assessment. Scaling techniques, construction and standardization of affective and psychomotor measure/instruments. Contemporary issues in the assessment of affective and psychomotor behaviours, accountability and evaluation, test theories.
Theories of intelligence and aptitude testing, group and two-factor theory of intelligence. Construction and validation of intelligence and aptitude tests, factors related o measurement of these tests. Theories of personality testing, personality interest inventories; construction and validation of personality tests; attitude-scaling; etc problems involved in personality testing.
Topics to be selected from the area of specialization.
This course deals with the use of computers in test development and data analyses. Areas to be covered include introduction to computers and operating systems; computing with the aid of statistical package for the social sciences (SPSS) and other soft wares; and data processing considering various statistical analysis. Emphasis should be placed on data collection from the field, programming and interpretation. Use of computers in test development, item analysis and scoring should be treated.
Candidates are required to carry out a research in their various areas of specialization which will be supervised as required by the school of graduate studies. Thereafter the students will defend the finished dissertation at different stages vis-a-vis Departmental Board and External Oral Examination, which will take place before an appropriately constituted Board of Examiners Chaired by the Dean of graduate studies.
Programmes Available
The department of Educational psychology, guidance and counseling offers professional programmes leading to the award of the Ph.D degree in the following areas of specialization:
i) Educational psychology
ii) Guidance and counselling
iii) Educational measurement and evaluation
The graduate programmes of the department are designed:
a) To produce higher-caliber specialists in the areas of specialization, for higher educational institutions, commissions, boards, ministries and other appropriate bodies;
b) To develop in students the sense of originality as well as analytical and critical thinking through the writing of a doctoral dissertation.
i) Admission into the Ph.D programme is open to graduates with M.Ed the appropriate areas of specialization from the University of Port Harcourt or any other recognized universalities, and who must have an average of 60% or its equivalent grade in the University of Port Harcourt.
ii) Each applicant must:
(a) Complete the prescribed application form which is obtainable from the school of graduate studies.
(b) Provide two letters of recommendation, one of which must be from his/her employer (if employed), and the other from the university where his/her bachelor's degree was awarded;
(c) Submit a two-page-A-4 typed (double-spaced) essay on his/her objectives and goals in seeking admission to the higher degree; and
(d) Be found suitable for admission after an interview by the higher degrees committee of the Faculty of Education.
(a) Full-Time
The Ph.D programme will extend over a minimum of 2 years (4 semesters), but will normally not exceed 3 years (6 semesters), except by special permission of the Faculty Graduate Studies Committee.
(b) Part-Time
The duration of the part-time programme will normally be twice the length of the relevant full-time programme.
Candidates will be required to complete a minimum of 12 credit hours. This will be made up of 3 taught courses in the first semester, and 1 seminar in the second semester. The rest of the period will be spent on research and the writing of the Ph.D Thesis.
(a) Each course will be assessed on the basis of written examinations, and continuous assessment.
(b) Candidates will be required to obtain a minimum pass grade of C in each prescribed course and a pass grade in the dissertation.
(a) During the first semester of the second year, the candidate, in consultation with the supervisor, will choose a thesis topic to be approved by the Faculty Graduate Studies Committee and registered with the school of graduate studies board.
(b) The thesis shall be defended orally before aboard of School of Graduate Studies examiners in accordance with the regulations.
All the foregoing regulations are subject to the general university regulations governing Ph.D degree programmes.
A. Educational Psychology
i. Any two of the following:
Course Code Course Title Credit Unit
EDP 901.1 Theories of personality 3
EDP 902.1 Learning theories and their educational implications 3
EDP 903.1 Abnormal psychology 3
EDP 904.1 Psychology of exception children 3
ii. Compulsory courses
EDP 905.1 Advanced Research Methods in Education 3
EDP 906.2 Seminars in Educational Psychology 3
EDP 920.2 Thesis 12
i. Any two of the following:
Course Code Course Title Credit Unit
EDP 907.1 Appraisal techniques in guidance and counseling 3
EDP 908.1 Organization and admin, of Guidance services in schools 3
EDP 910.1 Vocational development and career information 3
Course Code Course Title Credit Unit
EDP 905.1 Advanced Research in Education 3
EDP 909.1 Advanced supervised practicum in guidance and counseling (Audited)
EDP 911.2 Seminar in Guidance and counseling 3
i. Any two of the following:
Course Code Course Title Credit Unit
EDP 912.1 Test design construction, administration processing 3
EDP 913.1 Measurement theory 3
EDP 914.1 Microcomputers in test development and analysis 3
EDP 915.1 Application of tests to education 3
ii. Compulsory Course
EDP 905.1 Advanced Research methods in Education 3
EDP 916.2 Seminar in Educational Measurement and Evaluation 3
EDP 901.1 Theories of Personality
This course delves into the major theories of personality. The course is arranged in four parts,
based on historical traditions in the field of personality. These are
1) The psychoanalytic school as represented by Sigmund Freud;
2) The humanistic school as represented by Abraham Maslow;
3) The behaviouristic school as represented by B.F. Skinner;
4) The cognitive school as represented by B.J. Piaget. Each approach will be examined in relation to its educational implications.
