First Semester NTI PgDE Past Questions and Answers

2025 NTI PgDE Past Questions and Answers

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.

PDE701 PDE702 PDE703 PDE704
PDE705 PDE706 PDE707 PDE708
PDE709 PDE710 PDE711 PDE712

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FIRST select COURSE TITLE, then STUDY MODE and then YEAR. Lastly, click Study for Exam.

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3

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Examine the curriculum of Athenian education system.

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4

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Compare the Spartan education with present education system in Nigeria.

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5

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Identify and expatiate on any five (5) main areas of education that were identified as crucial by the 1969 National curriculum conference.

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6

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From your understanding of early educational system, explain vividly its main characteristics.

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WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

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18th August 2023 Friday, First Paper, Only Paper

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1 (a)

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Briefly identify any Three (3) major characteristics of the early education system.

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1 (b)

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Briefly discuss who are the Athenians and the education system they developed.

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2

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Critically examine how Greeks education system influenced the Roman education system.

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3 (a)

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Identify and discuss Five (5) Great Education Philosophers who contributed to the course of learning over the centuries.

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3 (b)

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Enumerate the contributions of Quintilian to development of Education.

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4 (a)

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Write short notes on the following: i. Socrates ii. Plato iii. Aristotle

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4 (b)

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Discuss the phases of the Roman System of Education.

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5 (a)

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Fafunwa (1974) observed the latent aims of traditional system of Education. Briefly identify any Five (5) of these aims.

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5 (b)

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Trace the history of Islamic Education in Nigeria.

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6 (a)

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Outline the recommendations of Eric Ashby (1959) which gave way to the development of higher education in Nigeria.

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6 (b)

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Briefly discuss the major factors that militated against the realisation of the objectives as outlined in the Nigeria policy document.

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1 (a)

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The oldest known educational systems in history shared two characteristics in common, namely : Check YEAR 2021 Q1, YEAR 2021 Q1
(i) They taught religion. India was the source and fountain of the Buddhist doctrines that were taught in its institutions to Chinese scholars.
(ii) They promoted the traditions of the people. Ancient Chinese education emphasized philosophy, poetry, and religion, in accordance with the teachings of their great ancestors and philosophers like Confucius and Laozi.
In addition, the early systems of education, namely the traditional education (Pg 44) and the Islamic system of education (Pg 49) share the following characteristics in common.
(i) Both systems allow for the inculcation of positive values, skills and attitudes that prepare individuals to become useful members of their respective communities (Pg 49).
(ii) Both systems contribute to strengthening the beliefs and practices of the people that emphasized such virtues as valour, tolerance, respect for others, dignity of labour and unity of purpose.
2023 Assignment Question (Asaba Center, Delta State). What are the two main characteristics of the early systems of education?

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1 (b)

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Athens was another Greek city-state, just like Sparta that speak Greek language (PDE701 Pg 10). Socrates was born in Athens. Thus, he is one of the Athenians. Plato was a student of Socrates and a teacher to Aristotle. In summary, Socrates, Plato and Aristotle were some of the Athenians that formed the new philosophic schools.. The Sophists were largely replaced by the new philosophic schools (PDE701 Pg12). Check YEAR 2015 Q4, YEAR 2015 Q6, YEAR 2012 Q2a
Originally, Athens was like Sparta in its approach to the education of the citizens, with a heavy orientation towards the military training. Athens gradually renounced the type of education oriented towards the future duties of the soldier. Athenian education was mainly for boys. There was no specific type of education for girls who were entrusted to their mothers for moral and domestic training.
Summary of Athenian system of education. Check YEAR 2015 Q6
1. Athenian education was mainly for boys. Girls did not attend school as such rather they were entrusted to their mothers for moral and domestic training (PDE701 Pg 10).
2. Development of subject areas is indirectly owed to Athens
3. The education system they developed tends to be more receptive and accommodating of other people’s ideas.
4. There is emphasis on moral education as an essential ingredient for the survival of any society or nation.
5. The education system they developed hold the view that ideas are best nurtured under a free, democratic dispensation.
Major contributions of Sophists to education are: Check YEAR 2021 Q3, YEAR 2012 Q2c
The Sophists were itinerant teachers, mostly from outside Athens, who went about dispensing their knowledge to whoever was it that cared to listen and pay for such (PDE701 Pg 12).
a) They pointed attention to the grammar of the language.
b) They taught such items as genders, tenses, moods and the like.
c) They established the fact that the language has structure which has to be mastered in order to speak, write, and think well.
d) They improved the study of prose.
e) They helped the use of rhetoric as an art of public speaking.
f) They developed the use of logic, the science of proper reasoning.
g) In general, it is the general view today that these itinerant teachers initiated a method of higher education, which somehow restricts individual Sophist to specialize in one area and not in the other.

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2

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Rome grew in military might, conquering one nation after another around it. One of the nations conquered was Greece (PDE701 Pg 26 Pg 27). Greeks influenced Roman education as follows:
a) Roman nobles who bought some Greek slaves found out that the slaves were well educated and useful. Hence, they made the slaves to educate their children.
b) More and more families realised the worth of the Greek teachers, so more people went in for them, brought them to Rome and made them teach their children.
c) Greek language was used in the teaching-learning process which had become a sort of an international language.
d) Before they realise it, Greek language was widespread in the whole of the Mediterranean area because of the previous military might of the Greeks.
e) In time, Rome fully adopted Greek education. Thus, a Roman was considered truly refined only when he had the same education, in Greek, which a native Greek had.
f) Due to social pressure from most families that wanted education for their sons and daughters, Rome just like Greece, developed a public education at three levels: elementary, secondary and higher.

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3 (a)

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Socrates’ contributions to the course of learning over the centuries. Check YEAR 2012 Q3a
(i) He was born in Athens.
(ii) He did not sell his services as a Sophist.
(iii) He concentrated more on philosophy and discussions.
(iv) He was known to be crafty at posing a series of questions through which the partner in argument gets to realise the weakness of his stand and gradually accept that he is wrong and to accept the more correct notion. Thus, the “Socratic dialogues” which is similar to the questioning today in formal education.
Plato’s contributions to the course of learning over the centuries. Check YEAR 2012 Q3b
Plato was a student of Socrates and a teacher to Aristotle. He was regarded as one of the most creative and influential thinkers in Western philosophy .
Plato’s surviving writings are all in the form of dialogues that depict philosophical ideas being advanced, discussed, and criticized in the context of a conversation or debate involving two or more people. In one of his writings, Plato stated that both soul and city have three analogous parts: the id, the ego, and the super-ego – a desiring part, a spirited part and a rational part. Plato argues that what it signifies is that the two non-rational parts must be ruled by the rational part. An interesting connection with this Plato’s idea is that as it is being practiced today in many countries, the relation between soul and the city turns out to mean that the two lower classes in society must be ruled by the highest class, the philosophers, who alone can use their reason to acquire knowledge of the forms .
Aristotle contributions to the course of learning over the centuries. Check YEAR 2012 Q3c
Aristotle surveyed and systematized nearly all known branches of knowledge . Aristotle writings in ethical and political theory as well as in metaphysics and in the philosophy of science are read and argued over by modern philosophers. Plato wrote profusely, in most instances referring to the experiences and teaching of Socrates. Aristotle furthered the work of his teacher in relation to education.
Major contributions of Pestalozzi to educational development. Check YEAR 2010 Q2
1. He promoted vocational education.
2. He promoted boarding school
3. He was one of those early educators who believed that pictures, demonstrations and other audio-visual means are effective tools for teaching and who advocated the use of sensory materials to supplement teaching.
4. He believed that the business of education was serious enough to be taken very seriously and studied thoroughly and conscientiously.
5. He took various measures to help the poor to learn.
6. He gave teachers a new philosophy for their profession.
7. He created a new methodology for elementary education.
8. He wrote many books.
9. He believed in the simultaneous training of the hand, the head and the heart.

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3 (b)

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Quintilian contributions (PDE701 Pg 29 Pg 30)
a) He was purposeful at moulding the student’s character as well as developing his mind.
b) He believed that teachers should not unduly hasten their students. So, while teachers could encourage their students to produce their best, they should at the same time let them go on at their pace.
c) He supported individuality and individual attention, and recommended that students should be encouraged to find out on their own through self effort.
d) He was against corporal punishment, claiming that it was greatly counter-productive.
e) In all, the greatest lesson we as teachers learn from Quintilian is that the student should be brought up first and foremost as a law abiding, morally sound person, over and above his intellectual competence although this too is very crucial.
f) Quintilian left to posterity a voluminous book publication in 12 books. Entitled Institutio oratoria, (or, ‘The Training of an Orator’).
g) In the books, he developed practical experience to judge between existing theories of rhetoric.
h) He stressed the consciousness that theoretical knowledge alone is of little use without experience and good judgment.
i) In Book I, he dealt with the stages of a boy’s education before entering the school of oratory.
j) In Book II, he discussed the boy’s career through the school of oratory.

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4 (a)

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Socrates: Check YEAR 2012 Q3a
(i) He was born in Athens.
(ii) Socrates was reportedly short and unattractive, but extremely hardy and self-controlled.
(iii) He was educated in literature, music, and gymnastics, and later in the rhetoric and dialectics of the sophists.
(iv) Initially, Socrates followed the craft of his father. He also served with the other male citizens of Athens in the Peloponnesian War against Sparta, acting bravely as an infantryman at several battles.
(v) He did not sell his services as a Sophist.
(vi) He concentrated more on philosophy and discussions.
(vii) He had three children.
(viii) Socrates left no writings.
(ix) He was known to be crafty at posing a series of questions through which the partner in argument gets to realise the weakness of his stand and gradually accept that he is wrong and to accept the more correct notion. Thus, the “Socratic dialogues” which is similar to the questioning today in formal education.
Plato: Check YEAR 2012 Q3b
Plato was a student of Socrates and a teacher to Aristotle. He was regarded as one of the most creative and influential thinkers in Western philosophy . Plato’s surviving writings are all in the form of dialogues that depict philosophical ideas being advanced, discussed, and criticized in the context of a conversation or debate involving two or more people. In one of his writings, Plato stated that both soul and city have three analogous parts: the id, the ego, and the super-ego – a desiring part, a spirited part and a rational part. Plato argues that what it signifies is that the two non-rational parts must be ruled by the rational part. An interesting connection with this Plato’s idea is that as it is being practiced today in many countries, the relation between soul and the city turns out to mean that the two lower classes in society must be ruled by the highest class, the philosophers, who alone can use their reason to acquire knowledge of the forms .
Aristotle: Check YEAR 2012 Q3c
Aristotle surveyed and systematized nearly all known branches of knowledge . Aristotle writings in ethical and political theory as well as in metaphysics and in the philosophy of science are read and argued over by modern philosophers. Plato wrote profusely, in most instances referring to the experiences and teaching of Socrates. Aristotle furthered the work of his teacher in relation to education.

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4 (b)

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Phase 1: Roman education before the advent of the Greeks (PDE701 Pg 24)
(i) The first significant fact was that traditional Romans were predominantly agrarian, mostly farmers. Thus, much of the education for boys was geared towards farming.
(ii) The second is that the family was the centre of life to the Roman. To this extent, the father and the mother matter much and they it was that handled the education of the youth, at least up to the age of 16 years when the boy was considered to have become a man.
(iii) Third, Roman education was geared to extol an unquestioned respect for the customs of their ancestors. This was contrary to Greek education that was oriented towards courtesy and gallantry.
Phase 2: Roman education under the influence of the Greeks (PDE701 Pg 26). See answers above in YEAR 2023 Q2
Rome grew in military might, conquering one nation after another around it. One of the nations conquered was Greece (PDE701 Pg 26 Pg 27). Greeks influenced Roman education as follows:
a) Roman nobles who bought some Greek slaves found out that the slaves were well educated and useful. Hence, they made the slaves to educate their children.
b) More and more families realised the worth of the Greek teachers, so more people went in for them, brought them to Rome and made them teach their children.

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5 (a)

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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: Check YEAR 2022 Q3, YEAR 2019 Q3, YEAR 2013 Q2(a), YEAR 2010 Q5
(i) To develop the child’s latent physical skills.
(ii) To develop character.
(iii) To inculcate respect for elders and those in position of authority.
(iv) To develop intellectual skills.
(v) To acquire specific vocational training and to develop a healthy attitude towards honest labour.
(vi) To develop a sense of belonging and to participate actively in family and community affairs.
(vii)To understand, appreciate and promote the cultural heritage of the community at large.

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5 (b)

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An account of Islamic Education in the Kanem .
a) The Arab traders gradually moved into the interior until they reached the Kanem area in the eleventh century.
b) The Muslim scholars that migrated into the Savannah region, which included the Northern part of Nigeria, as early as the first half of the eighth century were the major reasons for the development of Islamic system of education in the North.
c) The Kingdom of Kanem expanded later to include Borno, which became the seat of rule and a centre of learning.
d) Between Kanem and the Songhai Empire, observed Ozigi (1981) laid the “Hausa States comprising of Katsina, Kano, Daura, Zamfara, Gobir, Kebbi and Zazzau”.

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6 (a)

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Recommendations of the Ashby reports are Check YEAR 2021 Q5, YEAR 2016 Q5, YEAR 2015 Q3(a), YEAR 2010 Q4
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.

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6 (b)

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The policy document was conceived and hatched at a time of economic buoyancy, but unfortunately implemented in a depressed economic period. This and other factors, are responsible for the non realization of the objectives outlined in the policy document (PDE701 Pg 74).
Detail answers to the questions above are listed and available on our website www.anaarm.com

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14th October 2022

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1

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Give an outline of Roman Educational system before the advent of the Greeks.

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2

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Discuss five (5) formal steps in teaching as advocated by Johann Friedrich Herbert.

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3

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Examine any five (5) major aims of traditional systems of education in Nigeria.

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4

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Make a good presentation on five (5) of the provisions of the ordinance which laid down the principles that became the foundation of the education laws in Nigeria.

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5

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There were many factors that helped to serve the basis for Nigeria's educational policies as recommended by the commission on colonial education policies in Africa. Discuss any five (5) of them.

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6

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Identify and expatiate on any five (5) main areas of education that were identified as crucial by the 1969 National Curriculum Conference.

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1

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Roman education before the advent of the Greeks . Check YEAR 2019 Q1
a) Much of the education for boys was geared towards farming thus making them learn about farming itself as well as farm management and direction of slaves in the farm work.
b) The father and the mother were handled the education of the youth, at least up to the age of 16 years when the boy was considered to have become a man.
c) Roman education was geared to extol an unquestioned respect for the customs of their ancestors.
d) Roman education was aimed at inculcating rural virtues, sense of austerity and frugality in the child.
e) Physical straining was very much a part of the boys’ education to make them fit for the peculiar occupation and circumstance in Rome. Rome was a nation of small farmers; it was equally a nation of soldiers.

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2

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Johann Friedrick Herbert (or John Herbert) was born in 1776 in Germany. 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: Check YEAR 2019 Q2, YEAR 2013 Q5
(i) 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.
(ii) Presentation, i.e. the process of presenting new material by means of concrete objects or actual experience.
(iii) 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.
(iv) 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.
(v) 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.

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3

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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: Check YEAR 2019 Q3, YEAR 2013 Q2(a), YEAR 2010 Q5
(i) To develop the child’s latent physical skills.
(ii) To develop character.
(iii) To inculcate respect for elders and those in position of authority.
(iv) To develop intellectual skills.
(v) To acquire specific vocational training and to develop a healthy attitude towards honest labour.
(vi) To develop a sense of belonging and to participate actively in family and community affairs.
(vii)To understand, appreciate and promote the cultural heritage of the community at large.

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4

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In 1877, an education ordinance for the colony of Lagos came into being. The provision of the ordinance laid down some principles, which became the foundation of the education laws for Nigeria. The provisions of 1877 ordinance as listed by Taiwo (1980) are: Check YEAR 2019 Q4, YEAR 2016 Q2
(i) The constitution of a Board of Education, comprising the Governor, members of the legislative council, (which was then a small body), the Inspector of Schools, the Governor’s nominees not exceeding four in number;
(ii) The appointment of Her Majesty of an Inspector schools for each colony, a subinspector of schools for the colony and other education officers.
(iii) Grant in aids to schools and teacher training institutions.
(iv) Power of the Board to make, alter and revoke rules for regulating the procedures of grant-in-aid.
(v) Rates and conditions of grant-in-aid to infant schools, primary schools, secondary schools and industrial schools, based partly on subjects taught and partly on the degree of excellence in the schools.
(vi) Safeguard as to religious and racial freedom.
(vii) Certificate of teachers.
(viii) Admission into an assisted school of pauper and alien children assigned to it by the Governor.
(ix) Establishment of Scholarships for secondary and technical education.
(x) Power of Governor to open and maintain Government schools.

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5

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The commission that was derived from the two Phelps-Stoke’s committees provided some criticisms and recommendations that undoubtedly laid the foundation for the evolution of the colonial educational policies in Africa . They are as follow. Check YEAR 2019 Q5
(i) Education should be developed along the vocational and cultural lives of the people.
(ii) Education should help African societies meet their needs promote development.
(iii) Educational and Religious responsibilities of Government should be effectively organised and supervised.

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6

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The 1969 National Curriculum Conference identified the following areas as crucial to the attainment of the conference objectives . Check YEAR 2022 Q6
a) National philosophy of education
b) Goals of primary education
c) Objectives of secondary education
d) Purpose of tertiary education
e) The role of teacher education
f) Functions of science and technical education
g) The place of women’s education
h) Education for living
i) Control of public education

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February 2022 (BAY States: Borno, Adamawa and Yobe)

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1

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Having studied the early educational system in this course, explain in your own words, its main characteristics.

