Degree Type: 

Master of Philosophy


Department of Education and Psychology

Programme Duration: 

2 years (Standard Entry)

Modes of Study: 


Entry Requirements: 

A successful applicant would be offered a probationary admission as a Postgraduate Research Student [PRS] for the first year. Students may progress to the second year after having satisfied the following conditions:

  1. Completed all courses required at the masters level
  2. Obtained a  CGPA of 2.5 or better 
  3. Taken a course in academic writing and passed 
  4. Successfully defended a final research proposal before a department examining panel

A non- research master’s degree candidate seeking admission to the MPhil Programme must: 

  1. Have obtained a CGPA of 2.5 or better in the masters course work
  2. Submit an official transcript    of academic record 
  3. Submit at least two referee’s report one of which must be from a former lecturer 
  4. Submit a proposal of 2-3 pages on the intended area of study including references
  5. Satisfy any additional requirements prescribed by the colleges/faculties /schools /institutes/departments. This may include relevant work experience and written entrance examination and / or interview.

Goal / Aim / Objectives: 

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:

  1. A deeper understanding of the theories and models in educational psychology thereby becoming more confident in the content area.
  2. 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.
  3. Knowledge in the scientific use of psychology and psychological research to promote teaching and learning 
  4. Skills to understand and appreciate human behaviour in a variety of social settings.
  5. Professional competencies and advanced skills to teach educational psychology at the tertiary level undertake research and modify behaviour.
  6. The skills to serve as school psychologists.

Career Opportunities: 

  1. Ministry of Education and Ghana Education Service 
  2. College of Education (Tutors)
  3. Security Services, NGOs 
  4. Training Units of institutions

Programme Structure

Level 800

First Semester

EPS 811: Educational Social Psychology
3 Credit(s)

This course will expose students to the theories, methods and processes in Social Psychology that enable a greater understanding of the factors that influence group dynamics in educational delivery in Ghana. It discusses practices in education as a social institution and their influences in shaping the motivation, achievement and success of teachers and students. It thus focuses on the school social influences that impinge on the structural and process quality of education in Ghana, using a participatory approach involving panel discussions, debates, and seminars alongside lectures.

EPS 812A: Computer Application in Education
1 Credit(s)

The course is to enable students gain computer knowledge to complete their thesis and oral examination. It is also, to equip students with skills in ICT that they may need to teach in their various areas of specialization. The course is intended to equip students with computer literacy to help them improve in the presentation and teaching of Home Economics Education. Data management tools such as MS Excel and MS Access as well as Presentation tool such as Power Point would be explored.

EPS 821: Advanced Psychology of Human Growth and Development
3 Credit(s)

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: Personality Theories and Adjustment
3 Credit(s)

The course provides extensive coverage of key theories ranging from the psychoanalytic and humanistic to behaviourist and trait theories, biological and socio-cultural factors that interactively influence personality development and their concomitant adjustment and maladjusted tendencies are examined. Major therapeutic techniques for correcting maladjustment as well as current research findings in the area will also be discussed.

EPS 823: Psychology of Adolescence
3 Credit(s)

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 explain adolescent behaviour will be discussed.

EPS 824: Cognitive Development and Learning in Childhood
3 Credit(s)

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 Human Learning and Instruction
3 Credit(s)

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 851: Educational Statistics
3 Credit(s)

An elementary knowledge of statistics, including the use of SPSS is required for this course. The focus of the course is the application of statistical methods to educational problems. Emphasis is on the normal, t, chi-square and F distribution. Hypothesis testing and one-way analysis of variance will be treated.

EPS 852: Research Methods in Education
3 Credit(s)

This course exposes a range of issues and practices in educational inquiry and research. Procedures and methodologies necessary to pursue research problems in meausrement, evaluation and applied statistica are investigated. There is an overview of educational research methods including validity and reliability and validity 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 critiques of research.

EPS 853: Assessment in Schools
3 Credit(s)

This 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 tests 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 899: Thesis
3 Credit(s)

The student is assigned supervisors who will guide him/her to identify a research topic to investigate based on the College of Education Studies and the University format on graduate thesis writing. The student reviews related literature, collects and analyses data and presents final report.

EPS 920: Psychological Testing (Elective)
3 Credit(s)

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.

SGS 801: Academic Writing
3 Credit(s)

The course is designed to reinforce and further develop the writing skills of students at the postgraduate level. It is centred on the notion that the future success in postgraduate work is dependent to some extent, on the individual student’s ability to demonstrate understanding and insights regarding diverse forms of academic writing. This course will further provide students, nuanced understanding with respect to linguistic/ rhetorical theoretical underpinnings, features of academic writing and the requisite skills regarding argumentation and research centred-writing.

Level 900

First Semester

EPS 917: Advanced Research in Education
3 Credit(s)

The course exposes a range of issues and practices in educational inquiry and research. Procedures and methodologies necessary to pursue research problems in measurement, evaluation and applied statistics 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 out comes and improving research. The course provides students with skills and knowledge needed for qualitative and quantitative inquiry as well as critiques of research.