EDP 902.1 Learning Theories and their Educational Implications This course will critically examine the various theories of learning:
a) Behavioural learning theories
b) Humanistic learning theories
c) Social learning theories
d) Cognitive learning theories, etc.
Each theory will be looked at with its educational implications or its practical applicability.
EDP 903.1 Abnormal Psychology
Students will be made to analyse the various categories of abnormal behaviour, the concept of, and approaches to: the study of abnormal behaviour; the clinical picture of each of type of psychopathology mentioned, its etiological factors and treatment procedures. Emphasis will be placed on developmental, neurotic or anxiety, psychotic, psycho-sexual, delinquent, personality, organic and mental disorders and so on.
EDP 904.1 Psychology of Exception Children
This course will critically look into the issues involved in the psychology of exceptional children. The course will cover concepts as they relate to exceptional children in education; the gifted, the handicapped, and the disabled. An overview of the various exceptionalities; giftedness, mental retardation, learning disabilities, behaviour disorders, visual and auditory impairments, speech disorders will be treated. The characteristics of each exceptionality, problems associated with exceptional conditions, problems of labeling, and psychosocial implications of the various forms of educational placement will be examined.
EDP 905.1 Advanced Research Methods in Education
This course deals with advanced methods used in Educational research. Topics that will be covered include: types of research designs with emphasis on statistical analysis and knowledge of the use of microcomputers, educational data analysis. A critical look at the issue of validity in experimental research will also be treated.
EDP 906.2 Seminar in Educational Psychology
Each student would be required to select a topic from educational psychology (subject to the approval of the student's supervisor) for presentation and discussion at the departmental level.
EDP 907.1 Appraisal Techniques in Guidance and Counseling
This course will cover principles of test development and construction, planning, conduct, and use of the group and individual test in counseling and guidance. Selection, administration, scoring, interpretation, reporting, and preparation of intellectual, vocational, and personality tests. Non-test appraisal techniques will also be covered.
EDP 908.1 Organization and admin, of Guidance Services in Schools
This course will critically analyses the rationale for guidance services in educational arid non-educational settings in Nigerian society. It will focus on the general components of administration and on the components of a guidance programme. The course will also examine the types and qualifications of personnel in the programme administration. It will discuss the relevant organizational and administrative models and strategies. Problems of organization and administration of guidance programmes and services in Nigeria will also be examined.
EDP 909.1 Advanced Supervised Practicum in Guidance and Counseling
This is a course designed to enable students to match theory with practice. Students will practice at the various levels of our educational system and in other relevant social settings. Practice in case studies and reporting will be part of the course.
EDP 910.1 Vocational Development and Career Information
A study of theories of vocational development, occupational choice, vocational behaviour and adjustment, emphasizing the place of career information and awareness. Integration of the various vocational theories, bringing into focus the multidimensional nature of vocational choice will be examined.
EDP 911.2 Seminar in Guidance and Counseling
Each student would be required to select a topic from educational guidance and counselling (subject to the approval of the student's supervisor) for presentation and discussion at the departmental level.
EDP 912.1 Test Design Construction, Administration Processing
This course deals with the critical steps involved in test construction. The course covers defining and assessing educational objectives; planning the objective test; writing the test items; gathering analyzing and using data on test items; of producing the test and test administration. Using computers in that scoring reporting and analysis will also be treated.
EDP 913.1 Measurement Theory
This course covers the theoretical details of educational measurement of traits. The course will encompass the nature of measurement in education, the concepts of reliability, including methods of estimating reliability, the concepts of validity and types of validity (content, construct and predictive validity), using validity information and factors affecting reliability and validity. Item response theory, including Reasch measurement models and scaling methods (Likert and Thurnstone scales) will also be treated.
EDP 914.1 Microcomputers in Test Development and Analysis
This course deals with the use of microcomputers in test development and analysis. Areas to be covered include: Introduction to microcomputers, operating systems (MS DOS and Windows) environment, and computer statistical applications including SPSS & SAS. The use of computers in test development, item analysis, scoring etc. will be treated. Using microcomputer for data analysis, computing and monitoring of test results will also form part of the course.
EDP 915.1 Application of Tests to Education
This course will critically look at the applications tests to education. Topics to be covered include: Use of tests instruction; Use of measurement in selection and placement, and evaluation of educational outcomes.
EDP 916.2 Seminar in Educational Measurement and Evaluation
Each student will be required to select a topic from educational measurement and evaluation (subject to the approval of the student's supervisor) for presentation and discussion at the departmental level.
