ana.tech360@gmail.com +2349075995114

First Semester

eLearning | eClasses | Past Questions & Answers | Solar Electricity | Project Management  >  First Semester
Students Exam Teachers NTI Training Search

First Semester NTI PgDE Past Questions and Answers

Welcome to NTI PgDE (PDE) First Semester Past Questions and Answers which every student-teacher should practice with before the actual examinations. At Ana Arm Technologies, we provide up-to-date NTI PgDE Past Questions and Answers for student-teachers participating in the first and second semester examination. Kindly check out teachers testimonials for NTI PgDE Past Questions and Answers.
Download 1st Semester NTI PgDE Past Questions & Answers
Welcome, Site User!
Click Here to Check Your Membership Status Are You a Member? Login Here
Are You a Visitor? Register Here
FIRST SEMESTER NTI PGDE

NTI PgDE Courses for 1st Semester Written Exam are:

PDE701   PDE702   PDE703   PDE704
PDE705   PDE706   PDE707   PDE708
PDE709   PDE710   PDE711   PDE712
Buy NTI PgDE PQA Here
Take a Quiz Here

Below is a Video for NTI PgDE Past Questions and Answers 2024

Or click HERE to watch it on Youtube. Cheers!!!

PDE 701 History of Education (2 Units)

The latent aims of the traditional system of education as observed by Fafunwa (1974), which provided the bases, and process of training in the traditional education system are:
  1. To develop the child’s latent physical skills.
  2. To develop character.
  3. To inculcate respect for elders and those in position of authority.
  4. To develop intellectual skills.
  5. To acquire specific vocational training and to develop a healthy attitude towards honest labour.
  6. To develop a sense of belonging and to participate actively in family and community affairs.
  7. To understand, appreciate and promote the cultural heritage of the community at large.
Watch Video
  1. The Federal Government should give support for the development of new university planned for 1955.
  2. A university should be established in the North using the old site of the Nigeria College in Zaria as its base.
  3. A university should be established in Lagos with day and evening degree courses in business, commerce and economics.
  4. University College Ibadan should move from its conservative position, widen its curriculum and develop into a full university.
  5. All Universities in Nigeria should be national in outlook.
  6. There should be wider diversity and greater flexibility in university education.
  7. All the universities should have B.A (Education) degree courses.
  8. Courses in Engineering, Medicine, Law, Commerce, Agriculture, etc, should be offered.
  9. The new Nigerian universities should be independent of one another and each should confer its own degrees.
  10. A National Universities Commission should be set up to have undisputed control over the affairs of the universities; particularly, in terms of finance, staff and courses.
Watch Video
Same as above answer.
He was acquainted with Pestalozzi from whom he must have definitely learnt a few ideas.
He wrote several books in Philosophy.
He advocated five formal steps in teaching which are summarised here:
  1. Preparation, which is a process of relating new materials to be learned to relevant past ideas so as to give the pupil a vital interest in the topic;
  2. Presentation, i.e. the process of presenting new material by means of concrete objects or actual experience;
  3. Association, thorough assimilation of the new idea through comparison with earlier held ideas and consideration of their similarities and differences in order to implant the new idea in the mind;
  4. Generation, which is a procedure especially important to the instruction of adolescents and which is designed to develop the mind beyond the level of insight and the concrete; and
  5. Application, i.e. using acquired knowledge not in a purely utilitarian way, but in a way that every learned idea becomes a part of the functional mind and for every day purposes. This step will be possible only if the student immediately applies the new idea, making it his own.

PDE 702 Developmental Psychology (2 Units)

Factors that affect personality development. These are almost the same as agents of socialization.