EPS 931: Theories of Learning
3 Credit(s)

This course critically examines various theories of learning. The in-depth knowledge of the behavioural, social and cognitive learning theories will be treated. Much emphasis will be focused on information processing theories. Different dimensions of memory and memory errors will be examined. The course also considers the role of the complexity of process in cognitive development in learning. The educational implications and practical applications of the theories will equally be examined.

EPS 938: Psychology and Teaching
3 Credit(s)

The concept of teaching and role of psychology in ensuring an efficient and effective teaching are explored. The application of psychological theories, such as Gagne’s phases of learning, Piaget’s constructivist approach, Skinner’s Operant conditioning (e. g. programmed learning), Bruner’s theories Vygotsky’s theory among others, is emphasized. Issues of instructional objectives, task analysis, reinforcement and punishment are highlighted. Issues of cultural diversity (adjustment), constructivism, motivation, class management, increasing, decreasing and maintaining behaviour, and self –control, are examined. Specific practical illustrations of common behaviour problems in schools, as well as ethnical issues are handled.

EPS 939: Social and Moral Development (Elective)
3 Credit(s)

This course explores the recent trend in the social and moral development throughout life. It examines the issues of possible incompatibility among previous theories and current life experiences. The educational implications are examined. 

Second Semester

EPS 932: Fieldwork in School Psychological Service
3 Credit(s)

This is practicum in psychological services in the schools. Students are expected to detect some developmental and learning problems among the learners in a school setting and proffer appropriate possible solutions. The solutions should be based on aspects of psychological theories and principles. This is to be carried out under the supervision of staff. Evaluation will be based on successful treatment of identified learners with problems (40%0 and a final semester report (60%).

EPS 933 : Advanced Behaviour Modification
3 Credit(s)

The course clarifies the concept of behaviour modification and its historical evolution. The identification of the steps involved follows. It applies the clinical and experimental methods, scientific approach of methodological behaviourism: Classical conditioning, operant conditioning, cognitive-social learning, among others. Counter-conditioning, fatigue, incompatible stimuli, inhibitory and disinhibitory effect, and so on, are equally treated. It further considers specific practical illustrations of common behaviour problems in the school. Ethical issues involved are also considered.

EPS 934: Advanced Abnormal Psychology and Education
3 Credit(s)

After a full grasp of what “normality” or “abnormality” entails, and its historical evaluation, the course analyses the various models of abnormal behaviour and their classification. The clinical picture of each type of psychopathology, its etiological factors and treatment procedures are equally handled. The educational implications are stressed.

EPS 935 : Theories of Personality
3 Credit(s)

The course embarks on comprehensive analyses of the major theories of personality. It starts with a study of different dimensions of the psychoanalytic theories and motives such as neopsychoanalytic approach (analytical psychology, inter-psychic theories and psychoanalytic social psychology.) more recent trends (ego analytic psychology and human relations) are also treated. The course goes further to the study of behaviour and learning theories (experimental analysis of behaviour and social psychology theories); dispositional theories (trait theories and temperament; factor analytic theories , theories, biological traits); self-theory and cognition (personal construct, cognitive behavioural theories); humanistic/existential theories (humanism and existential psychologises) and social context-situation ( social structure and culture). The implications to their therapeutic practices as well as their educational implications will be examined.

EPS 936: Social and Psychological Study of Human Learning
3 Credit(s)

The course focuses on the learning implications of social and psychological factors. It explores the possible influences of social factors (group characteristics, physical environment, sexualisation, peer tutoring, among others) and the psychological characteristics (cognitive style, intelligence, perception, attention, emotion, and so forth) on learning. Different learning related theories, issues in school learning as well as therapeutic resolution and prevention of learning problems are addressed.

EPS 937: Affective Development in Children and Adolescents (Elective)
3 Credit(s)

The course surveys the nature of normal affective development and possible assessment procedure including resolution of any deviation. Emphasis will be on educational implications such as in moral development, attitudes, values, empathy, self-esteem and locus of control. 

EPS 941: Advanced Psychology of Exceptional Individuals
3 Credit(s)

The course identifies the exceptional children. The adaption problems of the mentally retarded and the gifted are examined. Also examined are the society and the exceptional children, different support services for the different categories of exceptional children; and different possible ways of treatment. The role of education is examined.

EPS 942: Interpersonal Processes and Organisation of Change (Elective)
3 Credit(s)

The conceptualization of processes through which individuals and groups relate to each other will be explored. It provides a highly personalized professional development experience. Various technique facilitating learning about self and interpersonal processes are examined.

EPS 944: Gerontology and Education (Elective)
3 Credit(s)

The concept of gerontology and historical view are clarifies to facilitate a survey of their physical, cognitive, social and emotional development. Relevant perceptions as stage –crisis view and life-events view, including disengagement, activity, social exchange, and social breakdown theories among others are examined; social support and social integration and stereotyping of the older adults (ageism) are explored. The implications are examined.