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2

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How will you compare the Spartan education with the present system in Nigeria? Present your answer with examples.

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3

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Outline the major contributions of Sophists to education.

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4

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Islamic Education in the Kanem predates the one in the Hausa States. Account for this claim.

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5

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Discuss in detail, the recommendations of the Ashby reports and its significance to the development of higher education in Nigeria.

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6

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Assess the relevance of the traditional goals of Education in the context of the present-day Nigeria.

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1

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The oldest known educational systems in history shared two characteristics in common, namely : Check YEAR 2012 Q1a
a) They taught religion. India was the source and fountain of the Buddhist doctrines that were taught in its institutions to Chinese scholars.
b) They promoted the traditions of the people. Ancient Chinese education emphasized philosophy, poetry, and religion, in accordance with the teachings of their great ancestors and philosophers like Confucius and Laozi.

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2

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Comparison between Spartan education and the present system in Nigeria. Check YEAR 2015 Q6
Spartans System of education
a) For excellence in athletics and other physically demanding roles, there must be constant training.
b) In addition to formal education in the classroom, youth should be allowed to try other informal training that will help them realize how they can be independent and survive.

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3

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The Sophists were itinerant teachers, mostly from outside Athens, who went about dispensing their knowledge to whoever was it that cared to listen and pay for such (PDE701 Pg 12). Major contributions of Sophists to education. Check YEAR 2015 Q4
(i) They pointed attention to the grammar of the language.
(ii) They taught such items as genders, tenses, moods and the like.
(iii) They established the fact that the language has structure which has to be mastered in order to speak, write, and think well.
(iv) They improved the study of prose.
(v) They helped the use of rhetoric as an art of public speaking.
(vi) They developed the use of logic, the science of proper reasoning.
(vii) In general, it is the general view today that these itinerant teachers initiated a method of higher education, which somehow restricts individual Sophist to specialize in one area and not in the other.

" + "

4

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An account of Islamic Education in the Kanem .
a) The Arab traders gradually moved into the interior until they reached the Kanem area in the eleventh century.
b) The Muslim scholars that migrated into the Savannah region, which included the Northern part of Nigeria, as early as the first half of the eighth century were the major reasons for the development of Islamic system of education in the North.
c) The Kingdom of Kanem expanded later to include Borno, which became the seat of rule and a centre of learning.
d) Between Kanem and the Songhai Empire, observed Ozigi (1981) laid the 'Hausa States comprising of Katsina, Kano, Daura, Zamfara, Gobir, Kebbi and Zazzau'.

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5

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Recommendations of the Ashby reports are Check YEAR 2016 Q5, YEAR 2015 Q3(a), YEAR 2010 Q4
a) The Federal Government should give support for the development of new university planned for 1955.
b) A university should be established in the North using the old site of the Nigeria College in Zaria as its base.
c) A university should be established in Lagos with day and evening degree courses in business, commerce and economics.
d) University College Ibadan should move from its conservative position, widen its curriculum and develop into a full university.
e) All Universities in Nigeria should be national in outlook.
f) There should be wider diversity and greater flexibility in university education.
g) All the universities should have B.A (Education) degree courses.
h) Courses in Engineering, Medicine, Law, Commerce, Agriculture, etc, should be offered.
i) The new Nigerian universities should be independent of one another and each should confer its own degrees.
j) 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

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6

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To set afoot a man with functional skills that would help him live peacefully among others and contribute his quota to the overall development of himself and his community .

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1

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Explain the nature of Roman Educational system before the advent of the Greeks.

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2

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Discuss the five (5) formal steps in teaching as advocated by Johann Friedrich Herbert in (1906).

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3

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Examine the aims of traditional system of education in Nigeria.

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4

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Discuss five (5) of the provisions of the ordinance which laid down the principles that became the foundation of the education laws in Nigeria.

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5

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Explain five (5) factors that helped to serve the basis for Nigeria’s educational policies as recommended by the commission on colonial educational policies in Africa.

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6

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Identify and expatiate on any five (5) main areas of education that were identified as crucial by the 1969 National Curriculum Conference.

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" + "

1

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Roman education before the advent of the Greeks . Check YEAR 2022 Q1, YEAR 2019 Q1
1. Much of the education for boys was geared towards farming thus making them learn about farming itself as well as farm management and direction of slaves in the farm work.
2. The father and the mother were handled the education of the youth, at least up to the age of 16 years when the boy was considered to have become a man.
3. Roman education was geared to extol an unquestioned respect for the customs of their ancestors.
4. Roman education was aimed at inculcating rural virtues, sense of austerity and frugality in the child.
5. Physical straining was very much a part of the boys’ education to make them fit for the peculiar occupation and circumstance in Rome. Rome was a nation of small farmers; it was equally a nation of soldiers.

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2

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John Herbert was born in 1776 in Germany. He was acquainted with Pestalozzi from whom he must have definitely learnt a few ideas. He wrote several books in Philosophy. He advocated five (5) formal steps in teaching which are summarised here: Check YEAR 2022 Q2, YEAR 2013 Q5, YEAR 2019 Q2
a) 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;
b) Presentation, i.e. the process of presenting new material by means of concrete objects or actual experience;
c) 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;
d) 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
e) 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.

" + "

3

" + "

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: Check YEAR 2022 Q3, YEAR 2013 Q2(a), YEAR 2010 Q5, YEAR 2019 Q3
a) To develop the child’s latent physical skills.
b) To develop character.
c) To inculcate respect for elders and those in position of authority.
d) To develop intellectual skills.
e) To acquire specific vocational training and to develop a healthy attitude towards honest labour.
f) To develop a sense of belonging and to participate actively in family and community affairs.
g) To understand, appreciate and promote the cultural heritage of the community at large.

" + "

4

" + "

In 1877, an education ordinance for the colony of Lagos came into being. The provision of the ordinance laid down some principles, which became the foundation of the education laws for Nigeria. The provisions of 1877 ordinance as listed by Taiwo (1980) are: Check YEAR 2022 Q4, YEAR 2016 Q2, YEAR 2019 Q4

" + "

5

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The commission that was derived from the two Phelps-Stoke’s committees provided some criticisms and recommendations that undoubtedly laid the foundation for the evolution of the colonial educational policies in Africa . They are as follow. Check YEAR 2022 Q5, YEAR 2019 Q5
a) Education should be developed along the vocational and cultural lives of the people.
b) Education should help African societies meet their needs promote development.
c) Educational and Religious responsibilities of Government should be effectively organised and supervised.

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6

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The 1969 National Curriculum Conference identified the following areas as crucial to the attainment of the conference objectives . Check YEAR 2022 Q6, YEAR 2019 Q6

" ; } } function view2019Questions701(myClassSelected, myTermSelected, mySubjectSelected, weekNum) { document.getElementsByTagName("details")[0].innerHTML = "

" + mySubjectSelected + " " + myClassSelected + "

" + "

Saturday 17th August 2019

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1

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Explain the nature of Roman Educational system before the advent of the Greeks.

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2

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Discuss the five (5) formal steps in teaching as advocated by Johann Friedrich Herbert in (1906).

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3

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Examine the aims of traditional system of education in Nigeria.

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4

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Discuss five (5) of the provisions of the ordinance which laid down the principles that became the foundation of the education laws in Nigeria.

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5

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Explain five (5) factors that helped to serve the basis for Nigeria’s educational policies as recommended by the commission on colonial educational policies in Africa.

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6

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Identify and expatiate on any five (5) main areas of education that were identified as crucial by the 1969 National Curriculum Conference.

" + mySubjectSelected + " " + myClassSelected + "

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1

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Roman education before the advent of the Greeks . Check YEAR 2022 Q1
1) Much of the education for boys was geared towards farming thus making them learn about farming itself as well as farm management and direction of slaves in the farm work.
2) The father and the mother were handled the education of the youth, at least up to the age of 16 years when the boy was considered to have become a man.
3) Roman education was geared to extol an unquestioned respect for the customs of their ancestors.
4) Roman education was aimed at inculcating rural virtues, sense of austerity and frugality in the child.
5) Physical straining was very much a part of the boys’ education to make them fit for the peculiar occupation and circumstance in Rome. Rome was a nation of small farmers; it was equally a nation of soldiers.

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2

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John Herbert was born in 1776 in Germany. He was acquainted with Pestalozzi from whom he must have definitely learnt a few ideas. He wrote several books in Philosophy. He advocated five (5) formal steps in teaching which are summarised here: Check YEAR 2022 Q2, YEAR 2013 Q5
a) 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;
b) Presentation, i.e. the process of presenting new material by means of concrete objects or actual experience;
c) 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;
d) 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
e) 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.

" + "

3

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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: Check YEAR 2022 Q3, YEAR 2013 Q2(a), YEAR 2010 Q5
a) To develop the child’s latent physical skills.
b) To develop character.
c) To inculcate respect for elders and those in position of authority.
d) To develop intellectual skills.
e) To acquire specific vocational training and to develop a healthy attitude towards honest labour.
f) To develop a sense of belonging and to participate actively in family and community affairs.
g) To understand, appreciate and promote the cultural heritage of the community at large.

" + "

4

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In 1877, an education ordinance for the colony of Lagos came into being. The provision of the ordinance laid down some principles, which became the foundation of the education laws for Nigeria. The provisions of 1877 ordinance as listed by Taiwo (1980) are: Check YEAR 2022 Q4, YEAR 2016 Q2

" + "

5

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The commission that was derived from the two Phelps-Stoke’s committees provided some criticisms and recommendations that undoubtedly laid the foundation for the evolution of the colonial educational policies in Africa . They are as follow. Check YEAR 2022 Q5
a) Education should be developed along the vocational and cultural lives of the people.
b) Education should help African societies meet their needs promote development.
c) Educational and Religious responsibilities of Government should be effectively organised and supervised.

" + "

6

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The 1969 National Curriculum Conference identified the following areas as crucial to the attainment of the conference objectives . Check YEAR 2022 Q6

" ; } } function view2016Questions701(myClassSelected, myTermSelected, mySubjectSelected, weekNum) { document.getElementsByTagName("details")[0].innerHTML = "

" + mySubjectSelected + " " + myClassSelected + "

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1

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The basic principles of Pestalozzi's educational thoughts have immensely shaped the practice of education in Nigeria'. Do you agree? Justify your answer with any five (5) reasons. (25 marks)

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2

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Examine the significance of 1877 and 1886 ordinance to the development of education in Nigeria. (25 marks)

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3. (a)

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Critically examine any five (5) threats impeding the development of education in Nigeria. (15 marks)

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3. (b)

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Suggest five (5) ways of overcoming the threats. (10 marks)

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4

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Carefully assess the areas in which the 1969 Curriculum Conference impacted on the development of education in Nigeria. (25 marks)

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5

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List and explain the recommendations of Eric Ashby Commission for the development of tertiary education in Nigeria. (25 marks)

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6

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The memorandum of 1923 native education committee is far-reaching and relevant today as ever. Enumerate the content of the memorandum and explain how it has impacted on the nation's educational development.

" + mySubjectSelected + " " + myClassSelected + "

" + "

1

" + "

1. He promoted vocational education.
2. He promoted boarding school
3. He was one of those early educators who believed that pictures, demonstrations and other audio-visual means are effective tools for teaching and who advocated the use of sensory materials to supplement teaching.
4. He believed that the business of education was serious enough to be taken very seriously and studied thoroughly and conscientiously.
5. He took various measures to help the poor to learn.
6. He gave teachers a new philosophy for their profession.
7. He created a new methodology for elementary education.
8. He wrote many books.
9. He believed in the simultaneous training of the hand, the head and the heart.

" + "

2

" + "

In 1877, an education ordinance for the colony of Lagos came into being. The provision of the ordinance laid down some principles, which became the foundation of the education laws for Nigeria. The provisions of 1877 ordinance as listed by Taiwo (1980) are: Check YEAR 2022 Q4, YEAR 2019 Q4
a) The constitution of a Board of Education, comprising the Governor, members of the legislative council, (which was then a small body), the Inspector of Schools, the Governor’s nominees not exceeding four in number;
b) The appointment of Her Majesty of an Inspector schools for each colony, a subinspector of schools for the colony and other education officers.
c) Grant in aids to schools and teacher training institutions.
d) Power of the Board to make, alter and revoke rules for regulating the procedures of grant-in-aid.
e) Rates and conditions of grant-in-aid to infant schools, primary schools, secondary schools and industrial schools, based partly on subjects taught and partly on the degree of excellence in the schools.
f) Safeguard as to religious and racial freedom.
g) Certificate of teachers.
h) Admission into an assisted school of pauper and alien children assigned to it by the Governor.
i) Establishment of Scholarships for secondary and technical education.
j) Power of Governor to open and maintain Government schools.
The ordinances of the 1877, became re-inforced by another ordinance exclusively made by Nigeria for the Southern protectorate in 1886. The provisions of 1886 ordinance are:
1. There shall be a board of education for the colony. The board shall consist of the Governor, the members of the legislative council, the inspector of schools and four other members nominated by the Governor to serve for not more than three years.
2. It shall be lawful for the board with and out of the monies so placed at its disposal, first to assist schools and training institutions and secondly to institute scholarships: (i) to children who shall have attended primary schools in the colony to enable them to proceed for secondary education; (ii) to natives of the colony who shall have attended either primary and/or secondary education in the colony to enable them to receive a course of technical instruction with a view to the development of natural resources of the colony.
3. No grant shall be made in aid of any school except: (i) that the property and management of the school be vested in managers having power to appoint and dismiss the teachers and responsible for payment of the teachers’ salaries and of all other expenses of the school; (ii) that the requirements of the board rules with regard to teachers being certificated be satisfied in the case of the school; (iii) that the school, in public examinations shall have attained the requisite percentage of proficiency; (iv) that the schools at all times be open for inspection by the inspector, the sub-inspector or any member of the board; (v) that the school be open to children without distinction of religion or race; (vi) that the reading and writing of the English language, Arithmetic and in the case of females, needle work, be taught at the school and that English Grammar, English History and Geography be taught as class subjects; (vii) that, by the rules of the school, no child shall receive any religious instruction to which the parent or guardians of such child objects.
4. It shall be lawful for the board to fix different rates of grants for infant schools, primary schools, secondary schools and also industrial schools respectively, and also in respect of different degrees of excellence in the schools and in respect of different subjects of instruction.
5. The board may make a grant-in-aid of any training institution, in respect of every teacher trained at such institution who shall have received at least two years instruction in the particular institution. (Source: the Dev. Of Modern Education in Nigeria).

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3 (a)

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1. There is increase in population.
2. The management and maintenance of education facilities are capital intensive, which the government alone cannot bear now.
3. Continued decrease in government budgetary allocation to the sector over the years.
4. Immediate attention is not giving to capital projects in the education sector.
5. There are no visible plans to expand the already overstretched facilities in all the levels of education well.
6. The corrupt tendencies of some officials, who often diverts or makes useless the allocations made to the sector.
7. The current national Policy was formulated at a time when the economy was buoyant but now been implemented when the economic situation is tight.

" + "

3 (b)

" + "

(i) Provision of adequate school facilities to cater for population explosion.
(ii) Increase budgetary allocation to education sector.
(iii) Evaluation of policy implemented.
(iv) Adequate maintenance of available school facilities.
(v) Government officials should give account of funds allocated to them.

" + "

4

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1. It culminated in the articulation of the current national policy on education.
2. It gave traction to the overhauling of the 7-5-2-3 system of education to the much popularised 6-3-3-4 system of education in Nigeria.
3. It reduced the number of schooling years from seventeen to sixteen.
4. It reduced the number of schooling years from seventeen to sixteen.
5. It envisaged the relevance of the system to the overall development of the country.

" + "

5

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Recommendations of the Ashby reports are Check YEAR 2021 Q5, YEAR 2015 Q3(a), YEAR 2010 Q4
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.

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6

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The committee worked tirelessly and produced a thirteen-point memorandum, which provided for the first time, a sound basis for Nigeria’s educational policies. They are as follows:
1. Government should control educational policies and cooperate with educational agencies. Each territory should have an Education Advisory Board on which all educational interests should be represented.
2. Education should be adapted to the mentality, aptitudes, occupations and traditions of the various peoples, conserving as far as possible, all sound and healthy elements in the fabric of their social life; adapting them where necessary to changed circumstances and progressive ideas, as an agent of natural growth and evolution.
3. Government should be concerned with religious and character training.
4. Education service must be made to attract the best men from Britain, whether for permanent career or for short- service appointment.
5. Grant should be given to aid voluntary schools which satisfy the requirements.
6. African languages, as well as English, should be used in education.
7. African teaching staff must be adequate in number, in qualification, and in character, and should include women.
8. The system of specially trained visiting teachers is commended as a means of improving village schools.
9. A thorough system of inspection and supervision of schools is essential.
10. Technical Industrial training should best be given in a system of apprenticeship in government workshops. Instructions in village craft must be clearly differentiated from the training of the skilled mechanic.
11. Vocational, other than Industrial training should be carried out through a system of learning in government departments.
12. The education of girls and women is of vital importance, though with its own problems. Educated mothers mean educated homes. Health education is important.. Therefore, there must be trained women teachers. Education must provide for adult women as well as schools for girls.
13. A complete education, including infant; secondary education of different types; technical and vocational schools and institutions, some of which may hereafter reach university rank, for such subjects as teacher education, medicine, agriculture and adult education. The education of the whole community should advance pari-passu. (Adesina).