NEW! Exam Questions. Click on
SS2 Biology 2nd Term to get started.
  1. The Home: The child inherits some behavioural traits from his parents. Apart from this, the parents are the first teachers of the child and he learns a lot from them. The care and affection either materially or psychologically which the child enjoys helps him to have a sense of security, trust, respect for authority and so on. A child who enjoys no love from his parents is bound to develop hatred for others in his later life.
  2. The School: The influence of the school in the personality development of the child is tremendous. The teacher’s behaviour, attitude and reaction to his colleagues and pupils go a long way to influence the children’s personality. Teachers should note that whatever they say or do are in most cases emulated by the pupils. If the teacher is friendly, warm, considerate, cooperative and well adjusted, his pupils will grow up to produce similar personality characteristics.
  3. Personal Experiences: Every child has his unique past experiences which might be pleasurable or unpleasurable. If a child does not experience crises in the family like loss of beloved ones, failures, frustrations, serious illness, he will grow up to be happy and this will enhance a wealthy personality development. But for others who are less fortunate, their personality development will be the negative side
  4. Cultural Influence: The moral and social values of a society also have strong influence on the personality development of the child. A child who grows in a society which lays emphasis on personal achievement tends to work hard without necessarily relying on others.
  5. The Peer Group: The influence of the peer group becomes more dominant on the child during the adolescent period. At that stage, parents’ influence becomes very insignificant. Each peer group has its own code of conduct which every member must respect. This is why many parents become alarmed at the sudden changes in the behaviour of their children during the adolescent stage. What is responsible in most cases is the influence of the peer group.
  6. The Child’s needs and motives: Every child has his own unique needs and motives and efforts are usually made to meet such needs. A child who takes interest in the game of football might later become a professional footballer. Our needs and motives which often direct our behaviour also influence our personality either in the positive or negative way. It is, therefore, the duty of teachers to assist his children develop positive goals and work vigorously towards their achievement. Through an understanding of the physical, social, and psychological needs of their children, teachers are in a position to assist in promoting healthy personality development of their pupils.

Watch Video

The social relationships of adolescents have educational implications.

  1. The teacher should provide opportunities for effective use of the social groups for classroom work. A group could be asked to supervise for the teacher the class manual labour.
  2. Peer teaching and group assignments should be exploited to the full.
  3. As teachers, we should provide enough lectures on moral and sex education. This should be functionally taught to guide the adolescents in their heterosexual relations.
  4. The schools should have guidance and counselling experts to guide these adolescents. Watch Video
  1. Knowledge about child’s growth: Developmental psychology enables the teacher to have knowledge about how the child grows and develops. Knowing that the growth and development of the child is a reflex process, the teacher will be patient to guide the child from the present status to his/her expected future. But without developmental psychology, the teacher may hasten the child to learn at a pace comparable to that of an adult. This could lead to a negative learning outcome.
  2. Understanding the symptoms of child’s development: It also offers the teacher the opportunity to know some of the symptoms associated with a child’s early stages of development. This early knowledge will help the teacher to give appropriate remedy to later learning difficulties. The teacher can then help to give adequate help to the child and even help him/her overcome his/her difficulties.
  3. Understanding the peak of intellectual development: It enables the teacher to know that the intellectual development of a child is at its peak in adolescent stage and therefore, cautious effort must be made to organize learning and teaching in such a way as to optimize learning.
  4. Understanding pre-school problems about the child: It also encourages the teacher to try to know what had gone before as well as understand a child as he is presently. Watch Video

The following are some of the emotions that are found in our children:

  1. Fear
  2. Anger
  3. Love And Affection
  4. Happiness
  5. Sympathy
  6. Jealousy
  7. Sadness or Unhappiness

PDE 703 General Principles & Methods in Education (2 Units)

  1. Verbal interaction punishments: These include advice, class scolding or conference with pupils’ parents.
  2. Deprivation punishments: These include loss of mark, deprivation of pleasure, detention and task
  3. Harsh or serious punishments: These include corporal punishment, suspension, and expulsion from school. Watch Video

Define teaching. What is teaching?

Teaching can be defined as a process of making it possible for pupils to learn. Teaching encompasses methodology. Methodology involves the ways by which the teacher presents his materials to learners and engages them in the task at hand.

