Current practices worldwide are dictated by human consumer behaviour and therefore demand driven approaches tend to influence to a large extent what is done in the key institutions of life including education. This tendency has also directed new research interests in various subject fields including educational psychology. Hence theory building in educational psychology has in recent times focused on the developmental and environmental factors responsible for improving the quality of human behaviour and human capital rather than simply exploring human nature as was the case. This has made it necessary to improve the focus of postgraduate programmes in Educational Psychology to make it more purposeful to the job expectations of graduates and the community. Educational Psychology is an applied field of study and it is expected tha students on this programme will acquire skills to function in schools, training institutions and private organizations that are interested in personnel with knowledge in developing or improving the quality of human behaviour.
The Department of Educational Foundations currently offers Educational Psychology as a course to all undergraduateand postgraduate diploma education students in the College of Education Studies. It is also the only institution in Ghana whichoffers courses that lead to the award of M.Ed/MA/MSc/M.Phil/Ph.D degrees in Educational Psychology programme.
The programme will upgrade the knowledge, skills and competencies of its products in terms of teacher preparation, corporate training innovativeness and creativity to be able to function meaningfully and productively at their respective places of work as well as minimize the cost of training personnel in the area. Apart from educational institutions, other government agencies such as the security services, non-governmental organizations (NGOs) insurance and banking institutions as well as international agencies working with vulnerable children require the services of well trained educational psychologists. The Educational Psychology programme will also equip postgraduate students to teach and undertake research.
The goal of the programme is to provide individuals with in-depth knowledge in educational psychological theories and models, principles and practices in the school and other social settings. Such individuals should be able to teach in tertiary institutions as well as provide educational psychology services in relevant institutions.
The graduate will acquire:
a deeper understanding of the theories and models in educational psychology thereby becoming more confident in the content area.
the skills in the principles and practices of educational psychology and thereby making them more confident and innovative in integrating theory and practice to promote scientific uses of psychology within the field of education.
knowledge in the scientific use of psychology and psychological research to promote teaching and learning skills to understand and appreciate human behaviour in a variety of social settings.
professional competencies and advanced skills to teach educational psychology at the tertiary level, undertake research and modify behaviour.
the skills to serve as school psychologists.
Date of Commencement: August 2016
Applicants must possess:
A Master of Philosophy (M.Phil) degree in Educational Psychology.
MA/M.Ed/MSC (with thesis/Dissertation) degree in Educational Psychology.
MA/M.Ed/MSC (without thesis/Dissertation) degree in Educational Psychology.
A good first degree (at least lower class division)
BSc./BA/ with PGDE
Any other requirements demanded by the School of Graduate Studies.
University Lecturers (Public and Private)
Ministry of Education and Ghana Education Service staff
College of Education Tutors
Personnel from security services, NGOs and banking institutions
First degree holders teaching in all levels of Education
EPS 811 Organizational behaviour and change in Educational Setting 3 Credits
The course involves a survey of theories, methods and research findings in Social behaviour in Organisations including schools and their implications for change processes. It focuses on the effects of social influences on the achievement of organizational goals such as educational achievements in schools, dynamics of school groups, processes of conformity and deviant behaviours, group influence on motivation and achievement, attitudes and social conflict in social settings. The implications of harnessing these processes to achieve requisite changes will be analysed.
EPS 821 Advanced Psychology of Human Development 3 Credits
This course intends to improve the understanding and ability of students to handle developmental as well as instructional issues associated with learners in educational environments. It exposes students to the theoretical explanations of developmental phenomena involving the structure, process and dynamics of changes that occur in human ontogeny. It also discusses the behavioural concomitants of such changes and the role of psychologists, teachers, parents and society in ensuring human quality.
EPS 822: Contemporary Theories of Personality 3 Credits
The course provides extensive coverage of key theories ranging from the psychoanalytic, humanistic, behaviourist and trait theories. Biological and socio-cultural factors that interactively influence personality development, their concomitant adjustment and maladjustive tendencies and current research findings in the area are examined.
EPS 823 Psychology of Adolescence 3 Credits
The course will introduce the student to the characteristics and developmental issues in adolescent development. Theories of adolescent development as well as social and contemporary issues which explains adolescent behaviour will be discussed.
EPS 824: Cognitive Development 3 Credits
The course is designed to examine the various factors that influence cognitive development. Theories and processes of cognitive development are discussed. Contemporary research findings on cognitive development from childhood through adulthood are examined and their implications for educational practice are assessed.
EPS 831 Advanced Psychology of Learning and Instruction 3 Credits
The course provides information on historical and theoretical perspectives on learning for practice. The theories have a continuing and direct relevance for classroom teachers. The course aims at exposing students to the challenges in the learning environment and how effective teaching could be enhanced. Topics such as motivation and other approaches to learning would equip students with various ideas, skills and strategies in classroom teaching.