" ; } } function view2015Questions701(myClassSelected, myTermSelected, mySubjectSelected, weekNum) { document.getElementsByTagName("details")[0].innerHTML = "

" + mySubjectSelected + " " + myClassSelected + "

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1. (a)

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Briefly discuss the development of 1969 Curriculum Conference. (5 marks)

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1. (b)

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In any four (4) ways, explain the significance of the 1969 curriculum conference to curriculum development in Nigeria. (20 marks)

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2. (a)

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Discuss the development of teacher education in Nigeria. (5 marks)

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2. (b)

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List and discuss any four (4) contributions of colonial government in Nigeria. (20 marks)

" + "

3. (a)

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Examine the recommendations of Ashby Commission report. (15 marks)

" + "

3. (b)

" + "" + weekNum + "" + "

Discuss the implications of the report to the development of higher education in Nigeria. (10 marks)

" + "

4

" + "" + weekNum + "" + "

The Sophists' Ideas in the early Greek periods marked the great turning point in the Athenian Education. Carefully examine this statement in the context of any five (5) contributions of the Sophists to Athenian education. (25 marks)

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5

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Describe the early Jewish education system and suggest its relevance or otherwise to Nigeria's system education. (25 marks)

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6

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Examine any three (3) contributions of Athenian and two (2) Spartans' system of education to the development of Nigeria's system of education. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

" + "

1 (a)

" + "

1. It was held in Lagos in September 1969.
2. It was to review the old and identify new national goals for Nigerian education, bearing in mind the needs of youths and adults in the task of nation building and national reconstruction.
3. It was a conference that represented a cross-section of the Nigerian society: trade unions, farmers, religious organizations, university lecturers and administrators, businessmen and women, youth clubs, and ministry officials.
4. It identified the following areas as crucial to the attainment of the conference objectives . 1. National philosophy of education 2. Goals of primary education 3. Objectives of secondary education 4. Purpose of tertiary education 5. The role of teacher education 6. Functions of science and technical education 7. The place of women’s education 8. Education for living 9. Control of public education.

" + "

1 (b)

" + "

1. It culminated in the articulation of the current national policy on education.
2. It gave traction to the overhauling of the 7-5-2-3 system of education to the much popularised 6-3-3-4 system of education in Nigeria.
3. It reduced the number of schooling years from seventeen to sixteen.
4. It reduced the number of schooling years from seventeen to sixteen.
5. It envisaged the relevance of the system to the overall development of the country.

" + "

2 (a)

" + "

After independence, teacher education had two major problems – low output of teachers and poor quality of the teachers produced. To meet the two problems government granted the provision of additional Grade II Training Colleges and extra streams to the existing ones. To make up for the poor quality, government approved the up-grading of most of the Grade III Training Colleges to Grade II. Then, new Grade II Teachers’ Colleges were to be established. Unfortunately, the Ashby recommendation for the establishment of Teachers’ Grade I Colleges was not vigorously pursued. However, the Western Government introduced the Ohio Project, a normal science centre admitting teachers with Grade II teacher’s certificate. Lagos had the Government Teachers’ Training College at Surulere. The Eastern Region established a science centre at Umudike, near Umuahia for the production of Teachers Grade I Certificates. Soon, the Teachers’ Grade I programme gave way to the Nigerian Certificate in Education (NCE) for the preparation of teachers for the lower forms of secondary schools and for the teacher training colleges.

" + "

2 (b)

" + "

(i) It brought Western education to Nigeria.
(ii) It helped in the production of manpower.
(iii) It enables Nigerian citizens to acquire skills that make them functional in the society.
(iv) It brought Use of English for teaching.
(v) The introduction of the classroom system.
(vi) It emphasise more of academics (bookish system)

" + "

3 (a)

" + "

Recommendations of the Ashby reports are Check YEAR 2021 Q5, YEAR 2016 Q5, YEAR 2010 Q4
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.

" + "

3 (b)

" + "

1. It helped to map out a road map for higher education in Nigeria.
2. It recommended the establishment of universities to run undergraduate degrees in education (B.A. (Ed)).
3. It pointed out the acute shortage of trained teachers in secondary schools.
4. It recommended the training of more teachers for secondary schools.

" + "

4

" + "

The Sophists were itinerant teachers, mostly from outside Athens, who went about dispensing their knowledge to whoever was it that cared to listen and pay for such (PDE701 Pg 12). Athens was another Greek city-state, just like Sparta that speak Greek language (PDE701 Pg 10).
a) They pointed attention to the grammar of the language.
b) They taught such items as genders, tenses, moods and the like.
c) They established the fact that the language has structure which has to be mastered in order to speak, write, and think well.
d) They improved the study of prose.
e) They helped the use of rhetoric as an art of public speaking.
f) They developed the use of logic, the science of proper reasoning.
g) In general, it is the general view today that these itinerant teachers initiated a method of higher education, which somehow restricts individual Sophist to specialize in one area and not in the other.

" + "

5

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Education in ancient Israel was predominantly familiar. That is, it was based on the family, with the mother playing a very significant role in the education of the very young. In most cases, girls followed their mothers’ vocations while boys followed their fathers’ professions. Thus, farmers brought up their sons invariably as farmers, shepherds as shepherds, fishermen as fishermen. Realise that the brother Simon and Andrew were working as fishermen with their father when Jesus called them. A very important aspect of the Jewish education involved providing moral and religious education.
1. Education was rigid and exacting, as teaching was usually accompanied with corporal punishment.
2. It enforces discipline.
3. It promoted moral and religious education.
4. Parents played a vital role in educating the child.
5. It emphasizes fatherhood of God which brought a sense of intimacy.

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6

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This question can be stated as follows: What Educational Benefits do we achieve from the two countries?
Athenian system of education
1. Development of subject areas is indirectly owed to Athens
2. They were more receptive and accommodating of other people’s ideas.
3. They emphasize moral education as an essential ingredient for the survival of any society or nation.
4. Ideas are best nurtured under a free, democratic dispensation.
Spartans System of education
1. For excellence in athletics and other physically demanding roles, there must be constant training.
2. In addition to formal education in the classroom, youth should be allowed to try other informal training that will help them realize how they can be independent and survive.

" ; } } function view2013Questions701(myClassSelected, myTermSelected, mySubjectSelected, weekNum) { document.getElementsByTagName("details")[0].innerHTML = "

" + mySubjectSelected + " " + myClassSelected + "

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1. (a)

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What do you understand by the concept 'History'? (12 and half marks)

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1. (b)

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State (5) reasons why history of education should be studied in teacher education programme in Nigeria. (12 and half marks)

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2. (a)

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Examine the aims of traditional education in Nigeria. (12 and half marks)

" + "

2. (b)

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Explain the traditional education methods according to Babs Fafunwa (1977). (12 and half marks)

" + "

3

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Discuss any five (5) obstacles militating against the full implementation of the National Policy on Education. (25 marks)

" + "

4

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Examine the ways in which Nigeria's education system drew inspirations from the works of (a) Frobel; (b) John Heinrich Pestalozzi; and (c) John Dewey (8 + 8 + 8 + 1 marks)

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5

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Discuss the teaching steps as advocated by John Herbert. (25 marks)

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6

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Enumerate and discuss the stages of learning in Islamic Education. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

" + "

1 (a)

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It is a discipline that helps humanity to evaluate the past for better understanding of the present and intelligent prediction of the future. In looking to the past, history likes to dig to the very origin that is relevant to the issue at hand.

" + "

1 (b)

" + "

It may not be wrong to say that education really started as soon as man was created. This is because the business of bringing up a young person involves his progressive education. Therefore, it is important that we look far back into these distant periods to enable us deduce how the past has influenced or shaped the present, and indeed what we can still learn from the past . Thus, the reason why history of education should be studied in teacher education programme in Nigeria. Other reasons are stated below.
(i) It helps educationist to understand the contributions of early education thinkers to the development of education.
(ii) It helps educationist to know how education evolved from the natural environment and communal living to this present citadel of knowledge.

" + "

2 (a)

" + "

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: Check YEAR 2022 Q3, YEAR 2019 Q3, YEAR 2010 Q5
(i) To develop the child’s latent physical skills.
(ii) To develop character.
(iii) To inculcate respect for elders and those in position of authority.
(iv) To develop intellectual skills.
(v) To acquire specific vocational training and to develop a healthy attitude towards honest labour.
(vi) To develop a sense of belonging and to participate actively in family and community affairs.
(vii)To understand, appreciate and promote the cultural heritage of the community at large.
The means (or processes) employed to attain the goals mentioned above is mostly through a combination of theory and practice.

2 (b)

In Old Africa, the warrior, the hunter, the nobleman, the man of character or anyone who combined the latter feature with a specific skill was adjudged to be a well-educated and well-integrated citizen of his community' (Fafunwa). Every responsible member of the community serves as a transmitter-teacher and trainer of the societal norms and skills to the younger generations.

3

1. The document was conceived and hatched at a time of economic buoyancy, but unfortunately implemented in a depressed economic.
2. Continued decrease in government budgetary allocation to the sector over the years.
3. There is increase in population.
4. The management and maintenance of education facilities are capital intensive, which the government alone cannot bear now.
5. Immediate attention is not giving to capital projects in the education sector.
6. There are no visible plans to expand the already overstretched facilities in all the levels of education well.
7. The corrupt tendencies of some officials, who often diverts or makes useless the allocations made to the sector.
0

4

(a) Frobel
(i) He founded kindergarten movement, now known as kindergarten school (garden of children).
(ii) He emphasised play and self-activity in early childhood education.
(iii) Pestalozzi ideas influenced him to start his own school.
(b) John Heinrich Pestalozzi
(i) He was a Swiss reformer.
(ii) He promoted vocational education.
(iii) He believed in the simultaneous training of the hand, the head and the heart.
(iv) He took various measures to help the poor to learn.
(v) He established an orphanage in 1774.
(vi) He promoted boarding school
(vii) He promoted audio-visual education: He was one of those early educators who believed that pictures, demonstrations and other audio-visual means are effective tools for teaching and he advocated the use of sensory materials to supplement teaching.
(viii) He believed that the business of education was serious enough to be taken very seriously and studied thoroughly and conscientiously.
(ix) He gave teachers a new philosophy for their profession.
(x) He created a new methodology for elementary education.
(xi) He wrote many books.
He believes that the business of teaching was serious enough to be taken very seriously and studied thoroughly and conscientiously . This may have inspired the Nigeria government to establish the National Teachers Institute (NTI).
(c) John Dewey
(i) John Dewey is the most popular and influential name in American educational history.
(ii) He established a famous Laboratory School in 1896 where he researched and experienced new ideas and methods.
(iii) He believed in the indissoluble link between school and society. Therefore, he claimed that schools should encourage intimate contact with the natural environment as well as promote a sense of community in order to play any useful social function.
(iv) He improved upon the philosophy of pragmatism by encouraging others to be resourceful, energetic and practical.
(v) He believed in engaging pupils in active work during teaching instead of the formal methods which begin with definitions and in which teachers present materials from their points of view.
(vi) He believed in pupil-centred curriculum.
(vii) He believed that the educational process has two sides, psychological and social, and neither can be subordinated nor neglected.
(viii) He was a prolific writer with over 500 journal articles and numerous books.

5

John Herbert was born in 1776 in Germany. 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: Check YEAR 2022 Q2, YEAR 2019 Q2
a) 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;
b) Presentation, i.e. the process of presenting new material by means of concrete objects or actual experience;
c) 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;
d) 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
e) 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.

6

1. NURSERY OR EARLY CHILDHOOD STAGE (MAKARANTAR YARA): This stage consists of children of tender age of say between three to five who normally follow their brothers and sisters to school. These are grouped together in one corner of the circle and instructed orally to recite and commit to memory shorter chapters (surahs) of the Qur’an and other Islamic rituals of purification, ablution, prayer and ethics.
2. THE ELEMENTARY STAGE (TITTIBIRI): This consists of pupils of about five (5) to fourteen years old. At this stage, the pupils are introduced to Arabic alphabets. They first learn the consonants (Babbaku) without vowels, and after learning all the consonants, which are twenty-eight in number, they learn each of the consonants with vowels (wasulla) called Farfaru. The vowels in Arabic are five (5). After the pupils have learnt these, the teacher will start writing on their wooden board, the slate (allo), short verse and surah for them to learn and commit to memory. As the pupil progresses in this stage, he is gradually introduced to the art of writing, which develops his writing skills.
3. ADULT EDUCATION STAGE: The curriculum of this stage is diversified and structured to reflect areas students wish to specialize in. He first starts learning what may be called general studies. He is equally introduced to the tradition of the prophet (S.A.W) called Hadith being the most comprehensive details of the content of the Qur’an, which he learnt during his elementary level of studies. Normally as is the case the student spends much of his time learning these subjects from different teachers as no one teacher specializes in all these areas.

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Explain the characteristic of the Early Educational Systems.

1. (b)

" + weekNum + "

Compare and contrast the education in Egypt and Mesopotamia.

2. (a)

" + weekNum + "

Trace the origin of Athenian Education.

2. (b)

" + weekNum + "

Explain the features of Education in Sparta.

2. (c)

" + weekNum + "

Give four major contributions of Sophists to education.

3. (a)

" + weekNum + "

Write a brief biography of Socrates.

3. (b)

" + weekNum + "

Explain the contributions of Plato to Education.

3. (c)

" + weekNum + "

Discuss the major ideas of Aristotle.

4. (a)

" + weekNum + "

Explain the importance of Phelps-stoke Commission Report to educational policies in British colonies.

4. (b)

" + weekNum + "

Explain the problems of Nigerian Education today.

4. (c)

" + weekNum + "

Provide solutions to the problems of Nigerian education.

5. (a)

" + weekNum + "

Examine the developmental trends in provision of primary education.

5. (b)

" + weekNum + "

Discuss the problems in technical and vocational education.

6. (a)

" + weekNum + "

Explain the contributions of private Enterprise in the Development of Education in Nigeria.

6. (b)

" + weekNum + "

Explain the stages of learning in Islamic Education.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

The oldest known educational systems in history shared two characteristics in common, namely : Check YEAR 2021 Q1
(i) They taught religion. India was the source and fountain of the Buddhist doctrines that were taught in its institutions to Chinese scholars.
(ii) They promoted the traditions of the people. Ancient Chinese education emphasized philosophy, poetry, and religion, in accordance with the teachings of their great ancestors and philosophers like Confucius and Laozi.

1 (b)

2 (a)

Originally, Athens was like Sparta in its approach to the education of the citizens, with a heavy orientation towards the military training. Athens gradually renounced the type of education oriented towards the future duties of the soldier. Athenian education was mainly for boys. There was no specific type of education for girls who were entrusted to their mothers for moral and domestic training.
There were three types of schools for boys:
(a) the letters school for reading and writing, analogous today’s primary and secondary schools;
(b) the music school for lyric, poetry and lyre, including learning and recitation of poems;
(c) the gymnastic school for physical training.
Schooling continued till the age of eighteen. Between that age and twenty years, the boys received military training, after which they were free to choose which career to specialize in.
The moral aspect of education was held in high esteem.

2 (b)

(i) Mothers brought up children, ‘in an atmosphere of severity and harshness’.
(ii) Girls were given a type of education that prepared them for their role as wives and mothers; howbeit in an atmosphere of severe discipline.
(iii) Sickly or deformed children were eliminated from the education system through death or by simply throwing them away.
(iv) It was a type of education that promoted discipline, both of the mind and of the body.

2 (c)

The Sophists were itinerant teachers, mostly from outside Athens, who went about dispensing their knowledge to whoever was it that cared to listen and pay for such (PDE701 Pg 12).
a) They pointed attention to the grammar of the language.
b) They taught such items as genders, tenses, moods and the like.
c) They established the fact that the language has structure which has to be mastered in order to speak, write, and think well.
d) They improved the study of prose.
e) They helped the use of rhetoric as an art of public speaking.
f) They developed the use of logic, the science of proper reasoning.
g) In general, it is the general view today that these itinerant teachers initiated a method of higher education, which somehow restricts individual Sophist to specialize in one area and not in the other.

3 (a)

(i) He was born in Athens.
(ii) Socrates was reportedly short and unattractive, but extremely hardy and self-controlled.
(iii) He was educated in literature, music, and gymnastics, and later in the rhetoric and dialectics of the sophists.
(iv) Initially, Socrates followed the craft of his father. He also served with the other male citizens of Athens in the Peloponnesian War against Sparta, acting bravely as an infantryman at several battles.
(v) He did not sell his services as a Sophist.
(vi) He concentrated more on philosophy and discussions.
(vii) He had three children.
(viii) Socrates left no writings.
(ix) He was known to be crafty at posing a series of questions through which the partner in argument gets to realise the weakness of his stand and gradually accept that he is wrong and to accept the more correct notion. Thus, the 'Socratic dialogues' which is similar to the questioning today in formal education.

3 (b)

Plato was a student of Socrates and a teacher to Aristotle. He was regarded as one of the most creative and influential thinkers in Western philosophy .
Plato’s surviving writings are all in the form of dialogues that depict philosophical ideas being advanced, discussed, and criticized in the context of a conversation or debate involving two or more people. In one of his writings, Plato stated that both soul and city have three analogous parts: the id, the ego, and the super-ego – a desiring part, a spirited part and a rational part. Plato argues that what it signifies is that the two non-rational parts must be ruled by the rational part. An interesting connection with this Plato’s idea is that as it is being practiced today in many countries, the relation between soul and the city turns out to mean that the two lower classes in society must be ruled by the highest class, the philosophers, who alone can use their reason to acquire knowledge of the forms .
Some of Plato’s thoughts about education are as follows (PDE101 pg 20):
1. Plato proposed a scheme such that education should be almost life-long especially for the Philosophers.
2. He suggested that a thorough educational programme should be used to select the potential philosophers on the basis of merit.
3. He also emphasized thorough training for those that made it through the selection stage. This means that there should be no complacency just because a potential philosopher has been shortlisted for an academic programme.
4. On the above two premises, Plato maintains that the most brilliant pupils should be trained to become philosopher kings, i.e. the rulers, while those less gifted should be trained for the armed forces and other menial professions, depending on their capabilities.
5. The thoughts of Plato on the length and meticulous method of education for a potential philosopher was often seen as one in which a communistic policy can sustain and in which the state runs everything and all citizens seem to exist for the interest of the state. Although, Aristotle did not play down on thoroughness, however, he clearly disagreed with a communistic type of state-run education proposed by Plato.
6. He is credited to have established an Academy in Athens often described as the first European University. This may have given traction to some individuals to establish schools and conditioned the government to be willing to assist private schools.
7. 'He who has a taste for every sort of knowledge and who is curious to learn and is never satisfied may be justly termed a philosopher'.
8. He stated that 'knowledge is virtue and ignorance is vice'. This statement has often propelled many societies and individuals that are craving for civilization to commit great financial investment in education which eventually paid off.