A teaching skill is a pedagogical method acquired and used to deliver a lesson plan effectively (or in the most effective manner). Watch Video

PDE 704 Principles of Curriculum Design & Development (2 Units)

The functions of curriculum according to Onwuka (1996) are:

  • It determines educational direction including the decision of the type of society people want to live and serve in.
  • It determines the principles and procedures which will help educators in selecting and arranging instructional programmes.
  • It concerns itself with the application of the chosen principles.
  • It determines and assesses what changes have been brought about.
  • It determines the next steps to be taken. Watch Video

It has been seen by some as all the learning experiences that the learner acquired under the guidance of schools directed towards acquiring some skills or competences. Other scholars have defined it in various ways as follows:

It is the total spectrums of contents, resources, materials and methods of teaching through which the purposes of education are achieved (Wasagu, 2000).

It includes all the planned experiences offered to the learner under the guidance of the school (Wheeler, 1969).

It is the total environment in which education takes place (Fafumera, 1974).

It includes all the experiences that individual learners have in a programme of education whose purpose is to achieve broad goals and related specific objectives which is planned in terms of a frame work of theory and research or past or present professional practice (Hass, 1980). Watch Video

This is the final stage in curriculum implementation. A lesson plan is the final major stage of preparation before a teacher is ready to go into the classroom for actual active teaching. This is the stage when the scheme of work or unit of instruction is interpreted for periods of thirty or forty minutes.

The basic components of a lesson plan include the following:

  • The subject
  • Date
  • Time/Duration
  • Class
  • Period
  • Average age of the learners
  • Topic
  • Behavioural objective(s)
  • Entry behaviour/Previous knowledge
  • Instructional materials/resources
  • Introduction/Set induction
  • Instructional techniques or skills
  • Instructional procedure
  • Evaluation

PDE 705 Measurement & Evaluation (2 Units)

Factors that affect the outcome of a classroom test or outcome of a test:

  • Student Factors

Socio-economic background

Health

Anxiety

Interest

Mood etc

  • Teacher Factors

Teacher characteristics

Instructional Techniques

Teachers’ qualifications/knowledge

  • Learning Materials

The nature

Appropriateness etc.

  • Environmental

Time of day

Weather condition

Arrangement

Invigilation etc.

Watch Video

A good test should be valid: by this we mean it should measure what it is supposed to measure or be suitable for the purpose for which it is intended. Test validity will be discussed fully in unit 5.

A good test should be reliable: reliability simply means measuring what it purports to measure consistently. On a reliable test, you can be confident that someone will get more or less the same score on different occasions or when it is used by different people. Again unit 5 devoted to test reliability.

A good test must be capable of accurate measurement of the academic ability of the learner: a good test should give a true picture of the learner. It should point out clearly areas that are learnt and areas not learnt. All being equal, a good test should isolate the good from the bad. A good student should not fail a good test, while a poor student passes with flying colours.

A good test must represent teaching-learning objectives and goals: the test should be conscious of the objectives of learning and objectives of testing. For example, if the objective of learning is to master a particular skill and apply the skill, testing should be directed towards the mastery and application of the skill.

A good test should combine both discrete point and integrative test procedures for a fuller representation of teaching-learning points. The test should focus on both discrete points of the subject area as well as the integrative aspects. A good test should integrate all various learners’ needs, range of teaching-learning situations, objective and subjective items

Test materials must be properly and systematically selected: the test materials must be selected in such a way that they cover the syllabus, teaching course outlines or the subject area. The materials should be of mixed difficulty levels (not too easy or too difficult) which represent the specific targeted learners’ needs that were identified at the beginning of the course. Watch Video

It is a mechanism whereby the final grading of a student in the cognitive, affective and psychomotor domains of behavior takes account in a systematic way, of all his performances during a given period of schooling.

It is a mechanism used in the final grading of a student in the cognitive, affective, and psychomotor domains by taking into account all his/her performances in a systematic way during a given schooling period.

It is done for recording the continuous progress of the candidate.

Therefore, when a teacher conducts few (or less than appropriate) continuous assessment tests, he/she makes the process not a continuous or progressive one. Watch Video

PDE 706 Educational Psychology (2 Units)

Ways to foster motivation in the classroom

a) Identify growth choices
b) Create an esteem around them and let them realize that they are the potential leaders of our country
c) Provide incentives for learning
d) Encourage learning for its own sake
e) State the goals and objectives for learning
f) Provide safety
g) Give them sense of belonging and love
h) Reward positive behaviour and punish negative ones
i) Praise students in ways big and small. But lavish praise does no-one any good.
j) Track improvement and reinforce
k) Spread excitement like virus

Watch Video

Psychology is the scientific study of human behaviour and thought processes.