EDP 920.2 Thesis
Candidates are required to carry out a research in their various areas of specialization which will be supervised by two lecturers as required by the school of graduate studies. Thereafter the students will defend the finished thesis at different stages vis-a-vis Departmental Board, Faculty Board, Graduate School and External Oral examination, before an appropriately constituted Board of Examiners chaired by the Dean of Graduate Studies.
Academic Staff and Area of Specialization
|
S/N |
NAME |
QUALIFICATIONS |
FIELD OF SPECIALIZATION |
DESIGNATION |
|
1 |
KEMJIKA, Obi G |
B.Sc (Ed). M.Ed, Ph.D (Lagos) |
Counselling Psychology |
Professor |
|
2 |
NWANKWO, O. C |
B.Ed (Sc) (Jos). M.Ed. Ph.D. (UNN) |
Counselling Psychology |
Professor |
|
3 |
JAMABO. T. A. |
B.Sc. (Ed), M.Ed. Ph.D (Ibadan) |
Counselling Psychology |
Professor |
|
4 |
KPOLOVIE, P.J. |
B.Ed, M.Ed, Ph.D (UPH) |
Measurement and Evaluation |
Professor |
|
5 |
EKEH. P.U. |
B.Ed. (UNN) M.Ed. Ph.D (UPH) |
Educational Psychology |
Professor |
|
6 |
IRULOH, B.N. |
B.Sc. (la verne California ) PGDE M.Ed. Ph.D. (UPH) |
Counselling Psychology |
Professor |
|
7 |
AWUJO,C.G. |
B.Ed. M.Ed. Ph.D. (UPH) |
Counselling Psychology |
Professor |
|
8 |
ORLUWENE, G.W. |
B.Ed. (Ibadan) M.Ed. Ph.D. (UPH) |
Measurement and Evaluation |
Professor |
|
9 |
UGWU.C.J. |
NCE, B.Ed. (Ibadan) M.Ed. Ph.D. (UPH) |
Counselling Psychology |
Professor |
|
10 |
AMADI, G.N. |
B.Ed(Ibadan) M.Ed. Ph.D.(UPH) |
Educational Psychology |
Professor |
|
11 |
ONYEKURU, B.D |
B.Phil (Rome). M.A. (Family Therapy). M.Ed. (Spain) Ph.D. (Unizik) |
Guidance & Counselling |
Professor |
|
12 |
ODIASE,J.E. |
NCE, (Agbor). B.Ed.(UPH)PGD (Benin City)MBA(California) M.Ed. Ph.D. (Carolina) |
Educational Psychology |
Professor |
|
13 |
AGBAKWURU, C. |
B.Ed. (Calabar) M.Ed.(UNN) Ph.D. (Calabar) |
Counselling Psychology |
Professor |
|
14 |
NJOKUJ.U. |
NCE (A.I.C.E). B.Ed. M.Ed. Ph.D. (UPH) |
Educational Psychology |
Professor |
|
15 1 |
ONUKWUFOR. J.N |
B.Sc.(Ed) M.Ed. Ph.D. (UPH) |
Educational Psychology |
professor |
|
18 |
IZUCHI, M.N. |
B.Ed. (UNN). M.Ed. Ph.D.(NAU. Awka) |
Counselling Psychology |
Professor |
|
20 |
IWEKA, F.O.E |
NCE,(A.1.C.E., OWERRI) B.Ed. M. Ed, Ph.D. (UPH) |
Measurement and Evaluation |
Professor |
|
17 |
ERNEST-EHIBUDU, I. R. |
B.Sc, PGDE, M.Ed, Ph.D (UPH) |
Counselling Psychology |
Professor |
|
16 |
EKECHUKWU, R. 0. |
NCE, B.Ed M.Ed, (UNIJOS) Ph.D (UPH) |
Counselling Psychology |
Reader |
|
19 |
OPARA, I.M |
NCE,(Nsugbe). B.Ed. (UNN) M.Ed. Ph.D. (UPH) |
Measurement and Evaluation |
Reader |
|
21 |
AMADIOH, A. |
B.Ed., M.Ed, (UPH Ph.D. (UNICAL.) |
Measurement and Evaluation |
Senior Lecturer |
|
22 |
CHUJOR, C.J. |
B.Ed,. M.Ed. Ph.D (UPH) |
Counselling Psychology |
Senior Lecturer |
|
23 |
MANUEL, A.M. |
B.Ed. (COE/UI), RNE (Dip. Nursing Edu.) UI/UCH Ibadan), M.Ed (UPH), Ph.D (UPH) |
Educational Psychology |
Senior Lecturer |
|
24 |
ECHEBE, P.I. |
NCE (COE), B.Ed. M.Ed. Ph.D. (UPH) |
Counselling Psychology |
Senior Lecturer |
Department of Educational Psychology, Faculty of Education Complex University Park, University of Port harcourt.