3 (c)

Aristotle surveyed and systematized nearly all known branches of knowledge . Aristotle writings in ethical and political theory as well as in metaphysics and in the philosophy of science are read and argued over by modern philosophers. Plato wrote profusely, in most instances referring to the experiences and teaching of Socrates. Aristotle furthered the work of his teacher in relation to education.
Some of the thoughts of Aristotle on education are as follows (PDE701 pg 22):
1. The mind of the child was like pliable clay, which could be molded into any desired shape.
2. Education should be the process of preparing the pupil for positive contribution to the society.
3. Education should facilitate the ultimate goal of human existence which is enshrined in individual happiness.
4. Education should enhance a person’s reasoning capability, making him a wise individual.
5. Education should elevate human mind and actions towards good moral practices
6. He believes that teachers have an important role to play, therefore, they should strive to enable a learner achieve all the ideals in a person.
7. He was in agreement with his master, Plato, on the division of education into stages, from the lowest to the highest .
The placement examination conducted by the Joint Admission and Matriculation Board (JAMB) into various higher institutions seems to be a development from Plato’s submission on the need to use selection process to filter in those that are actually prepared for the educational programme.
Secondly, many educational institutions, from primary to higher institutions, are now privately established and they are operating successfully. This push for private-driven educational system may not be unconnected to Plato’s pioneering role in establishing about the first University in Europe.
Thirdly, the new policy on teachers’ professionalism and re-training, as championed by NTI in its PGDE programme, is a trickle-down from Aristotle ideal for teachers to always strive so that they can assist learners to achieve all the positive behaviors possible.
He who knows is more likely disposed to doing the right thing than he who does not know

4 (a)

It led to the decentralization education.
It encouraged government to be more involved in the control and supervision of education.
Curriculum content became more expanded.
The training of indigenous teachers was pursued more vigorously.

4 (b)

1. There is increase in population.
2. The management and maintenance of education facilities are capital intensive, which the government alone cannot bear now.
3. Continued decrease in government budgetary allocation to the sector over the years.
4. Immediate attention is not giving to capital projects in the education sector.
5. There are no visible plans to expand the already overstretched facilities in all the levels of education well.
6. The corrupt tendencies of some officials, who often diverts or makes useless the allocations made to the sector.
7. The current national Policy was formulated at a time when the economy was buoyant but now been implemented when the economic situation is tight.

4 (c)

(i) Provision of adequate school facilities to cater for population explosion.
(ii) Increase budgetary allocation to education sector.
(iii) Evaluation of policy implemented.
(iv) Adequate maintenance of available school facilities.
(v) Government officials should give account of funds allocated to them. herenw

5 (a)

The development of primary education after independence was based on the Ashby recommendations. The Government of the Northern Region felt that the greatest need was to accelerate the expansion of the primary schools. Its aim was to attain the Ashby report target of 25% of children of school age to be in school by 1970. The Government also designed a programme that was to advance the region into Universal Primary Education as soon as possible. At the same time infrastructures were to be laid in terms of post-primary facilities in order to ensure a balanced education development.

5 (b)

(i) Lack of qualified and trained teachers to teach technical and vocational subjects.
(ii) Inadequate facilities to teach the subjects.
(iii) Poor funding of technical and vocational education.
(iv) Poor practical teaching of the subject.
(v) Attitude of students towards the learning of the subjects.

6 (a)

Only a few private institutions like UI, UNN, OAU, UNILAG, and ABU established primary schools for the convenience of their staff.
Some individuals and communities help the government to establish and run some secondary schools. Since most of the private schools were not grant-aided,
In the area of primary schools, private enterprise did not feature much. This was left solely in the hands of the voluntary agencies and government. Some corporate bodies like the University of Ibadan and other universities at Nsukka, Ife, Lagos and Zaria tried to establish primary schools for the convenience of their staff. In the post secondary sector, local communities and individuals helped the government by establishing and running some secondary schools. Most of these private schools were not grant-aided from public funds and so turned to commercial and vocational subjects which attracted students.

6 (b)

1. NURSERY OR EARLY CHILDHOOD STAGE (MAKARANTAR YARA): This stage consists of children of tender age of say between three to five who normally follow their brothers and sisters to school. These are grouped together in one corner of the circle and instructed orally to recite and commit to memory shorter chapters (surahs) of the Qur’an and other Islamic rituals of purification, ablution, prayer and ethics.
2. THE ELEMENTARY STAGE (TITTIBIRI): This consists of pupils of about five (5) to fourteen years old. At this stage, the pupils are introduced to Arabic alphabets. They first learn the consonants (Babbaku) without vowels, and after learning all the consonants, which are twenty-eight in number, they learn each of the consonants with vowels (wasulla) called Farfaru. The vowels in Arabic are five (5). After the pupils have learnt these, the teacher will start writing on their wooden board, the slate (allo), short verse and surah for them to learn and commit to memory. As the pupil progresses in this stage, he is gradually introduced to the art of writing, which develops his writing skills.
3. ADULT EDUCATION STAGE: The curriculum of this stage is diversified and structured to reflect areas students wish to specialize in. He first starts learning what may be called general studies. He is equally introduced to the tradition of the prophet (S.A.W) called Hadith being the most comprehensive details of the content of the Qur’an, which he learnt during his elementary level of studies. Normally as is the case the student spends much of his time learning these subjects from different teachers as no one teacher specializes in all these areas.

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Discuss the positive lessons to be learnt from Spartan Education.

2

" + weekNum + "

Identify and discuss the major contributions of Pestalozzi to educational development.

3

" + weekNum + "

Discuss the five (5) formal steps in teaching as advocated by John Herbert (1900).

4

" + weekNum + "

Identify and discuss the five recommendations of Eric Ashby Commission for the development of Higher Education in Nigeria.

5

" + weekNum + "

Enumerate and discuss the aims of traditional education.

6

" + weekNum + "

Identify the stages of learning in Islamic Education and discuss any three (3).

" + mySubjectSelected + " " + myClassSelected + "

1

What is there to learn from Spartan education?
1. It was a type of education that promoted discipline, both of the body and of the mind. Every Spartan, boy or girl, was expected to be physically strong, mentally sharp and emotionally resilient.
2. It was a type of education that brought up its citizens in such a way that they should not expect any life of opulence and of pleasure. For Spartans, the purpose for their existence was simple: to serve Sparta. And it was their absolute duty to defend and promote Sparta at all costs.
3. It was a type of education that grew its state in terms of strength and prominence and was able to dominate others.
To this extent, we can say that if any country wants to make progress and achieve greatness, it has to train youths to undergo and imbibe a life of discipline and indeed some degree of severity. Even today, countries which have achieved military and/industrial greatness are known to engage their youths in a sort of training that hardens the body and the mind.

2

1. He promoted vocational education.
2. He promoted boarding school
3. He was one of those early educators who believed that pictures, demonstrations and other audio-visual means are effective tools for teaching and who advocated the use of sensory materials to supplement teaching.
4. He believed that the business of education was serious enough to be taken very seriously and studied thoroughly and conscientiously.
5. He took various measures to help the poor to learn.
6. He gave teachers a new philosophy for their profession.
7. He created a new methodology for elementary education.
8. He wrote many books.
9. He believed in the simultaneous training of the hand, the head and the heart.

3

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.

4

Recommendations of the Ashby reports are Check YEAR 2021 Q5, YEAR 2016 Q5, YEAR 2015 Q3(a)
a) The Federal Government should give support for the development of new university planned for 1955.
b) A university should be established in the North using the old site of the Nigeria College in Zaria as its base.
c) A university should be established in Lagos with day and evening degree courses in business, commerce and economics.
d) University College Ibadan should move from its conservative position, widen its curriculum and develop into a full university.
e) All Universities in Nigeria should be national in outlook.
f) There should be wider diversity and greater flexibility in university education.
g) All the universities should have B.A (Education) degree courses.
h) Courses in Engineering, Medicine, Law, Commerce, Agriculture, etc, should be offered.
i) The new Nigerian universities should be independent of one another and each should confer its own degrees.
j) 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.

5

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: Check YEAR 2022 Q3, YEAR 2019 Q3, YEAR 2013 Q2(a)
a) To develop the child’s latent physical skills.
b) To develop character.
c) To inculcate respect for elders and those in position of authority.
d) To develop intellectual skills.
e) To acquire specific vocational training and to develop a healthy attitude towards honest labour.
f) To develop a sense of belonging and to participate actively in family and community affairs.
g) To understand, appreciate and promote the cultural heritage of the community at large.
The means (process) employed to attain the goals mentioned above is mostly through a combination of theory and practice.

6

1. NURSERY OR EARLY CHILDHOOD STAGE (MAKARANTAR YARA): This stage consists of children of tender age of say between three to five who normally follow their brothers and sisters to school. These are grouped together in one corner of the circle and instructed orally to recite and commit to memory shorter chapters (surahs) of the Qur’an and other Islamic rituals of purification, ablution, prayer and ethics.
2. THE ELEMENTARY STAGE (TITTIBIRI): This consists of pupils of about five (5) to fourteen years old. At this stage, the pupils are introduced to Arabic alphabets. They first learn the consonants (Babbaku) without vowels, and after learning all the consonants, which are twenty-eight in number, they learn each of the consonants with vowels (wasulla) called Farfaru. The vowels in Arabic are five (5). After the pupils have learnt these, the teacher will start writing on their wooden board, the slate (allo), short verse and surah for them to learn and commit to memory. As the pupil progresses in this stage, he is gradually introduced to the art of writing, which develops his writing skills.
3. ADULT EDUCATION STAGE: The curriculum of this stage is diversified and structured to reflect areas students wish to specialize in. He first starts learning what may be called general studies. He is equally introduced to the tradition of the prophet (S.A.W) called Hadith being the most comprehensive details of the content of the Qur’an, which he learnt during his elementary level of studies. Normally as is the case the student spends much of his time learning these subjects from different teachers as no one teacher specializes in all these areas.

" + mySubjectSelected + " " + myClassSelected + "

Friday 5th July 2024, 1st Paper out of 1 Paper per Day. (1st Paper in a Row).

1 (a)

" + weekNum + "

Examine the concept, 'Adulthood'.

1 (b)

" + weekNum + "

Briefly discuss four (4) processes of Maturation and Aging in Adulthood.

1 (c)

" + weekNum + "

Examine three (3) developmental tasks in Adulthood according to Robert Harvighurst.

2

" + weekNum + "

Highlight and explain five (5) areas in which children differ from one another.

3 (a)i.

" + weekNum + "

What do you understand by Developmental Psychology?

3 (a)ii.

" + weekNum + "

Briefly distinguish between Maturation, Growth and Development.

3 (b)

" + weekNum + "

Explain the implications of the growth and development principles for teaching and learning processes.

4

" + weekNum + "

As a teacher trainee, give and discuss four (4) reasons why you should study developmental psychology.

5

" + weekNum + "

State and explain briefly the stages of cognitive development according to Jean Piaget.

6

" + weekNum + "

Justify the statement that 'Environmental factors affect child growth and development'.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

2nd September 2023 Saturday, Second Paper

1

" + weekNum + "

Outline the general principles of development and discuss briefly their implications to teaching and learning processes.

2 (a)

" + weekNum + "

Discuss briefly the following concepts below: i. Sex determination ii. Twins development iii. Chromosomal abnormal

2 (b)

" + weekNum + "

Identify Three (3) types of motor development and briefly explain any Two (2).

3 (a)

" + weekNum + "

Give an outline of the monthly development at the pre-natal stage.

3 (b)

" + weekNum + "

Describe the educational implications on events in the pre-natal period.

3 (c)

" + weekNum + "

Enumerate the stages of childhood development.

4 (a)

" + weekNum + "

Personality development is a product of many determinants. Identify any Five (5) of such determinants and discuss them briefly.

4 (b)

" + weekNum + "

Compare and contrast any Two (2) theories of personality development.

5 (a)

" + weekNum + "

Outline the developmental tasks of adulthood and their implications to education.

5 (b)

" + weekNum + "

Briefly discuss the stages of emotional development by Freud.

6 (a)

" + weekNum + "

Enumerate and discuss briefly the needs of Adolescents.

6 (b)

" + weekNum + "

Discuss the physical changes that take place in adolescents and their effects.

" + mySubjectSelected + " " + myClassSelected + "

1

The general principles of development are discussed as follows: Check YEAR 2016 Q5, YEAR 2013 Q3b
1. Cephalocaudal growth patterns: Development spread over the body from head to foot. This means that improvement in structures and functions come first in the head area, then in the trunk and leg region. The head develops and achieves its final forms before the trunk and the legs.
2. Proximodistal growth patterns: This principle holds that development proceeds from the central axis of the body towards the extremities. Structure therefore precedes function.
3. Principles of differentiation: Development proceeds from simple to complex, from homogenous to heterogeneous and from general to specific (from general and diffuse responses to more differentiated and specific ones). In both mental and motor responses, general activities always precede specific activities. In any postnatal life, the infant can move its whole body but incapable of specific responses. The baby can wave his arms, in general movement before he/she is capable of any specific reaching. In speech, the baby learns the general words before specific words e.g. he/she learns to use the word toy before learning to call each toy by its name. He/she calls every man 'Daddy'.
4. Principles of asynchronous growth or split growth: It holds that the different parts of the body have their own period of rapid and slow growth; and that each reaches its own mature size at its own time.
5. Principles of discontinuity of growth: It posits that the rate of growth changes at different periods. There are periods of acceleration and deceleration of growth. In brief, there are four stages of growth comprising 2 rapid and 2 slow stages viz:
Period Rate of growth
From To
Birth 2 years Rapid
2 years Puberty Slow
Puberty 16 years Rapid
16 years Maturity Slow
Patterns of physical growth are as follow
1. Somatic pattern: It refers to body growth as shown in the table able.
2. Neural growth pattern: It refers to growth in the nervous systems, e.g. the brain.
3. Sexual pattern of development: This refers to primary and secondary sex characteristics. These are not usually developed until the time of procreation. Nature delays the ability to give birth to children till the young people are physically, socially and psychologically ready for it. When the stage of maturity is attained, the characteristics develop very rapidly.

2 (a)

i. Sex Determination: Sex determination occurs at the time of fertilization. At this stage, the sex of the child is determined (PDE702 Pg 86).
ii. Twins Development: A twin is usually brought about by the development of two babies in the womb during one pregnancy . There are usually two types of twins, the identical and non-identical twins.
iii. Chromosomal Abnormalities: These are abnormalities and diseases caused by aberrations of the chromosomes and linked to the gene of the individuals (PDE702 Pg 97). Examples of chromosomal abnormalities include Down’s Syndrome (Mongolism), Klinefelter’s Syndrome, Turner’s Syndrome, etc (PDE702 Pg 89).

2 (b)

(i) Growth in Motor Skills: These refer to skills involved in the movement of the whole body i.e. jumping, running, climbing, balancing, pushing, pulling etc (PDE702 Pg 111).
(ii) Finer Motor Growth: This refers to smaller skills involving the handling of tools etc.
(iii) Development of Prehension: This refers to the use of hands to hold objects. There are various stages involved in the development of prehension.
(iv) Development of Writing and Drawing Skills: This development follows a sequential order as explained in the module (PDE702 Pg 112).
(v) Development of Laterality: Laterality refers to the preferential use of one side of the body especially in assignments requiring the use of an eye, one hand or one leg.

3 (a)

Stages of monthly development at the pre-natal stage . Check YEAR 2022 Q1, YEAR 2019 Q1b
Stages Description
First Month The embryo is fixed to the uterus through the placenta. It is nourished and get rid of wastes through the placenta. Heart, Liver, and the digestive system are formed.
Second Month Limbs begin to form and the facial features become defined. Other external organs are visible.
Third Month All features of the baby are now very distinct. First toes and eyelids begin to form. Most women now notice the physical signs of pregnancy.
Fourth Month All organs are now formed and the foetus becomes active. Movements of the limbs are now noticed.
Fifth Month The sucking and swallowing reflexes are developed. The heartbeat is audible to the stethoscope. Movement becomes more pronounced and stronger.
Sixth Month The foetus has grown bigger with the mothers Tommy now protruding, kicks more vigorously. The skin is now reddish and wrinkle.
Seventh Month The physical development at this stage is almost completed and the foetus can survive the harsh conditions of the outer world should it be born prematurely.
Eight Month The foetus is almost fully grown as much as it could be and now in an headdown position.
Ninth Month The foetus, now with functional organs settles down towards the abdomen. Now, a miniature adult, it can be safely delivered. The average weight is between 2.5 to 3.5kg.