Therefore, educational psychology can be defined as a branch of psychology that is concerned with the learner, learning and instructional processes and the different conditions of learning. Watch Video

The stages involved in the memory process are encoding, consolidation, storage and retrieval.

Stages or components of the memory system

  1. Encoding: It is the transformation of physical energy from the environment to a form that is suitable for memory storage.
  2. Consolidation: It may be considered as part of the encoding stage, or storage stage or a memory state in its own right. It consists of processes that stabilise the memory trace after initial acquisition.
  3. Storage: It refers to the maintenance of information over time.
  4. Retrieval: It is the utilisation of information in storage. It involves active search for stored material. Watch Video

PDE 707 Philosophy of Education (2 Units)

1. Individual responsibility: Education should provide for an individual to be able to be responsible for himself and the greater society.
2. Adaptive ability: Education should be able to equip the individual to be able to adapt to the natural phenomena of life.
3. Explorative capacity: Education should create in the individual an awareness, which stimulates him to explore the nature of his being.
4. Individual uniqueness: Education should develop in the child, the spirit of uniqueness.
5. Moral obligations: Education should develop in the child, moral obligations which create awareness for him to recognize the vanity and nothingness of being.
Watch Video

Similarities between philosophy and science:

Both have a tentative nature of conclusion. Philosophy and Science are closely related because conclusions in science are neither permanent nor immune to further investigation or correction.

  1. Both are concerned with increasing our understanding of the nature of man and the universe;
  2. Both are skeptical, critical and constructive;
  3. Both employ the method of logical, coherent and systematic reasoning;
  4. Both complement each other. For instance, whereas philosophy interprets or explains the conclusions of science, science verifies the speculations of philosophy.

Differences between Philosophy and Science:

  1. Science employs empirical means – observation, description and experimentation whereas philosophy employs analytic means – the method of reasoning only. Thus, whereas science is empirical, philosophy is interpretive.
  2. Whereas, Science produces facts, philosophy is abstract because it deals with what we do not know. Science on the other hand is concrete because it deals with what we can feel or see, or what we have some degree of knowledge about;
  3. Science is narrower in scope than philosophy.
  4. Science looks at particular aspects of things. Philosophy is more holistic.
  5. Unlike science subjects, philosophy has no clear contents. It is a skill on critical reasoning. Watch Video

EDUCATIONAL IMPLICATIONS OF EXISTENTIALISM

  1. Education should provide for an individual to be able to be responsible for himself and the greater society.
  2. Education should be able to equip the individual to be able to adapt to the natural phenomena of life.
  3. Education should create in the individual an awareness, which stimulates him to explore the nature of his being.
  4. Education should develop in the child, the spirit of uniqueness.
  5. Education should develop in the child, moral obligations which create awareness for him to recognize the vanity and nothingness of being.

PDE 708 Research Methods in Education (2 Units)

It is a tentative answer to the question being investigated. It usually emerges from a research question. It is a prediction statement that includes variables and a measureable or testable scenario. Mainly used in experimental quantitative studies. Two key components of a hypothesis:

It must have experimental variables: both dependent and independent variables

It must be measurable or testable in some way. 

Watch Video

They are that it should be:

  1. reasonable
  2. consistent with known facts or theories
  3. stated in such a way that it can be tested and found to be probably true or probably false
  4. stated in the simple possible terms
  5. it is a tentative answer to the question being investigated. Watch Video

A research problem must satisfy the following criteria in order to justify its usefulness

  1. Contribution to knowledge: The research problem and the solution should contribute to the body of knowledge in education.
  2. Research-ability: The identified research problem must be researchable. The relationship between the school learning environment and students’ academic performance.
  3. Suitability of the problem to current issues in education and the society at large.
  4. The researcher must have interest in the problem
  5. The research question (or problem) must be one that is feasible in the situation which the researcher find himself
  6. Financial consideration: Many research studies have been abandoned half-way due to time and financial constraints (Koleoso, 1999).