EPS 838 Behaviour Modification 3 Credits
The course clarifies the concept of behaviour modification and its historical evolution and explores various behaviour modification procedures such as conditioning and social learning. It examines common behaviour problems in school settings and consider ways of modifying them. Ethical issues involved in behaviour modification are also considered.
EPS 851 Intermediate Statistics Credits 3
The focus of the course is on the fundamentals of theoretical statistics, preparing the students for a more practical and advanced course in inferential statistics. Emphasis is on the nature and applications of correlational analysis, multiple regression, binomial, normal, t-test, chi-square and F distributions. Emphasis will also be placed on the use of statistical software (SPSS) and the interpretation of the results of data analysis.
EPS 852 Quantitative Research Methods in Education 3 Credits
The course exposes a range of issues and practices in educational inquiry and research. Procedures and methodologies necessary to pursue research problems in psychology and other behavioural sciences are investigated. There is an overview of educational research methods including validity and reliability of data and practical considerations in planning, conducting and disseminating research outcomes and improving research. The course provides students with skills and knowledge needed for qualitative and quantitative inquiry as well as being able to critique research.
EPS 853 Assessment in Schools 3 Credits
The course examines both theoretical and practical issues in students’ assessment. It discusses the nature and relevance of assessment in the teaching and learning processes and examines extensively the theoretical and practical issues of validity and reliability of assessment results. Principles and guidelines for crafting various teacher made and standardized tests are also discussed. Professional responsibilities, appropriate ethical behaviour of educators in assessment as well as legal requirements in educational assessments are presented and discussed.
EPS 858 Inferential Statistics 3 Credits
The prerequisite for this course is EPS 851, Intermediate Statistics. The aim of the course is to extend and deepen understanding of statistical approaches to data analysis through problem solving and hands-on experience. This course is an application of the topics in intermediate statistics to solve educational problems. It involves testing hypothesis, making point and interval estimates using sample data and inferring properties of distributions. The course provides tools of inferential statistics for critically analyzing data in order to improve decision making. Appropriate use and interpretation of statistical tests, drawing conclusions from data, validity of conclusions, reporting results and discussion of results will be focused on.
EPS 875 Qualitative Research Methods in Education 3 Credits
This course presents the students with qualitative approaches to research and addresses phenomenological, grounded theory, ethnographic and historical research in education. It discusses how to design appropriate qualitative research, the strategies, tools and techniques used in data collection and analysis. Validity and reliability issues in qualitative research are examined. Techniques/procedures of writing qualitative research reports are presented and discussed.
EPS 935 Instructional Theories and Designs
This course will enable candidates to explore theoretical and perspectives on the internal and external processes that undergird effective instruction in both school and work settings and will focus on the important role that prescriptive instructional theories have played in developing the field of instructional psychology. It will involve an analysis and design of instructional models and plans based upon goal, learner and content with reference to both internal and external conditions and challenges that confront learning events of different kinds. Candidates will be encouraged to observe a variety of structured instructional settings in educational and industrial environments in Ghana and report on the instructional variables that pertain and their role in producing relevant learning outcomes.
EPS 920 Psychological Testing
The course focuses on several aspects of psychological testing. It deals with historical evolution of psychological tests, identification and measurement of traits. The item design strengths and limitations, use, interpretation and adaptation to local administration and analysis of such tests are covered. Aptitude tests, intelligence tests (such as Stanford-Binet and Wechsler Intelligence Scales) and personality tests (such as Minnesota Multiphasic Personality Inventory (MMPI) and Myers’ Briggs Types Indicator (MBTI) are treated. For each of the tests, the construction, strengths and limitations, use, interpretation and adaptation to local conditions are discussed.
EPS 932 Advanced Behaviour Modification
The course clarifies the concept of behaviourmodification and its historical evolution. It provides explanations on theories, models, classification, and causes of behavior problems. Various methods of assessment it examines include interview, observation, behaviour analysis, psychodynamic approaches, psychophysiologic methods and projective techniques. Modification procedure examines practices from behavioural, psychoanalysis, cognitive, humanistic and other approaches for individual and group therapies; medical therapies are also acknowledged. Emphasis is on common behavior problems in school settings and the course provides students with practical intervention techniques for modifying them. Ethical issues involved in behavior assessment and modification are also considered.
Departmental Staff List
Prof. F. K. Amedahe Ph.D Professor (Research Methods)
Prof. Y. K. A. Etsey Ph.D Professor (Educatioal Statistics)
Prof. E. F.Adeniyi Ph.D Professor (Behaviour Modification)
Prof. K. Edjah Ph.D Associate Professor (Learning & Instruction)
Dr. K. Asamoah-Gyimah Ph.D Senior Lecturer (Measurement & Evaluation)
Dr. B.Y.Dramanu Ph.D Senior Lecturer (Psychology of Human Development)
Mr. P.Anyagre M.ED Senior Lecturer (Cognitive Development)
Dr. M. O.Amponsah Ph.D Senior Lecturer (OranganisationalBehaviour and Change in Educational Setting)
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