3 (b)

EDUCATIONAL IMPLICATIONS: We had asked why the teachers need to know about an unborn child if their job is in the classroom. The major reason is that later behaviour and development are usually affected by events in the pre-natal period. We will now consider in greater detail what the teacher can do. Check YEAR 2014 Q6
1. It improves the teachers' understanding about individual differences: A teacher can try to gather more information from parents about children with learning problems, physical handicaps and other forms of behavioural problems. Such questions should go back to the period of pregnancy. The information should improve the teachers' understanding of individual differences.
2. It helps the teacher adjust the pace of the lesson to suit children with learning difficulties: The teacher can make allowances for children with learning problems by slowing down, repeating, and using different techniques to teach them.
3. It helps the teacher to make seating arrangement such that it accommodates children who have defects: The teacher should make seating arrangements which accommodate those who have defects. The children should be made to feel wanted and accepted in the class.
4. It helps teachers to train children to make up for the areas of deficiency: The teacher can train children to make up for the areas of deficiencies. There are certain skills and crafts which slow and mentally retarded children can do.
5. It is very important to enlighten the parents and other members of the public about prenatal influences. When they know what to avoid, the babies will be protected and the children we teach will have fewer problems. The students can also begin to learn about some of the factors such as the importance of good nutrition, health, effects of drugs, alcohol and smoking.
6. It enables female teachers to practice what they have learnt: Female teachers of child bearing age can practice what they have learnt. The male teachers can help to protect their wives and babies during the pre-natal stage by making sure that they avoid the ill effects of the factors we have discussed.

3 (c)

Stages of Childhood Development: This period can be divided into 5 namely (PDE702 Pg 106):
(i) Neonatal - Birth to four weeks
(ii) Infancy - 4 weeks to 2 years
(iii) Pre-School Period - 2 to 6 years.
(iv) Middle Childhood Period - 6 to 9 years
(v) Pre-Adolescence Period - 9 years to puberty. (This stage ushers in adolescence period)

4 (a)

Personality refers to the peculiar thinking of an individual, his emotions and behaviours in adapting to the world . Some psychologists proposed five major factors that help build up this personality. They include Check YEAR 2022 Q2, YEAR 2019 Q2a, YEAR 2016 Q3, YEAR 2014 Q4b, YEAR 2013 Q5b
a) Emotional stability:
b) Extraversion:
c) Openness to experience:
d) Agreeableness:
e) Conscientiousness:

4 (b)

Erikson's theory of Psychosocial personality development stresses that any psychological phenomenon must be understood in terms of the interplay of biological, behavioural, experimental and social factors. He pointed out that 'personality forms as ego progresses through series of interrelated stages'. Check YEAR 2012 Q4
Similarly, Havighurst's theory asserted that 'Erickson’s analysis of stages of development' could be applied in a different way to shed light on other facets of development. He suggested some developmental tasks for different age levels, starting from the pre-school and kindergarten age and continuing to elementary grades and secondary grades (PDE702 Pg 125).

5 (a)

Developmental tasks of Adolescence by Harvighurst (1972). Check YEAR 2019 Q6c, YEAR 2016 Q6
Stage Developmental tasks Implications to classroom instructions.
Pre-school kindergarten It is a familiarity seeking stage with the social surroundings including everyday objects. Teachers are expected to serve as desirable role models and expose children to many objects and experiences.
Children are curious at this stage asking questions. Teachers should patiently answer their curious questions.
Elementary grade Learning appropriate masculine or feminine roles. Teachers should make effort at seeping and integrating curriculum materials and experiences that would lead to the accomplishment of masculine and feminine tasks.
Learning to get along with age mates. Teachers should emphasize socially acceptable behaviours, health and eating values to their students.
Developing attitudes towards social group and institutions.
Learning physical skills necessary for ordinary games. Teachers must bring to bear all the teaching principles and methods in the teaching/learning situations
Building wholesome attitudes towards oneself as a growing organism.
Development of fundamental skills in reading, writing and calculations.
Developing concepts necessary for everyday living.
Developing conscience, morality and scale of values.
Achieving personal independence.
Secondary grades Achieving masculine and feminine social roles. Teachers should provide a guide on the appropriate dress for male and female.
Achieving emotional independence from parents and other adults. Teachers should give self-directed assignments and tasks to the adolescents.
Achieving assurance of economic independence and selecting and preparing for occupation WIP702
Achieving new and more mature relation with mates of both sexes. Teachers should create opportunity for adolescents to mix freely in the classroom to be able to develop understanding between both sexes.
Accepting ones physique and using the body effectively.
Preparing for marriage and family life.
Developing intellectual skills and concepts necessary for civic competence.
Desiring and achieving socially responsible behavior.
Acquiring a set of values and an ethical system as a guide to behaviour. This is often known as acquiring 'ego-identity'.
Teachers should act as role models and encourage development of set values that guide behaviours.
NOTE:
In general, development tasks of the adolescents must be supported by the school curriculum to reduce confusion and conflicts that the adolescents go through. This will also guide adolescents’ successful transition into adulthood.
In adolescence, intellectual development is at its peak.

5 (b)

The renowned Psychologist, Sigmund Freud, named three stages of emotional development in the human child (PDE702 Pg 185).
(i) The first stage is called the oral stage and begins from birth to 18 months.
(ii) The second stage is known as anal stage. It covers the period from 11/2 to 3 years of the child’s life.
(iii) The last stage is referred to as the phallic stage, taking place from 3 years.

6 (a)

Adolescent period is a very sensitive period. They neither mix up with children nor with adults. Children take them as senior fellows whereas adults still treat them as children. Check YEAR 2015 Q1b, YEAR 2012 Q6b
S/N Personality needs Educational implications to teachers
1 Need for Status: Adolescents do not want to be recognized as children any more. Teachers should treat the students as young men and women and not children. In turn, they should also be encouraged to behave as responsible young adults.
2 Need for independence: Teenagers want to be free from parental restrictions. Generally speaking, adolescents would like to run their lives. They would resent parents coming to school to inquire about their progress. Teachers should try as much as possible to restrain (hold back) from giving every detail about what adolescents do in school to their parents.
0 0 They like to have personal feedback secretly from teachers and parents in the mistakes they made rather than abusing them publicly.
3 Need for achievement: Slow learners and those not interested in school, should be praised when they do something good. Every effort must be made by the school to eliminate redundancy among students.
4 Need for a satisfying philosophy of life: Religious conversions and radical political activities at this time are very common. Teachers should be able to guide the adolescents to make rational decisions affecting their lives.
5 Need for participation: They want active participation while taking decisions in their own matter. It would be better to talk and hear their voices to give them good guidelines and opinion. Parents, teachers and other adult have to be very friendly with them.
NOTE:
In general, development needs of adolescents must be supported by the school curriculum to reduce confusion and conflicts that the adolescents go through. This will also guide adolescents’ successful transition into adulthood.
The school, especially, will have to address adolescents problems from various angles like carrier counseling, community counseling, diversifying teaching strategies and developing personal relation with their students etc.
The minds of the adolescents should be more occupied with curricular and extra curricular activities than less important egocentric desires of the young teenagers.

6 (b)

Growth refers to quantitative changes (both physical and mental) in an organism. The physical changes involve height, weight, girth, internal organs, etc (PDE702 Pg 77).
Generally, adolescents eat much more than others that are not adolescents like fully-grown adults or children. The reason attributed to this is that adolescents need extra nutrition to sustain their rapid growth rate in height, weight, girth, internal organs, etc (PDE702 Pg 178).
(i) Therefore, nutritional needs of adolescents should be adequate and balanced, if we expect good academic performance from them.
(ii) The importance of adolescent nutrition should be emphasized in school and at home.
(iii) School curriculum should allow time for resting, relaxation and recreation for adolescents fast growing bodies to recoup.

" + mySubjectSelected + " " + myClassSelected + "

29th October 2022

1

" + weekNum + "

Explain fully the stages of monthly development at Pre-Natal stage.

2

" + weekNum + "

Identify and discuss five (5) factors affecting personality development among children.

3

" + weekNum + "

Give a full explanation on five (5) ways of stimulating intellectual development.

4

" + weekNum + "

Outline the social characteristics of adolescence and their educational implications.

5

" + weekNum + "

Outline and expatiate on three (3) emotional characteristics of adolescence.

6

" + weekNum + "

Briefly discuss four (4) processes of maturation and aging in adulthood.

" + mySubjectSelected + " " + myClassSelected + "

1

Stages of monthly development at the pre-natal stage . Check YEAR 2020 Q1b, YEAR 2019 Q1(b)
Stages
First Month
Second Month
Third Month
Fourth Month
Fifth Month
Sixth Month
Seventh Month
Eight Month
Ninth Month

2

Personality refers to the peculiar thinking of an individual, his emotions and behaviours in adapting to the world . Some psychologists proposed five major factors that help build up this personality. They include Check YEAR 2019 Q2a, YEAR 2016 Q3, YEAR 2014 Q4b, YEAR 2013 Q5b
a) Emotional stability:
b) Extraversion:
c) Openness to experience:
d) Agreeableness:
e) Conscientiousness:

3

Ways of stimulating intellectual development . Check YEAR 2019 Q3(b)
a) Facilitating Intellectual Performance: The teacher should set up situations that provoke thinking.
b) Providing Practice in Grouping and Organization: The teacher and the children could bring a collection of objects for grouping.
c) Finding and Establishing Relationships: This is an extension of grouping and takes the practice in grouping to a higher level.
d) Problem Solving: Children can solve problems but they need practice with familiar problems. Help them to spot problems in the class, the school and the environment. Let the children find some more everyday problems. Then help children in focusing on and trying out possible solutions.
e) Training to Hasten Conservation Ability: Identify tasks that you can use to train children to hasten conservation ability in quantity, volume, e.t.c.
f) Practice being Flexible: Try and establish in children the attitude that things can be done in different ways.
g) Give Children Opportunity to Do Things Independently
h) Monitoring Own Thinking: Estimation is important in monitoring the way we think.

4

Check YEAR 2019 Q4
Social Characteristics of Adolescent (PDE702 Pg 181)
a) The major social task of the adolescent is the development of personal identity. During childhood, the parent assumed a dominant role in the child's personality but the adolescent requires more independence. Questions like `Who am I? How will I fit into this plan?' begin to come from the adolescent.
b) Another characteristic of the adolescent's social development is the increased influence of peer groups. Adolescents, as we know, remain most of the time with their peer groups. The peer group to a great extent determines the adolescent's social relationships. His interests, attitudes and values are all influenced by his peers. He does anything for the sake of pleasing his peers.
c) Social relationship in adolescence is heterosexual in nature. In late childhood, boys play with boys while girls tend to play with girls. But in adolescence, boys and girls become friends based on their common interests.
d) The structure of social relationship takes different forms. For example: Chums or Friends, Cliques, Crowds, Organized Groups, and Gang.
Educational Implications of Social Characteristics in Adolescent (PDE702 Pg 182)
a) 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.
b) Peer teaching and group assignments should be exploited to the full.
c) 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.
d) The schools should have guidance and counselling experts to guide these adolescents.

5

Emotional Characteristics of Adolescence (PDE702 Pg 188): Check YEAR 2019 Q5a
a) Emotional feelings in the adolescence years are deeper and longer lasting than during childhood or even adulthood.
b) Adolesecnt sometimes hide emotions by substituting them with others, e.g. fear becomes shyness and anger.
c) Small annoyances produce major emotional outburst, because at this stage, the adolescent is going through other major changes, physically and psychologically.

6

Maturation refers to progress towards maturity or adulthood (PDE702 Pg 192). Check YEAR 2019 Q6b
Processes of maturation and aging (PDE702 Pg 193)
a) Human organism undergoes wear and tear as it advances in age.
b) Aging is characterised with an increase in homeostatic faults i.e. PH and sugar levels. Some diseases are associated with this
c) People with grand-parents who live long also tend to live even longer than their grand-parents.
d) Aging may be due to external factors such as diseases, viruses, rural living and radiation.

" + mySubjectSelected + " " + myClassSelected + "

February 2022 (BAY States: Borno, Adamawa and Yobe)

1

" + weekNum + "

Differentiate between maturation, growth and development.

2

" + weekNum + "

The physical development of adolescents starts with the onset of puberty. Enumerate and explain four changes that occur in both boys and girls during puberty.

3

" + weekNum + "

Environment implies all factors influencing the development of an individual right from the time of conception. Justify this statement by explaining four (4) environmental factors that affect growth and development.

4

" + weekNum + "

State and explain briefly the stages of cognitive development according to Jean Piaget

5

" + weekNum + "

As a teacher trainee, state any five (5) ways that you can use to cater for individual differences among your learners.

6

" + weekNum + "

Give and discuss two (2) reasons why a teacher should study Developmental Psychology.

" + mySubjectSelected + " " + myClassSelected + "

1

Maturation refers to a process of gradual unfolding of the inborn potentialities or traits present in the individual because of hereditary endowment (PDE702 Pg 77).
· Maturation is the net sum of the effects operating in a self-limited life-cycle (PDE702 Pg 77).
· Maturation also refers to progress towards adulthood. Maturation thus comes with age (PDE702 Pg 193).
· Maturation could be physical, psychological, or social (PDE702 Pg 199).
· Maturation brings about optimal social functioning as an adult (PDE702 Pg 199).
· Growth refers to quantitative changes (such as physical and mental changes) in an organism (PDE702 Pg 77).
· Growth also involves permanent increase in size and structure of organisms (PDE702 Pg 77).
· Development refers to a series of orderly changes in the physical status of an individual. It occurs in body size i.e. weight and height; body proportions i.e. shapes as a result of changes in body size (PDE702 Pg 109).
In summary:
Maturation could be physical, psychological, or social (PDE702 Pg 199). While growth involves quantitative changes (such as physical and mental changes) in an organism (PDE702 Pg 77). On the other hand, development refers to a series of orderly changes in the physical status of an individual. It occurs in body size i.e. weight and height; body proportions i.e. shapes as a result of changes in body size (PDE702 Pg 109).

2

Puberty refers to the onset of adolescence, which generally occurs around the age of 11 – 12 years for girls and at around 13 – 14 years for boys . The changes that occur in boys and girls during puberty are as follow. Check YEAR 2019 Q4(c)
(i) The enlargement and maturation of the testicles, penis, scrotum, seminal vesicles and prostrate gland, which generally occur around the age of 12 years.
(ii) Pubic hairs appear first with underarm and facial hairs following later.
(iii) Boys begin to put on weight, height and muscles as described under growth spurts, at around 13 or 14 years.
(iv) The shoulders start to broaden and testicles begin to produce sperm.
(v) The ejaculation associated with “wet dreams” occurs at night.
(vi) Their voices also change and “crack”.
(vii) In girls, puberty begins with the enlargement of breasts, maturation of ovaries, fallopian tubes, uterus and vagina.
(viii) Hips broaden and thin layer of fat develops under the skin.
(ix) Menstruation starts between the ages of 12 and 14 years but sometimes earlier.
(x) The first menstruation tends to be irregular, sometimes accompanied by headaches, irritability and cramps. Girls need to be told and be prepared for this; otherwise, they may find menstruation very upsetting especially for the early developers.

3

Environment implies all factors influencing the development of an individual right from the time of conception (PDE702 Pg 89)
a) Diet and health of the mother when the child is in the womb
b) Home influences: The family has a very strong and long lasting influence on the developing child.
c) Institutions: These include school, church and neighborhood influences
d) Effects of climates,
e) Geographical location: Evidence abounds of Nigerian athletes or students who perform poorly at home but traveled abroad to become stars.
f) All things that stimulate the senses

4

Piaget theory argues that we have to conquer four stages of cognitive development. These are the sensory motor stage, the preoperational stage, the concrete operational stage and the formal operational stage. Check YEAR 2019 Q2b, YEAR 2017 Q5

5

They include the following: Check YEAR 2015 Q4, YEAR 2013 Q4b
Individual differences table Year 2013 Question 4b
S/N Individual differences Ways teachers can cater for them
1 Differences in Physique and Sex: Some children are boys others are girls. Some children are tall others short. Some are fat others are slim. Boys and girls may perform differently in certain subjects. The classroom teacher should take note of differences in physique and sex. He should make arrangements so that the smaller children sit where they can see the board. During Physical Education lessons, you should bear in mind the size, strength and sex of the children when grouping them for exercises.
2 Differences in Intelligence: Intelligence is a factor of heredity and parents differ from one another. Also, environment differs among children which also influence their level of intelligence. Teachers should exercise a lot of patience for slow learners in the class. They regulate the teaching to suit the slow learners and also move fast on the basis of individual progress with the bright ones. They should also use a variety of methods for teaching. They should try and make use of different kinds of aids while teaching.
3 Differences in Age and Rate of Maturity: The rate at which children mature differs. Maturation and stimulation determine the readiness of a child to learn. Therefore, children should be taught a task or skill only when they are ready notwithstanding the fact that they are all in the same class.
4 Differences in Health: Some children are sickly while others are sicklers. Others by virtue of luck are very beautiful or handsome with strong health and this makes people anxious to help them. Vary the methods of teaching and make a lot of aids for the teaching of the weak pupils. Sick pupils should move at their pace while extra effort to appeal to their senses should be exploited. Medical attention should be sought for the sick ones and periodic check-up for the healthy ones.
5 Differences in Children's Background: Some children of the affluent are often exposed intellectually by the possession of different types of magazines and children's books. They enjoy good medical attention. They enjoy electricity and other modern gadgets found in their homes. A child from a poor home, no matter his intelligence, may be handicapped by his environment. The classroom teacher is to recognize the fact that children come from different homes, environments and socioeconomic backgrounds. Visual aids and visits to such places of interest may help to minimize environmental differences. Before asking your class pupils to contribute money or real things for class projects like dramatization, make sure each child can afford to execute his own assignment.
6 Differences in Character: Some children differ in disposition. This difference is both genetic and environmental. A child may be a confident child and would grow up as a confident adult. As a teacher, it is your duty to remember the differences in disposition and character among your children when you teach them.