PDE 709 Sociology of Education (2 Units)

The peer group: The peer group provides an avenue for young children to become less dependent on family authority. It is composed of members of roughly equal age sharing equal status as well as pursuing some interests in common. Though the peer group is not an established institution like the school or the family, it has its own customs and organization.
The school: This is an established institution that is saddled with the task of providing the three domains of knowledge: cognitive, affective and psychomotor for the growing child.
The church and the mosque
The mass media
The social media
The Family: The functions of the family are childbearing, childrearing and primary socialisation. Thus, the family is the fundamental biological and social institution into which a child is born and where the child’s primary socialisation takes place .

Watch Video

Sociology is therefore a scientific study of human behaviour in groups, having for its aim the discovery of regularities and order in such behaviour and expressing these discoveries as theoretical propositions or generalisations that describe a wide variety of patterns of behavior.

On the other hand, sociology is the scientific study of human behavior in groups, the relationship of groups and group members with one another and how the groups operate in established patterns of behavior. Watch Video

  1. Division of labour: Specialised experts are employed in each position to perform specific tasks.
  2. Hierarchy of authority: There is an administrative hierarchy with each position under the supervision of a higher authority or a structure of command.
  3. Written rules and regulations: The responsibilities of each member of the organisation is defined in clear terms.
  4. Impartiality: There is a formalised and impartial method of dealing with clients.
  5. Employment based on technical qualification: Employment or promotion of personnel is based on technical qualification rather than favouritism
  6. De-personalised: It helps to track the sequence of actions taken and the personnel involved in performing such tasks. However, the process itself sometimes tends to slow down the system. Watch Video

PDE 710 Statistical Methods in Education (2 Units)

It is a sampling technique that ensures that all the subsets of the population are represented in the same proportion especially in market and research surveys. Watch Video

It is defined as the science comprising rules and procedures for collecting, organizing, summarizing, describing, analysing, presenting, and interpreting numerical data which are used in making decisions, valid estimates, predictions and generalisations. 

It is the application of the science of statistics to solve problems connected with various facets of education.  Watch Video

It is defined as the science comprising rules and procedures for collecting, organizing, summarizing, describing, analysing, presenting, and interpreting numerical data which are in making decisions, validating estimates, predictions and generalisations. 

It is the application of the science of statistics to solve problems connected with various facets of education. 

Significance of its studies:

  1. Through it, the degrees of association between educational variables are measured and inferences or predictions made in order to accomplish certain educational tasks.

PDE 711 Micro Teaching (2 Units)

This is any statement of interrogation which tests or creates knowledge in the learner. The teacher’s questions should be clear. When a question is not clear, it is called a double-barreled question. When the teacher asks a question, he/she should look around the class for some non-verbal cues which will tell him/her whether someone has the answer. Watch Video

The teacher/supervisor serves as the director of activities and the expert in the micro-teaching process. The roles are:

  1. He decides on and introduces the skills
  2. He observes the students practice.
  3. He advices and commends the students during the critique session.
  4. He helps in planning the re-teach.
  5. He is an assessor who rates the students’ attempt.
  6. He assesses the student and grades his/her attempts.
  7. He serves as a resource person to the student teacher.
    He may serve as a role model. Watch Video

It is a scaled down technique encounter in class size and class time (Allen 1976). It is designed to develop new skills and refine old ones. It focuses attention on a specific teaching skill.

PDE 712 Guidance & Counselling (2 Units)

Need for guidance and counselling
a. Expansion in the enrolment of pupils/students in the in Primary and Secondary Schools
b. Unrest in the university and other higher institutions
c. Problem of cultism
d. Changes in home and family life
e. Automation in the world of work
f. Growing needs of youth in the country
g. Problem of national integration
h. The entire educational system in Nigeria is aware of the need of Guidance and Counselling services to the students.
i. Guidance and counselling is also being proposed to be integrated into the training of Nigerian Teachers.
j. Problems of various kinds are emerging in our society. For example, marital problems, family problems, vocational problems, retirement problems and relationship problems. 
 Watch Video

They are vocational counselling, academic counselling, personal-social counselling, marital counselling, and rehabilitation counselling.