6

a) To help teachers understand that every child has a unique pattern of growth. (PDE702 Pg 78)
b) To help teachers appreciate individual differences amongst children. Children are at various levels of developments meaning they cannot all perform the same developmental tasks (PDE702 Pg 82)

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Describe the concept of conception.

1. (b)

" + weekNum + "

Briefly explain the stages of monthly development at the Pre-Natal Stage.

2. (a)

" + weekNum + "

List ten (10) factors affecting personality development among children.

2. (b)

" + weekNum + "

State and briefly explain the four (4) stages of cognitive development according to Jean Piaget.

3. (a)

" + weekNum + "

Identify any five (5) lessons that can be learnt from the study of intellectual development.

3. (b)

" + weekNum + "

Enumerate eight (8) ways of stimulating intellectual development.

4. (a)

" + weekNum + "

Briefly explain the concept of Adolescence and Puberty.

4. (b)

" + weekNum + "

Identify the Social characteristics of Adolescence and their Educational implications.

4. (c)

" + weekNum + "

Enumerate the changes that occur in both boys and girls during puberty.

5. (a)

" + weekNum + "

Outline three (3) emotional characteristics of Adolescence.

5. (b)

" + weekNum + "

Examine three (3) Educational Implications of Adolescence.

6. (a)

" + weekNum + "

Examine the concept 'Adulthood'.

6. (b)

" + weekNum + "

Briefly discuss four (4) processes of Maturation and Aging in Adulthood.

6. (c)

" + weekNum + "

Examine three (3) developmental tasks in Adulthood according to Robert Harvighurst.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Fertilization brings about conception. Conception marks the beginning of human development This beginning of human development is called pre-natal stage and usually lasts for nine (9) months. Conception takes place when a sperm from the man fuses with the egg (ovum) from a female to form a zygote.

1 (b)

Stages of monthly development at the pre-natal stage . Check YEAR 2022 Q1, YEAR 2019 Q1b
Stages
First Month
Second Month
Third Month
Fourth Month
Fifth Month
Sixth Month
Seventh Month
Eight Month
Ninth Month

2 (a)

Personality refers to the peculiar thinking of an individual, his emotions and behaviours in adapting to the world . The factors that help build personality include the following. Check YEAR 2019 Q2a, YEAR 2016 Q3, YEAR 2014 Q4b, YEAR 2013 Q5b, YEAR 2019 Q2a
(i) The Home
(ii) The School
(iii) Personal Experiences
(iv) Cultural Influence
(v) The Peer Group
(vi) The Child's needs and motives
(vii) Emotional stability
(viii) Extraversion
(ix) Openness to experience
(x) Agreeableness
(xi) Conscientiousness
(xii) Person-situation interaction

2 (b)

Piaget theory argues that we have to conquer four stages of cognitive development. These are the sensory motor stage, the preoperational stage, the concrete operational stage and the formal operational stage. Check YEAR 2021 Q4, YEAR 2019 Q2b, YEAR 2017 Q5

3 (a)

Lessons from the Study of Intellectual Development (PDE702 Pg 143)
i. We have learnt that intelligence increases with greater stimulation. This means that the teacher has the responsibility of training, teaching and stimulating the children to higher levels of intellectual functioning.
ii. We have learnt that intelligence has many components. Children also study many subjects in primary school. Therefore, we can use these subjects to stimulate intellectual development.
iii. We have learnt that our children are somewhat slow in their intellectual development. Therefore, teachers have to try to make all our children who are capable to move at their best pace.
iv. We have learnt from Piaget that children's progress depends on their own activities. Our children should be allowed greater freedom for activities.
v. We now know the various attributes of higher intellectual functioning so we can identify, assess and promote them.
vi. We have been told that one stage of cognitive development leads to another, so there can be no skips in certain aspects of knowledge.
vii. Piaget emphasizes play in his studies. The implication of this is that we should employ the play way method particularly in the nursery and early primary classes. The method will be more meaningful with the use of symbols or concrete objects. It is even advisable to use the informal more than the formal approach for the young primary school children to give them the much needed freedom for effective learning.
viii. Children often like to imitate others. The implication of this is that teachers shouldlay good examples worth emulating.

3 (b)

Ways of stimulating intellectual development . Check YEAR 2022 Q3, YEAR 2019 Q3b
(i) Facilitating Intellectual Performance: The teacher should set up situations that provoke thinking.
(ii) Providing Practice in Grouping and Organization: The teacher and the children could bring a collection of objects for grouping.
(iii) Finding and Establishing Relationships: This is an extension of grouping and takes the practice in grouping to a higher level.
(iv) Problem Solving: Children can solve problems but they need practice with familiar problems. Help them to spot problems in the class, the school and the environment. Let the children find some more everyday problems. Then help children in focusing on and trying out possible solutions.
(v) Training to Hasten Conservation Ability: Identify tasks that you can use to train children to hasten conservation ability in quantity, volume, e.t.c.
(vi) Practice being Flexible: Try and establish in children the attitude that things can be done in different ways.
(vii) Give Children Opportunity to Do Things Independently
(viii) Monitoring Own Thinking: Estimation is important in monitoring the way we think.

4 (a)

· Adolescence is the process of growing up both physically and psychologically which starts with puberty and ends up with adulthood . It is the period when the maturing of the sexual organs (puberty) begins and continues to adulthood; (12 or 13 years of age until 18 years). While puberty comprises a “series of physical and physiological changes which convert children into adults, capable of reproduction”. (PDE702 Pg 167)
· Adolescence “is the process of growing up, both physically and psychologically ending in adulthood” . Puberty on the other hand refers to the onset of adolescence, which generally occurs around the age of 11 – 12 years for girls and at around 13 – 14 years for boys. (PDE702 Pg 176)

4 (b)

Check YEAR 2022 Q4, YEAR 2019 Q4b
Social Characteristics of Adolescent (PDE702 Pg 181)
a) The major social task of the adolescent is the development of personal identity. During childhood, the parent assumed a dominant role in the child's personality but the adolescent requires more independence. Questions like `Who am I? How will I fit into this plan?' begin to come from the adolescent.
b) Another characteristic of the adolescent's social development is the increased influence of peer groups. Adolescents, as we know, remain most of the time with their peer groups. The peer group to a great extent determines the adolescent's social relationships. His interests, attitudes and values are all influenced by his peers. He does anything for the sake of pleasing his peers.
c) Social relationship in adolescence is heterosexual in nature. In late childhood, boys play with boys while girls tend to play with girls. But in adolescence, boys and girls become friends based on their common interests.
d) The structure of social relationship takes different forms. For example: Chums or Friends, Cliques, Crowds, Organized Groups, and Gang.
Educational Implications of Social Characteristics in Adolescent (PDE702 Pg 182)
a) 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.
b) Peer teaching and group assignments should be exploited to the full.
c) 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.
d) The schools should have guidance and counselling experts to guide these adolescents.

4 (c)

Puberty refers to the onset of adolescence, which generally occurs around the age of 11 – 12 years for girls and at around 13 – 14 years for boys . The changes that occur in boys and girls during puberty are as follow. Check YEAR 2022 Q2, YEAR 2019 Q4c
a) The enlargement and maturation of the testicles, penis, scrotum, seminal vesicles and prostrate gland, which generally occur around the age of 12 years.
b) Pubic hairs appear first with underarm and facial hairs following later.
c) Boys begin to put on weight, height and muscles as described under growth spurts, at around 13 or 14 years.
d) The shoulders start to broaden and testicles begin to produce sperm.
e) The ejaculation associated with 'wet dreams' occurs at night.
f) Their voices also change and 'crack'.
g) In girls, puberty begins with the enlargement of breasts, maturation of ovaries, fallopian tubes, uterus and vagina.
h) Hips broaden and thin layer of fat develops under the skin.
i) Menstruation starts between the ages of 12 and 14 years but sometimes earlier.
j) The first menstruation tends to be irregular, sometimes accompanied by headaches, irritability and cramps. Girls need to be told and be prepared for this; otherwise, they may find menstruation very upsetting especially for the early developers.

5 (a)

Emotional Characteristics of Adolescence (PDE702 Pg 188): Check YEAR 2022 Q5, YEAR 2019 Q5a
(i) Emotional feelings in the adolescence years are deeper and longer lasting than during childhood or even adulthood.
(ii) Adolesecnt sometimes hide emotions by substituting them with others, e.g. fear becomes shyness and anger.
(iii) Small annoyances produce major emotional outburst, because at this stage, the adolescent is going through other major changes, physically and psychologically.

5 (b)

Educational Implications of Emotions in Adolescent (PDE702 Pg 189)
(i) Teachers must promote the emotions of love, tenderness rest, joy, pleasure humour and laughter to facilitate mental health among learners.
(ii) Moods created by emotional experiences last for a long time in many adolescents. The moods inhibit their disposition to learn.
(iii) Teachers should understand that emotional reactions such as fear, anxiety, guilt, jealousy and anger can inhibit bodily functions growth and even learning, therefore teachers must learn to satisfy the emotional needs of children.

6 (a)

An adult may be seen as an individual who has attained the age of maturity with full capacity to produce off-springs. (PDE702 Pg 192)

6 (b)

Maturation refers to progress towards maturity or adulthood (PDE702 Pg 192). Check YEAR 2022 Q6, YEAR 2019 Q6b
Processes of maturation and aging (PDE702 Pg 193)
(i) Human organism undergoes wear and tear as it advances in age.
(ii) Aging is characterised with an increase in homeostatic faults i.e. PH and sugar levels. Some diseases are associated with this
(iii) People with grand-parents who live long also tend to live even longer than their grand-parents.
(iv) Aging may be due to external factors such as diseases, viruses, rural living and radiation.

6 (c)

Robert Havighurst (1972) postulated three levels of developmental tasks which an individual faces in his development from early adulthood to late adulthood (PDE702 Pg 197)

" + mySubjectSelected + " " + myClassSelected + "

Saturday 10th August 2019

1. (a)

" + weekNum + "

Describe the concept of conception.

1. (b)

" + weekNum + "

Briefly explain the stages of monthly development at the Pre-Natal Stage.

2. (a)

" + weekNum + "

List ten (10) factors affecting personality development among children.

2. (b)

" + weekNum + "

State and briefly explain the four (4) stages of cognitive development according to Jean Piaget.

3. (a)

" + weekNum + "

Identify any five (5) lessons that can be learnt from the study of intellectual development.

3. (b)

" + weekNum + "

Enumerate eight (8) ways of stimulating intellectual development.

4. (a)

" + weekNum + "

Briefly explain the concept of Adolescence and Puberty.

4. (b)

" + weekNum + "

Identify the Social characteristics of Adolescence and their Educational implications.

4. (c)

" + weekNum + "

Enumerate the changes that occur in both boys and girls during puberty.

5. (a)

" + weekNum + "

Outline three (3) emotional characteristics of Adolescence.

5. (b)

" + weekNum + "

Examine three (3) Educational Implications of Adolescence.

6. (a)

" + weekNum + "

Examine the concept 'Adulthood'.

6. (b)

" + weekNum + "

Briefly discuss four (4) processes of Maturation and Aging in Adulthood.

6. (c)

" + weekNum + "

Examine three (3) developmental tasks in Adulthood according to Robert Harvighurst.

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1 (a)

Fertilization brings about conception. Conception marks the beginning of human development This beginning of human development is called pre-natal stage and usually lasts for nine (9) months. Conception takes place when a sperm from the man fuses with the egg (ovum) from a female to form a zygote.

1 (b)

Stages of monthly development at the pre-natal stage . Check YEAR 2022 Q1, YEAR 2019 Q1b
Stages
First Month
Second Month
Third Month
Fourth Month
Fifth Month
Sixth Month
Seventh Month
Eight Month
Ninth Month

2 (a)

Personality refers to the peculiar thinking of an individual, his emotions and behaviours in adapting to the world . The factors that help build personality include the following. Check YEAR 2019 Q2a, YEAR 2016 Q3, YEAR 2014 Q4b, YEAR 2013 Q5b, YEAR 2019 Q2a
(i) The Home
(ii) The School
(iii) Personal Experiences
(iv) Cultural Influence
(v) The Peer Group
(vi) The Child's needs and motives
(vii) Emotional stability
(viii) Extraversion
(ix) Openness to experience
(x) Agreeableness
(xi) Conscientiousness
(xii) Person-situation interaction

2 (b)

Piaget theory argues that we have to conquer four stages of cognitive development. These are the sensory motor stage, the preoperational stage, the concrete operational stage and the formal operational stage. Check YEAR 2021 Q4, YEAR 2019 Q2b, YEAR 2017 Q5

3 (a)

Lessons from the Study of Intellectual Development (PDE702 Pg 143)
i. We have learnt that intelligence increases with greater stimulation. This means that the teacher has the responsibility of training, teaching and stimulating the children to higher levels of intellectual functioning.
ii. We have learnt that intelligence has many components. Children also study many subjects in primary school. Therefore, we can use these subjects to stimulate intellectual development.
iii. We have learnt that our children are somewhat slow in their intellectual development. Therefore, teachers have to try to make all our children who are capable to move at their best pace.
iv. We have learnt from Piaget that children's progress depends on their own activities. Our children should be allowed greater freedom for activities.
v. We now know the various attributes of higher intellectual functioning so we can identify, assess and promote them.
vi. We have been told that one stage of cognitive development leads to another, so there can be no skips in certain aspects of knowledge.
vii. Piaget emphasizes play in his studies. The implication of this is that we should employ the play way method particularly in the nursery and early primary classes. The method will be more meaningful with the use of symbols or concrete objects. It is even advisable to use the informal more than the formal approach for the young primary school children to give them the much needed freedom for effective learning.
viii. Children often like to imitate others. The implication of this is that teachers shouldlay good examples worth emulating.

3 (b)

Ways of stimulating intellectual development . Check YEAR 2022 Q3, YEAR 2019 Q3b
(i) Facilitating Intellectual Performance: The teacher should set up situations that provoke thinking.
(ii) Providing Practice in Grouping and Organization: The teacher and the children could bring a collection of objects for grouping.
(iii) Finding and Establishing Relationships: This is an extension of grouping and takes the practice in grouping to a higher level.
(iv) Problem Solving: Children can solve problems but they need practice with familiar problems. Help them to spot problems in the class, the school and the environment. Let the children find some more everyday problems. Then help children in focusing on and trying out possible solutions.
(v) Training to Hasten Conservation Ability: Identify tasks that you can use to train children to hasten conservation ability in quantity, volume, e.t.c.
(vi) Practice being Flexible: Try and establish in children the attitude that things can be done in different ways.
(vii) Give Children Opportunity to Do Things Independently
(viii) Monitoring Own Thinking: Estimation is important in monitoring the way we think.

4 (a)

· Adolescence is the process of growing up both physically and psychologically which starts with puberty and ends up with adulthood . It is the period when the maturing of the sexual organs (puberty) begins and continues to adulthood; (12 or 13 years of age until 18 years). While puberty comprises a “series of physical and physiological changes which convert children into adults, capable of reproduction”. (PDE702 Pg 167)
· Adolescence “is the process of growing up, both physically and psychologically ending in adulthood” . Puberty on the other hand refers to the onset of adolescence, which generally occurs around the age of 11 – 12 years for girls and at around 13 – 14 years for boys. (PDE702 Pg 176)

4 (b)

Check YEAR 2022 Q4, YEAR 2019 Q4b
Social Characteristics of Adolescent (PDE702 Pg 181)
a) The major social task of the adolescent is the development of personal identity. During childhood, the parent assumed a dominant role in the child's personality but the adolescent requires more independence. Questions like `Who am I? How will I fit into this plan?' begin to come from the adolescent.
b) Another characteristic of the adolescent's social development is the increased influence of peer groups. Adolescents, as we know, remain most of the time with their peer groups. The peer group to a great extent determines the adolescent's social relationships. His interests, attitudes and values are all influenced by his peers. He does anything for the sake of pleasing his peers.
c) Social relationship in adolescence is heterosexual in nature. In late childhood, boys play with boys while girls tend to play with girls. But in adolescence, boys and girls become friends based on their common interests.
d) The structure of social relationship takes different forms. For example: Chums or Friends, Cliques, Crowds, Organized Groups, and Gang.
Educational Implications of Social Characteristics in Adolescent (PDE702 Pg 182)
a) 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.
b) Peer teaching and group assignments should be exploited to the full.
c) 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.
d) The schools should have guidance and counselling experts to guide these adolescents.

4 (c)

Puberty refers to the onset of adolescence, which generally occurs around the age of 11 – 12 years for girls and at around 13 – 14 years for boys . The changes that occur in boys and girls during puberty are as follow. Check YEAR 2022 Q2, YEAR 2019 Q4c
a) The enlargement and maturation of the testicles, penis, scrotum, seminal vesicles and prostrate gland, which generally occur around the age of 12 years.
b) Pubic hairs appear first with underarm and facial hairs following later.
c) Boys begin to put on weight, height and muscles as described under growth spurts, at around 13 or 14 years.
d) The shoulders start to broaden and testicles begin to produce sperm.
e) The ejaculation associated with 'wet dreams' occurs at night.
f) Their voices also change and 'crack'.
g) In girls, puberty begins with the enlargement of breasts, maturation of ovaries, fallopian tubes, uterus and vagina.
h) Hips broaden and thin layer of fat develops under the skin.
i) Menstruation starts between the ages of 12 and 14 years but sometimes earlier.
j) The first menstruation tends to be irregular, sometimes accompanied by headaches, irritability and cramps. Girls need to be told and be prepared for this; otherwise, they may find menstruation very upsetting especially for the early developers.

5 (a)

Emotional Characteristics of Adolescence (PDE702 Pg 188): Check YEAR 2022 Q5, YEAR 2019 Q5a
(i) Emotional feelings in the adolescence years are deeper and longer lasting than during childhood or even adulthood.
(ii) Adolesecnt sometimes hide emotions by substituting them with others, e.g. fear becomes shyness and anger.
(iii) Small annoyances produce major emotional outburst, because at this stage, the adolescent is going through other major changes, physically and psychologically.