  1. Vocational guidance and counselling: This type of counselling assists a child to ensure that he/she makes the right and realistic choice of career. It deals with the problem of selection of career, training for a task, and adjustment to an occupation.
  2. Educational/academic guidance and counselling: It provides assistance to pupils individually and in group to help them make the most of their educational opportunities.
  3. Personal-social (personal and psychological) guidance and counselling: This is aimed at helping the individual to deal with inter-personal problems and the problems of life adjustment with fellow students, parents and teachers. Watch Video
  1. Social development: It examines our changing abilities to relate with each other. As children change physically and develop their cognitive skills, they also become more aware of whom they are. Bonding occurs in children and their mother and later extends to other members of the family. The parents play a fundamental role in the socialisation and discipline of their children.
  2. Cognitive development: It describes the changes in the way we think and process information.
  3. Physical development: It includes an understanding of who we are and our growth. Watch Video

Kindly follow the steps below to LEARN MORE and get your copies for offline study. How to start …
Enter a Course Name to Search & Click.
NOTICE: Available offline for NGN250 per course

CoursesPast Q & A
History of Education PDE 701
Developmental Psychology PDE 702
General Principles and Methods in Education PDE 703
Principles of Curriculum Design and Development PDE 704
Measurement and EvaluationPDE 705
Educational PsychologyPDE 706
Philosophy of EducationPDE 707
Research Methods in Education PDE 708
Sociology of EducationPDE 709
Statistical Method in EducationPDE 710
Micro TeachingPDE 711
Guidance & CounsellingPDE 712
NTI PGDE Past Questions and AnswersPDE Q & A
CoursesPast Q & A
Kindly select your first semester  courses and submit. We assure you of our prompt response within 24 hours.

PDE 705 Answers

Factors that affect the outcome of a classroom test or outcome of a test:

  • Student Factors

Socio-economic background

Health

Anxiety

Interest

Mood etc

  • Teacher Factors

Teacher characteristics

Instructional Techniques

Teachers’ qualifications/knowledge

  • Learning Materials

The nature

Appropriateness etc.

  • Environmental

Time of day

Weather condition

Arrangement

Invigilation etc.

Watch Video

A good test should be valid: by this we mean it should measure what it is supposed to measure or be suitable for the purpose for which it is intended. Test validity will be discussed fully in unit 5.

A good test should be reliable: reliability simply means measuring what it purports to measure consistently. On a reliable test, you can be confident that someone will get more or less the same score on different occasions or when it is used by different people. Again unit 5 devoted to test reliability.

A good test must be capable of accurate measurement of the academic ability of the learner: a good test should give a true picture of the learner. It should point out clearly areas that are learnt and areas not learnt. All being equal, a good test should isolate the good from the bad. A good student should not fail a good test, while a poor student passes with flying colours.

A good test must represent teaching-learning objectives and goals: the test should be conscious of the objectives of learning and objectives of testing. For example, if the objective of learning is to master a particular skill and apply the skill, testing should be directed towards the mastery and application of the skill.

A good test should combine both discrete point and integrative test procedures for a fuller representation of teaching-learning points. The test should focus on both discrete points of the subject area as well as the integrative aspects. A good test should integrate all various learners’ needs, range of teaching-learning situations, objective and subjective items

Test materials must be properly and systematically selected: the test materials must be selected in such a way that they cover the syllabus, teaching course outlines or the subject area. The materials should be of mixed difficulty levels (not too easy or too difficult) which represent the specific targeted learners’ needs that were identified at the beginning of the course. Watch Video

It is a mechanism whereby the final grading of a student in the cognitive, affective and psychomotor domains of behavior takes account in a systematic way, of all his performances during a given period of schooling.

It is a mechanism used in the final grading of a student in the cognitive, affective, and psychomotor domains by taking into account all his/her performances in a systematic way during a given schooling period.

It is done for recording the continuous progress of the candidate.

Therefore, when a teacher conducts few (or less than appropriate) continuous assessment tests, he/she makes the process not a continuous or progressive one. Watch Video

PDE 706 Answers

Ways to foster motivation in the classroom

a) Identify growth choices
b) Create an esteem around them and let them realize that they are the potential leaders of our country
c) Provide incentives for learning
d) Encourage learning for its own sake
e) State the goals and objectives for learning
f) Provide safety
g) Give them sense of belonging and love
h) Reward positive behaviour and punish negative ones
i) Praise students in ways big and small. But lavish praise does no-one any good.
j) Track improvement and reinforce
k) Spread excitement like virus

Watch Video

Psychology is the scientific study of human behaviour and thought processes.

Therefore, educational psychology can be defined as a branch of psychology that is concerned with the learner, learning and instructional processes and the different conditions of learning. Watch Video

The stages involved in the memory process are encoding, consolidation, storage and retrieval.

Stages or components of the memory system

  1. Encoding: It is the transformation of physical energy from the environment to a form that is suitable for memory storage.
  2. Consolidation: It may be considered as part of the encoding stage, or storage stage or a memory state in its own right. It consists of processes that stabilise the memory trace after initial acquisition.
  3. Storage: It refers to the maintenance of information over time.
  4. Retrieval: It is the utilisation of information in storage. It involves active search for stored material. Watch Video

PDE 707 Answers

1. Individual responsibility: Education should provide for an individual to be able to be responsible for himself and the greater society.
2. Adaptive ability: Education should be able to equip the individual to be able to adapt to the natural phenomena of life.
3. Explorative capacity: Education should create in the individual an awareness, which stimulates him to explore the nature of his being.
4. Individual uniqueness: Education should develop in the child, the spirit of uniqueness.
5. Moral obligations: Education should develop in the child, moral obligations which create awareness for him to recognize the vanity and nothingness of being.
Watch Video

Similarities between philosophy and science:

Both have a tentative nature of conclusion. Philosophy and Science are closely related because conclusions in science are neither permanent nor immune to further investigation or correction.

  1. Both are concerned with increasing our understanding of the nature of man and the universe;
  2. Both are skeptical, critical and constructive;
  3. Both employ the method of logical, coherent and systematic reasoning;
  4. Both complement each other. For instance, whereas philosophy interprets or explains the conclusions of science, science verifies the speculations of philosophy.

Differences between Philosophy and Science:

  1. Science employs empirical means – observation, description and experimentation whereas philosophy employs analytic means – the method of reasoning only. Thus, whereas science is empirical, philosophy is interpretive.
  2. Whereas, Science produces facts, philosophy is abstract because it deals with what we do not know. Science on the other hand is concrete because it deals with what we can feel or see, or what we have some degree of knowledge about;
  3. Science is narrower in scope than philosophy.
  4. Science looks at particular aspects of things. Philosophy is more holistic.
  5. Unlike science subjects, philosophy has no clear contents. It is a skill on critical reasoning. Watch Video

EDUCATIONAL IMPLICATIONS OF EXISTENTIALISM

  1. Education should provide for an individual to be able to be responsible for himself and the greater society.
  2. Education should be able to equip the individual to be able to adapt to the natural phenomena of life.
  3. Education should create in the individual an awareness, which stimulates him to explore the nature of his being.
  4. Education should develop in the child, the spirit of uniqueness.
  5. Education should develop in the child, moral obligations which create awareness for him to recognize the vanity and nothingness of being.

PDE 708 Answers

It is a tentative answer to the question being investigated. It usually emerges from a research question. It is a prediction statement that includes variables and a measureable or testable scenario. Mainly used in experimental quantitative studies. Two key components of a hypothesis:

It must have experimental variables: both dependent and independent variables

It must be measurable or testable in some way. 

Watch Video

They are that it should be:

  1. reasonable
  2. consistent with known facts or theories
  3. stated in such a way that it can be tested and found to be probably true or probably false
  4. stated in the simple possible terms
  5. it is a tentative answer to the question being investigated. Watch Video

A research problem must satisfy the following criteria in order to justify its usefulness

  1. Contribution to knowledge: The research problem and the solution should contribute to the body of knowledge in education.
  2. Research-ability: The identified research problem must be researchable. The relationship between the school learning environment and students’ academic performance.
  3. Suitability of the problem to current issues in education and the society at large.
  4. The researcher must have interest in the problem
  5. The research question (or problem) must be one that is feasible in the situation which the researcher find himself
  6. Financial consideration: Many research studies have been abandoned half-way due to time and financial constraints (Koleoso, 1999).