5 (b)

Educational Implications of Emotions in Adolescent (PDE702 Pg 189)
(i) Teachers must promote the emotions of love, tenderness rest, joy, pleasure humour and laughter to facilitate mental health among learners.
(ii) Moods created by emotional experiences last for a long time in many adolescents. The moods inhibit their disposition to learn.
(iii) Teachers should understand that emotional reactions such as fear, anxiety, guilt, jealousy and anger can inhibit bodily functions growth and even learning, therefore teachers must learn to satisfy the emotional needs of children.

6 (a)

An adult may be seen as an individual who has attained the age of maturity with full capacity to produce off-springs. (PDE702 Pg 192)

6 (b)

Maturation refers to progress towards maturity or adulthood (PDE702 Pg 192). Check YEAR 2022 Q6, YEAR 2019 Q6b
Processes of maturation and aging (PDE702 Pg 193)
(i) Human organism undergoes wear and tear as it advances in age.
(ii) Aging is characterised with an increase in homeostatic faults i.e. PH and sugar levels. Some diseases are associated with this
(iii) People with grand-parents who live long also tend to live even longer than their grand-parents.
(iv) Aging may be due to external factors such as diseases, viruses, rural living and radiation.

6 (c)

Robert Havighurst (1972) postulated three levels of developmental tasks which an individual faces in his development from early adulthood to late adulthood (PDE702 Pg 197)

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1

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According to Sigmund Freud's Psychoanalytic theory, human mind is divided into three component parts, mention and explain them. (25 marks)

2

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Identify and discuss five (5) ways of stimulating intellectual development by a teacher. (25 marks)

3 a)

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Mention any four (4) pre-natal factors that influence the development of a child. (15 marks)

3 b)

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Discuss three (3) reasons why the teacher should study pre-natal development. (10 marks)

4 a)

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Describe four (4) implications of social relationship of adolescents to the classroom teacher. (10 marks)

4 b)

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Explain five (5) educational implications of adult learning to the teacher. (15 marks) WIPP

5

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List and explain Piaget's stages of cognitive development. (25 marks)

6 a)

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Define social development. (5 marks)

6 b)

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List and explain any five (5) agencies of socialisation. (20 marks)

" + mySubjectSelected + " " + myClassSelected + "

1

Three levels of consciousness
They include:
The conscious mind: We are aware presently of the content of the conscious mind.
The preconscious: We are temporarily aware of the contents of the pre-conscious mind
The unconscious mind: We are permanently unaware of the contents of the unconscious mind.

2

The mental characteristics of adolescence have some educational implications for the classroom teacher. The intellectual characteristics of adolescence have some educational implications for the classroom teacher.
1. Organize excursions for adolescents to expose them to rich experiences: This enables them to see challenging situations. For example, adolescents would like to watch a court proceeding instead of a lecture on the concept of justice.
2. Provide libraries for adolescents
3. Provide opportunities for free discussion and independent work
4. Use problem-solving method to teach adolescents: You might ask, for example, `if you become a Commissioner for Finance in your state, suggest ways of generating new revenue for your State'. They will enjoy such assignments.
5. Use guided discovery method to teach adolescents: For example the teacher could guide an adolescent class through a project aimed at solving community water problem. Most of the thinking could be done by the adolescents.
0
Avoid skipping any stage of cognitive development, because each lower stage has influence on the next stage.
Stimulating the students by questioning instead of giving them mere instructions.
Encouraging the students to study very wide.
Encouraging the primary school children to study many subjects.
Inspiring the students to imitate others with good role model.
i. Intelligence increases with greater stimulation. Teachers should place emphasis on stimulation rather than giving mere instructions.
ii. The teacher should encourage the children to study many subjects in primary school to stimulate their intellectual development.
iii. From Piaget theory, children's progress depends on their own activities. Our children should be allowed greater freedom for activities.
iv. Piaget emphasizes play in his studies. The implication of this is that we should employ the play way method particularly in the nursery and early primary classes.
v. Our children are somewhat slow in their intellectual development. Therefore, teachers have to try to make all our children who are capable to move at their best pace.
vi. One stage of cognitive development leads to another, so there can be no skips in certain aspects of knowledge.
vii. Children often like to imitate others. The implication of this is that teachers should lay good examples worth emulating.
viii. There are various attributes of higher intellectual functioning. Therefore, teachers can identify, assess and promote them.

3 (a)

FACTORS THAT AFFECT PRE-NATAL DEVELOPMENT finish
1. Nutrition: Good nutrition, provided by a balanced diet, helps the unborn baby to develop optimally. Nutrients help to provide the building materials and energy to support rapid cell growth and development throughout pregnancy. But prolonged malnutrition may lead to Minimum Brain Dysfunction (MBD), still births, miscarriage, and low birth weight. For MBD, the child appears normal in every respect except that there are slight defects or damage in the brain. Learning of certain types of materials can be affected in later years.
2. Age of the mother: Very young mothers and old mothers tend to have complications. Research has found that young adolescent before the age of 18 years and first time mothers after 35 years tend to have problems and difficult labour. Although many older mothers have normal babies, there is greater likelihood of their giving birth to ‘mongoloid’ children. _Mongolism_ is a condition where the children are mentally retarded and do not have normal facial features.
3. Accident: But if she falls from a bicycle or is involved in an accident or a fight where she experiences heavy impacts, the baby may be affected. The placenta may be partly detached or completely cut. Certainly the development of the baby will be affected if the placenta becomes inefficient so that brain damage, small size or premature birth may result.
4. Alcohol, Tobacco and Smoke: Generally, the babies of women who drink and smoke heavily are smaller. Small babies stand a higher risk of infections after birth than bigger babies.
5. Blood Incompatibility: Sometimes certain blood factors of the father and mother of a baby do not agree. One such factor is known as Rh factor (Rhesus factor). If there is such disagreement or incompatibility, some complications result in such a way that miscarriage may occur or the baby may experience health problems.
6. Drugs: Drugs have to be used carefully during pregnancy because they too can have serious consequences. A German drug, thalidomide, which was prepared to help pregnant women cope with ‘morning sickness’ resulted in the birth of babies with physical defects. So many of the babies were born without arms and legs.
On the other hand, certain drugs which were medically prescribed for mothers whose pregnancies were threatened helped to make their children grow well. Research results show that generally they performed better than other primary school children in school work.
7. Difficult labour: This sometimes causes poor supply of oxygen to the brain cells . threfeore, some brain cells die off. The child then suffers from MBD (Minimal Brain Damage) or even mental retardation which is more severe. Later in class the child is unable to learn certain subjects. Sometimes, physical defects such as disfigured limbs, occur. These defects can last throughout life.
This can lead to physical handicaps such as disfigured limbs, permanent damage of brain and eyesight. Directly and indirectly, such handicaps influence the way the children see themselves, that is, their self-concept - and the way they relate to other children. If this is so, the children in our classes cannot learn well. Even when we cannot see the damage, learning problems do occur. The teacher has a big responsibility not only in helping to educate people but in helping children who could have suffered from ill effects of pre-natal factors.
8. Emotional stress: Emotional shock and stress may reduce her appetite and so the quality and quantity of nutrients also become reduced. Even if she eats well, her body may refuse to utilize the food well. There is evidence to show that certain deformities may occur, the baby will be small. There could be mental retardation and some other nervous system disorders such as epilepsy. There could also be other physical defects.
9. Health: When the pregnant mother is healthy, the unborn baby develops normally. But, poor health of the mother can affect her ability to nourish and protect the unborn baby.
10. Irradiation (the use of x-ray): The use of x-ray and ‘burning’ effect of similar materials is to be discouraged. Only the medical doctor should order an x-ray to be taken when necessary. If for some reason the x-ray is taken in the first trimester of pregnancy, some cells might be destroyed. Without replacements, the baby could be deformed. The eyes and the brain are usually the badly affected organs. The heart and respiratory system too can be affected.

3 (b)

Why do the teachers need to know about an unborn child if their job is in the classroom?
Studying the growth and development of the child becomes necessary because
1. to understand a child as he/she is presently, we must understand what had gone before.
2. the knowledge of the child as he/she is presently will assist the teacher in guiding his/her future.
3. knowing what happened during the early stages of development will help the teacher to give appropriate remedy to later learning difficulties.
Give 2 reasons why a teacher should study pre-natal development.
1. To enable him understand the child as he/she is presently.
2. A knowledge of the child as he/she is presently will assist the teacher in guiding his/her future.
Wip702

4 (a)

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.

4 (b)

Wip702 Work in Progress WIPP

5

Piaget theory argues that we have to conquer four stages of cognitive development. These are the sensory motor stage, the preoperational stage, the concrete operational stage and the formal operational stage. Check YEAR 2021 Q4, YEAR 2019 Q2b
Talking about cognitive development theory, Jean Piaget (1896-1980) appeared to be the most outstanding .
Stage Age Explanation
WE = Children
The sensory motor stage Birth – 2 (or 3) We start with simple reflexes and soon after we develop our own habits.
We become aware of things beyond our own body.
We learn to do things intentionally.
A key milestone is the development of working memory. In Piaget terms, our realisation of object permanence.
We developed patterns of behavior, which we know as schema (and plural schemata).
Six distinct stage boundaries associated with this period (Osarenren, 2001)
1 Modification of reflexes (0-1 month)
2 Primary circular Reactions (1-4 months)
3 Secondary circular reactions (4-8 months)
4 Coordination of secondary circular reactions. (8-12 months)
5 Tertiary Circular Reactions (12-18 months)
6 Beginning of Representational thought (18-24 months)
The pre-operational stage 2 – 7 We start becoming curious about everything. We want to taste things, smell things, etc.
We perceive the world only from our own point of view.
The child’s thinking is not reversible at this stage. For example, he cannot move from 3 + 5 = 8 to 8 – 3 = 5
Our vocabulary increases rapidly including the ability to understand and use words.
Children’s language development at this stage develops faster if adults communicate with them a great deal. This can be done through talks, reading stories, singing songs, or nursery rhymes. Learning at this stage is intuitive with the child relying a lot on internal impulses, which are revealed in monologues – child talking to self and performing acts.
The Concrete operational stage 7 – 11 We believe a lot of fantasies.
We learn to speak and understand images and objects
We love to play pretend
We become very curios and ask many questions at about age 4
We want to know everything. This the birth of primitive reasoning. Piaget calls it the intuitive age.
Our thinking at this stage is pretty egocentric. We think others see the world like we do and still don’t understand they see it differently.
We finally discover logic.
And We develop concrete cognitive operations such as sorting objects in certain order. One of this is inductive reasoning.
Our brain learns how to rearrange our thought.
We now learn that we can reverse an action by doing the opposite.
We are now able to think logically.
However, we cannot think in abstract logical terms.
The formal operational stage 12 – adulthood We begin to understand abstract concepts such as success and failure; love and hate.
Our brain can now do deductive reasoning.
Which means we can compare two statements and reach a logical generalisation.
We can plan our life systematically and prioritise.
We can make assumptions.
We can philosophise
Piaget believed in lifelong learning but insists the formal operational stage is the final stage of our cognitive development.
We can think in abstract form.
We can now think of things that do not really exist.
The key patterns of reasoning at this stage are:
(1) Combinational Reasoning
(2) Proportional Reasoning
(3) Probabilistic Reasoning
(4) Correlational Reasoning

6 (a)

It is defined as a way people develop their social and emotional skills across lifespan, with particular attention to childhood and adolescence. Healthy social development allows us to form positive relationships with family, friends, teachers, and other people in our lives. As we mature, we learn to better manage our own feelings and needs and to respond appropriately to the feelings and needs of others.
Social development can be effected by a child’s personality, the opportunities they have for social interaction, behaviors learned from parents, and developmental disorders. For example, a child who has a short temper and who witnesses violence in the home may have trouble learning how to play well with other kids.
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.

6 (b)

Agents of socialisation
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 .

" + mySubjectSelected + " " + myClassSelected + "

1

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List and explain the four (4) stages of Piaget's theory of cognitive development. (25 marks)

2

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List and discuss the factors that can affect pre-natal development and their educational implications for teachers. (25 marks)

3

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List and explain five (5) factors affecting personality development among children. (25 marks)

4

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Explain any two (2) roles of nature and three (3) of nurture in human development. (25 marks)

5

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Briefly explain the following principles of development: (a) Cephalocaudal growth patterns; (b) Proximodistal growth patterns; (c) Principles of differentiation; (d) Principles of asynchronous growth or split growth; and (e) Principles of discontinuity of growth. (25 marks)

6

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Enumerate and explain any five (5) developmental tasks of adolescents and their implications to classroom instructions. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1

Stage Age Explanation
WE = Children
The sensory motor stage Birth – 2 (or 3) We start with simple reflexes and soon after we develop our own habits.
We become aware of things beyond our own body.
We learn to do things intentionally.
A key milestone is the development of working memory. In Piaget terms, our realisation of object permanence.
We developed patterns of behavior, which we know as schema (and plural schemata).
Six distinct stage boundaries associated with this period (Osarenren, 2001)
1 Modification of reflexes (0-1 month)
2 Primary circular Reactions (1-4 months)
3 Secondary circular reactions (4-8 months)
4 Coordination of secondary circular reactions. (8-12 months)
5 Tertiary Circular Reactions (12-18 months)
6 Beginning of Representational thought (18-24 months)
The pre-operational stage 2 – 7 We start becoming curious about everything. We want to taste things, smell things, etc.
We perceive the world only from our own point of view.
The child’s thinking is not reversible at this stage. For example, he cannot move from 3 + 5 = 8 to 8 – 3 = 5
Our vocabulary increases rapidly including the ability to understand and use words.
Children’s language development at this stage develops faster if adults communicate with them a great deal. This can be done through talks, reading stories, singing songs, or nursery rhymes. Learning at this stage is intuitive with the child relying a lot on internal impulses, which are revealed in monologues – child talking to self and performing acts.
The Concrete operational stage 7 – 11 We believe a lot of fantasies.
We learn to speak and understand images and objects
We love to play pretend
We become very curios and ask many questions at about age 4
We want to know everything. This the birth of primitive reasoning. Piaget calls it the intuitive age.
Our thinking at this stage is pretty egocentric. We think others see the world like we do and still don’t understand they see it differently.
We finally discover logic.
And We develop concrete cognitive operations such as sorting objects in certain order. One of this is inductive reasoning.
Our brain learns how to rearrange our thought.
We now learn that we can reverse an action by doing the opposite.
We are now able to think logically.
However, we cannot think in abstract logical terms.
The formal operational stage 12 – adulthood We begin to understand abstract concepts such as success and failure; love and hate.
Our brain can now do deductive reasoning.
Which means we can compare two statements and reach a logical generalisation.
We can plan our life systematically and prioritise.
We can make assumptions.
We can philosophise
Piaget believed in lifelong learning but insists the formal operational stage is the final stage of our cognitive development.
We can think in abstract form.
We can now think of things that do not really exist.
The key patterns of reasoning at this stage are:
(1) Combinational Reasoning
(2) Proportional Reasoning
(3) Probabilistic Reasoning
(4) Co relational Reasoning

2

FACTORS THAT AFFECT PRE-NATAL DEVELOPMENT
a) Nutrition: Good nutrition, provided by a balanced diet, helps the unborn baby to develop optimally. Nutrients help to provide the building materials and energy to support rapid cell growth and development throughout pregnancy. But prolonged malnutrition may lead to Minimum Brain Dysfunction (MBD), still births, miscarriage, and low birth weight. For MBD, the child appears normal in every respect except that there are slight defects or damage in the brain. Learning of certain types of materials can be affected in later years.
b) Age of the mother: Very young mothers and old mothers tend to have complications. Research has found that young adolescent before the age of 18 years and first time mothers after 35 years tend to have problems and difficult labour. Although many older mothers have normal babies, there is greater likelihood of their giving birth to ‘mongoloid’ children. _Mongolism_ is a condition where the children are mentally retarded and do not have normal facial features.
c) Accident: But if she falls from a bicycle or is involved in an accident or a fight where she experiences heavy impacts, the baby may be affected. The placenta may be partly detached or completely cut. Certainly the development of the baby will be affected if the placenta becomes inefficient so that brain damage, small size or premature birth may result.
d) Alcohol, Tobacco and Smoke: Generally, the babies of women who drink and smoke heavily are smaller. Small babies stand a higher risk of infections after birth than bigger babies.
e) Blood Incompatibility: Sometimes certain blood factors of the father and mother of a baby do not agree. One such factor is known as Rh factor (Rhesus factor). If there is such disagreement or incompatibility, some complications result in such a way that miscarriage may occur or the baby may experience health problems.
f) Drugs: Drugs have to be used carefully during pregnancy because they too can have serious consequences. A German drug, thalidomide, which was prepared to help pregnant women cope with ‘morning sickness’ resulted in the birth of babies with physical defects. So many of the babies were born without arms and legs.
On the other hand, certain drugs which were medically prescribed for mothers whose pregnancies were threatened helped to make their children grow well. Research results show that generally they performed better than other primary school children in school work.
g) Difficult labour: This sometimes causes poor supply of oxygen to the brain cells . threfeore, some brain cells die off. The child then suffers from MBD (Minimal Brain Damage) or even mental retardation which is more severe. Later in class the child is unable to learn certain subjects. Sometimes, physical defects such as disfigured limbs, occur. These defects can last throughout life.
This can lead to physical handicaps such as disfigured limbs, permanent damage of brain and eyesight. Directly and indirectly, such handicaps influence the way the children see themselves, that is, their self-concept - and the way they relate to other children. If this is so, the children in our classes cannot learn well. Even when we cannot see the damage, learning problems do occur. The teacher has a big responsibility not only in helping to educate people but in helping children who could have suffered from ill effects of pre-natal factors.
h) Emotional stress: Emotional shock and stress may reduce her appetite and so the quality and quantity of nutrients also become reduced. Even if she eats well, her body may refuse to utilize the food well. There is evidence to show that certain deformities may occur, the baby will be small. There could be mental retardation and some other nervous system disorders such as epilepsy. There could also be other physical defects.
i) Health: When the pregnant mother is healthy, the unborn baby develops normally. But, poor health of the mother can affect her ability to nourish and protect the unborn baby.
j) Irradiation (the use of x-ray): The use of x-ray and ‘burning’ effect of similar materials is to be discouraged. Only the medical doctor should order an x-ray to be taken when necessary. If for some reason the x-ray is taken in the first trimester of pregnancy, some cells might be destroyed. Without replacements, the baby could be deformed. The eyes and the brain are usually the badly affected organs. The heart and respiratory system too can be affected.