PDE 709 Answers

The peer group: The peer group provides an avenue for young children to become less dependent on family authority. It is composed of members of roughly equal age sharing equal status as well as pursuing some interests in common. Though the peer group is not an established institution like the school or the family, it has its own customs and organization.
The school: This is an established institution that is saddled with the task of providing the three domains of knowledge: cognitive, affective and psychomotor for the growing child.
The church and the mosque
The mass media
The social media
The Family: The functions of the family are childbearing, childrearing and primary socialisation. Thus, the family is the fundamental biological and social institution into which a child is born and where the child’s primary socialisation takes place .

Watch Video

Sociology is therefore a scientific study of human behaviour in groups, having for its aim the discovery of regularities and order in such behaviour and expressing these discoveries as theoretical propositions or generalisations that describe a wide variety of patterns of behavior.

On the other hand, sociology is the scientific study of human behavior in groups, the relationship of groups and group members with one another and how the groups operate in established patterns of behavior. Watch Video

  1. Division of labour: Specialised experts are employed in each position to perform specific tasks.
  2. Hierarchy of authority: There is an administrative hierarchy with each position under the supervision of a higher authority or a structure of command.
  3. Written rules and regulations: The responsibilities of each member of the organisation is defined in clear terms.
  4. Impartiality: There is a formalised and impartial method of dealing with clients.
  5. Employment based on technical qualification: Employment or promotion of personnel is based on technical qualification rather than favouritism
  6. De-personalised: It helps to track the sequence of actions taken and the personnel involved in performing such tasks. However, the process itself sometimes tends to slow down the system. Watch Video

PDE 710 Answers

It is a sampling technique that ensures that all the subsets of the population are represented in the same proportion especially in market and research surveys. Watch Video

It is defined as the science comprising rules and procedures for collecting, organizing, summarizing, describing, analysing, presenting, and interpreting numerical data which are used in making decisions, valid estimates, predictions and generalisations. 

It is the application of the science of statistics to solve problems connected with various facets of education.  Watch Video

It is defined as the science comprising rules and procedures for collecting, organizing, summarizing, describing, analysing, presenting, and interpreting numerical data which are in making decisions, validating estimates, predictions and generalisations. 

It is the application of the science of statistics to solve problems connected with various facets of education. 

Significance of its studies:

  1. Through it, the degrees of association between educational variables are measured and inferences or predictions made in order to accomplish certain educational tasks.
PDE 702 Videos
8 Stages of Development by Erik Erikson
Erikson's Stages of Psychosocial Development - Simplest Explanation Ever
PDE 706 Videos
Jean Piaget’s Theory of Cognitive Development
Piaget's Theory of Cognitive Development - Simplest Explanation ever
Piaget's Theory of Cognitive Development
PDE 710 Videos
Time Series Analysis | Time Series Forecasting | Time Series Analysis in R | Great Learning

https://www.youtube.com/watch?v=bp2fbzWZDmA 

https://www.youtube.com/watch?v=id1OrxsIhQ0 

https://www.youtube.com/watch?v=_BmjujlZExQ 

https://www.youtube.com/watch?v=p3mdtWjGEEU 

https://www.youtube.com/watch?v=BVfI1wat2y8 

https://www.youtube.com/watch?v=5r1NTa3pCxI 

Senior School e-Classes

Are You a Member? Login Here
Are You a Visitor? Register Here
Free Downloads
View Subjects/Courses
Browse SSS Scheme of Work

Trending Post

Select a Category

Archives

SS One Subjects 1st Term

SS Two Subjects 1st Term

SS Three Subjects 1st Term

NTI PgDE Past Q & A

SS One Subjects 2nd Term

SS Two Subjects 2nd Term

SS Three Subjects 2nd Term

Textbooks and References

SS One Subjects 3rd Term

SS Two Subjects 3rd Term

SSCE Past Questions

TRCN Past Q & A

Youtube Videos

error: Content is protected !!