3

Factors that affect personality development . These are almost the same as agents of socialization. Check YEAR 2022 Q2, YEAR 2019 Q2a, YEAR 2014 Q4b, YEAR 2013 Q5b
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.

4

The child is a product of both nature and nurture. This implies that the hereditary factors interplay with the environmental factors to determine how the child grows and develops . That is, an individual at any stage of his development is the product of organic and environmental factors working hand in hand.
The genetic factors set the limits while environmental factors complement genetic endowment. At conception, the individual is endowed with all potentialities. However, the environment has the last word .
Roles of nature in human development
1. The hereditary factors are carried on genes found in chromosomes of the germ cells In other words, genes are the bearers of hereditary factors.
2. The normal body cell (Somatic cells) of an adult contains 23 pairs of chromosomes (2n) i.e. diploid number. Nature has a mechanism to maintain the diploid condition (2n) in individuals. This is done through Meiosis, a type of cell division which tends to divide an initial cell into halves having half the number of the 23 pairs of chromosomes i.e. 23 (n).
3. Genetic study of children has shown that development follows a fixed pattern. These patterns are ordered in nature. These are called the principles of development. There are about eight principles of development.
Roles of nurture in human development
Even where an individual has a good genetic make-up, it requires a conducive environment to nurture it to maturity. That identical twins have different personalities is caused by the environmental factors.
i. Language: The child's competences in language depends on the way he is taught language in the home, in school etc.
ii. Social relationship: How the child relates with people depends on his experiences and the skills which he has for interacting with people.
iii. Motor skills: Although the child does not need to be taught how to crawl, stand, walk, how he performs many skills depends on the environment. For example, we can all walk but you will agree that marching which is a kind of walking has to be learnt. If you have watched the march past during Children's Day or Independence Day celebrations you will understand what I mean. The same thing applies to many other motor skills - jumping, throwing etc.
iv. Intellectual ability: Even though we have said that heredity has a strong influence, the child has a strong influence, the child has to be stimulated for intellectual development to progress well.
v. Physical development: Environment cannot change the physical structure except there is an incident and a limb or other part is completely destroyed. But how well a child grows depends on the nutrients and generally healthy conditions free from infections and other debilitating hazards.
vi. Moral values and judgment are learnt in the family and the home in which the children live. The way we are attached to our families and kin group here, the way we respect elders in our communities are not universal. They are important to us in our environment.
vii. Nutrition and balanced diet. Balanced diet is very important during the period of fast growth.
viii. Community support: Opportunity offered to the child in his community also matters i.e. bicycles, good diet, games, etc, helps in developing good physical fitness .
0

5

The general principles of development are explained as follows: Check YEAR 2023 Q1, YEAR 2013 Q3b
1. Cephalocaudal growth patterns: Development spread over the body from head to foot. This means that improvement in structures and functions come first in the head area, then in the trunk and leg region. The head develops and achieves its final forms before the trunk and the legs.
2. Proximodistal growth patterns: This principle holds that development proceeds from the central axis of the body towards the extremities. Structure therefore precedes function.
3. Principles of differentiation: Development proceeds from simple to complex, from homogenous to heterogeneous and from general to specific (from general and diffuse responses to more differentiated and specific ones). In both mental and motor responses, general activities always precede specific activities. In any postnatal life, the infant can move its whole body but incapable of specific responses. The baby can wave his arms, in general movement before he/she is capable of any specific reaching. In speech, the baby learns the general words before specific words e.g. he/she learns to use the word toy before learning to call each toy by its name. He/she calls every man ‘Daddy’.
4. Principles of asynchronous growth or split growth: It holds that the different parts of the body have their own period of rapid and slow growth; and that each reaches its own mature size at its own time.
5. Principles of discontinuity of growth: It posits that the rate of growth changes at different periods. There are periods of acceleration and deceleration of growth. In brief, there are four stages of growth comprising 2 rapid and 2 slow stages viz:
Period Rate of growth
From To
Birth 2 years Rapid
2 years Puberty Slow
Puberty 16 years Rapid
16 years Maturity Slow
Patterns of physical growth
1. Somatic pattern: It refers to body growth as shown in the table able.
2. Neural growth pattern: It refers to growth in the nervous systems, e.g. the brain.
3. Sexual pattern of development: This refers to primary and secondary sex characteristics. These are not usually developed until the time of procreation. Nature delays the ability to give birth to children till the young people are physically, socially and psychologically ready for it. When the stage of maturity is attained, the characteristics develop very rapidly.

6

Developmental tasks of Adolescence by Harvighurst (1972). Check YEAR 2013 Q6, YEAR 2019 Q6c
Stage
Pre-school kindergarten
Children are curious at this stage asking questions.
Elementary grade
Learning to get along with age mates.
Developing attitudes towards social group and institutions.
Learning physical skills necessary for ordinary games.
Building wholesome attitudes towards oneself as a growing organism.
Development of fundamental skills in reading, writing and calculations.
Developing concepts necessary for everyday living.
Developing conscience, morality and scale of values.
Achieving personal independence.
Secondary grades
Achieving emotional independence from parents and other adults.
Achieving assurance of economic independence and selecting and preparing for occupation
Achieving new and more mature relation with mates of both sexes.
Accepting ones physique and using the body effectively.
Preparing for marriage and family life.
Developing intellectual skills and concepts necessary for civic competence.
Desiring and achieving socially responsible behavior.
Acquiring a set of values and an ethical system as a guide to behaviour.
Teachers should act as role models and encourage development of set values that guide behaviours.
NOTE:
In general, development tasks of the adolescents must be supported by the school curriculum to reduce confusion and conflicts that the adolescents go through. This will also guide adolescents’ successful transition into adulthood.
In adolescence, intellectual development is at its peak.

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1 a)

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Define adolescence. (5 marks)

1 b)

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Enumerate any five (5) personality needs of adolescents and explain their educational implications to teachers. (20 marks)

2 a)

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Examine adulthood and its intellectual features. (10 marks)

2 b)

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Explain any five (5) strategies that adult teachers would adopt to facilitate learning among adults. (15 marks)

3 a)

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Discuss emotion and its trends among school children. (10 marks)

3 b)

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List any five (5) possible causes of emotions among school children and suggest any five (5) ways teachers can best suppress emotional instability in their classes. (15 marks)

4

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List and explain five (5) ways teachers can cater for the individual differences in their class. (25 marks)

5 a)

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Define developmental psychology. (5 marks)

5 b)

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Briefly explain the term growth and maturation. (20 marks)

6

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Explain any five (5) ways teachers can stimulate intellectual development in their children. (25 marks)

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1 (a)

It is defined as a period in every person’s life that lies between the end of childhood and the beginning of adulthood (Blair, et al 1975) .
It is also defined as a stage that emerges from childhood and merges into adulthood.
It also defined as a physical, emotional and mental process, which manifests in late childhood to the beginning of adulthood (Ozigi, et al 1978).
Thus, it is a period of transition between childhood and adulthood.

1 (b)

Adolescent period is a very sensitive period. They neither mix up with children nor with adults. Children take them as senior fellows whereas adults still treat them as children.
S/N Personality needs Educational implications to teachers
1 Need for Status: Adolescents do not want to be recognized as children any more. Teachers should treat the students as young men and women and not children. In turn, they should also be encouraged to behave as responsible young adults.
2 Need for independence: Teenagers want to be free from parental restrictions. Generally speaking, adolescents would like to run their lives. They would resent parents coming to school to inquire about their progress. Teachers should try as much as possible to restrain (hold back) from giving every detail about what adolescents do in school to their parents.
They like to have personal feedback secretly from teachers and parents in the mistakes they made rather than abusing them publicly.
3 Need for achievement: Slow learners and those not interested in school, should be praised when they do something good. Every effort must be made by the school to eliminate redundancy among students.
4 Need for a satisfying philosophy of life: Religious conversions and radical political activities at this time are very common. Teachers should be able to guide the adolescents to make rational decisions affecting their lives.
5 Need for participation: They want active participation while taking decisions in their own matter. It would be better to talk and hear their voices to give them good guidelines and opinion. Parents, teachers and other adult have to be very friendly with them.
NOTE:
In general, development needs of adolescents must be supported by the school curriculum to reduce confusion and conflicts that the adolescents go through. This will also guide adolescents’ successful transition into adulthood.
The school, especially, will have to address adolescents problems from various angles like carrier counseling, community counseling, diversifying teaching strategies and developing personal relation with their students etc.
The minds of the adolescents should be more occupied with curricular and extra curricular activities than less important egocentric desires of the young teenagers.

2 (a)

A substantial number of older adults show marked declines due to cerebral arteriosclerosis (hardening of the arteries) which results in serious loss of intellectual ability. The rate and extent of these declines differ markedly from individual to individual depending partly on the level of healthy exercise and activity that the individual maintains during adulthood. Between 42 and 50, there is a decline in the strength and speed of movement in the heart. Oxygen supply to the brain also diminishes with increasing age. All these will affect the capacity of an adult to learn.

2 (b)

Wip702 Work in Progress

3 (a)

It is an outward expression of an individual's inner feeling which are aroused by events in the environment or by the behaviour of others . These feelings or emotions tend to control our behaviour, and they play vital roles in our lives. Apart from making us to be happy or sad, they affect our health, our memories as well as the ways we reason or see situations or other people. In fact, they influence most of our decisions and actions. From what we have said so far, you can see the importance of emotions in our lives. This implies that the way we handle our pupils will affect their emotions which will in turn affect their attitude to the school's programmes.
The following are some of the emotions that are found in our children.
1. Fear: Fear may be regarded as the first line of defence for an organism. Studies have shown how causes of fear change with age. Fear of snakes, for example, is hardly present before a child is in its second year. Fear however, increases in frequency to become practically general after four to five years of age.
2. Anger: Anger is a learned response to environmental stimuli. It is social in nature. The fundamental source of anger is the disruption of co-ordinated cerebral activity. Fight and aggression are two different modes of reaction to anger. They tend to maintain a balance.
The following may arouse the emotion of anger.
i. Teasing by teachers, parents, elders and peers; insulting remarks.
ii. Being unfairly treated.
iii. Frustration of one's plan.
3. Love And Affection: The emotion of love is a very important emotion to all human beings. It is the result of consequences of physiological disturbances. The emotion of love and affection develop from the very infancy in the life of the organism. In infancy, love and affection develop for concrete objects of the environment, whether animate or inanimate. In adolescence emotion of love and affection is associated with people. Childhood loves are not sexual in nature but in adolescence love becomes a source of pleasure.
4. Happiness: Primary school children are basically happy. One can see this at break time when they are playing, laughing and jumping for joy. A little present, praise or recognition can make children very happy.
5. Sympathy: Many children like to be helpful to others. When children hear stories of suffering, when they see someone in pain or if a school mate is ill, or involved in an accident, children are usually moved to tears.
6. Jealousy: Children experience jealousy. When a new baby is born, the older ones tend to be a little jealous even though they love the baby, brothers and sisters. Jealousy then is their reaction to lack of recognition. This same type of feeling occurs in the primary school.
7. Sadness or Unhappiness: Sometimes when children fail to achieve or are abused, they become unhappy. Lack or loss of parental affection makes children very unhappy. The teacher can easily tell when a child is unhappy and can find ways of lessening this negative emotion.

3 (b)

We might ask ourselves, what causes emotions? The following factors are responsible for the development of emotions.
S/N Possible causes of emotions among school children Ways teachers can best suppress emotional instability in their classes
Adjustment in home, school and society: As soon as the child enters the primary school, his social roles and responsibility change. He no longer relies heavily on the parents. These changes to new pattern of habits create emotional tensions in many pupils
Social expectations: When the child reaches school age, society and parents expect him to think and act like an adolescent, a stage which he has not reached. His failures to meet social expectations result in emotional disturbance.
Unfavourable relations at home: Every child needs some basic requirements like pocket money, writing materials, clothes and so on to make him comfortable in school. When a child lacks all these and sees his mates have all their requirements, he is bound to develop emotional problems.
Lack of love by parents and mates: If a child is the result of an unwanted pregnancy, he is likely to miss the necessary parental care and love. You must have heard cases of unfortunate babies picked up in dustbins or gutters who are eventually taken to foster homes. Research findings have shown that children who miss the early mother attachment grow up to develop emotional problems. Similarly a child born to maladjusted parents or who are inconsistent in their discipline like using harsh corporal punishment or argue hotly with each other is very likely to develop emotional problems by becoming aggressive or violent.
Physical defects: Some physical disabilities like blindness, speech defects, lameness can cause a child to be irritating. This is particularly possible when the society shows little or no sympathy for such unfortunate children.
Left handers are often conspicuous in their group and appear maladjusted. Thus, they have negative self-concept.
IMPLICATIONS OF EMOTIONAL DEVELOPMENT FOR THE TEACHER
We have seen that the experiences at home are transferred to the school and these tend to affect the emotional development of children. Due to the various demands on the child either by the parents, teachers or mates, the school becomes a potentially emotion generating centre. It is, therefore, the duty of the teacher to make his pupils emotionally disposed to learning. To promote effective learning, a certain amount of tension and emotional involvement is necessary but this must be moderate since an excess will do more harm than good. In other words, we are saying that with proper handling, emotion can make learning to take place if the teacher follows these principles.
i. Children should be highly motivated. This can be done by giving them new tasks to perform but they must be related to the pupil's level of maturity.
ii. The children must be emotionally involved in the classroom activities by making them to appreciate the need for learning new tasks.
iii. The use of appropriate incentives like verbal praises - 'Fine' Good' and sometimes rewards like sweets are capable of arousing the pupil's self esteem and prestige.
iv. Any new learning task must be related to the cultural background of the pupils.
v. The teacher's treatment of a particular child might spread to other members of the class. For instance, if a teacher scolds or gives corporal punishment to a child, others might be afraid not to say something out of fear that they might equally be punished. This will definitely affect the other children's desire to learn.

4

They include the following: Check YEAR 2021 Q5, YEAR 2013 Q4b
Individual differences table Year 2013 Question 4b
S/N Individual differences Ways teachers can cater for them
1 Differences in Physique and Sex: Some children are boys others are girls. Some children are tall others short. Some are fat others are slim. Boys and girls may perform differently in certain subjects. The classroom teacher should take note of differences in physique and sex. He should make arrangements so that the smaller children sit where they can see the board. During Physical Education lessons, you should bear in mind the size, strength and sex of the children when grouping them for exercises.
2 Differences in Intelligence: Intelligence is a factor of heredity and parents differ from one another. Also, environment differs among children which also influence their level of intelligence. Teachers should exercise a lot of patience for slow learners in the class. They regulate the teaching to suit the slow learners and also move fast on the basis of individual progress with the bright ones. They should also use a variety of methods for teaching. They should try and make use of different kinds of aids while teaching.
3 Differences in Age and Rate of Maturity: The rate at which children mature differs. Maturation and stimulation determine the readiness of a child to learn. Therefore, children should be taught a task or skill only when they are ready notwithstanding the fact that they are all in the same class.
4 Differences in Health: Some children are sickly while others are sicklers. Others by virtue of luck are very beautiful or handsome with strong health and this makes people anxious to help them. Vary the methods of teaching and make a lot of aids for the teaching of the weak pupils. Sick pupils should move at their pace while extra effort to appeal to their senses should be exploited. Medical attention should be sought for the sick ones and periodic check-up for the healthy ones.
5 Differences in Children's Background: Some children of the affluent are often exposed intellectually by the possession of different types of magazines and children's books. They enjoy good medical attention. They enjoy electricity and other modern gadgets found in their homes. A child from a poor home, no matter his intelligence, may be handicapped by his environment. The classroom teacher is to recognize the fact that children come from different homes, environments and socioeconomic backgrounds. Visual aids and visits to such places of interest may help to minimize environmental differences. Before asking your class pupils to contribute money or real things for class projects like dramatization, make sure each child can afford to execute his own assignment.
6 Differences in Character: Some children differ in disposition. This difference is both genetic and environmental. A child may be a confident child and would grow up as a confident adult. As a teacher, it is your duty to remember the differences in disposition and character among your children when you teach them.

5 (a)

This is an aspect of psychology which deals with the development, growth and behaviour in human beings right from the time of conception to the period of adolescence when most of the functions of the body become matured. It also deals with the factors which determine what a child will become in future.

5 (b)

Growth refers to quantitative changes in an organism
Maturation is the net sum of the effects operating in a self-limited life-cycle. It also refers to progress towards adulthood. Maturation thus comes with age.

6

1. Organize excursions for adolescents to expose them to rich experiences: This enables them to see challenging situations. For example adolescents would like to watch a court proceeding instead of a lecture on the concept of justice.
2. Provide libraries for adolescents
3. Provide opportunities for free discussion and independent work
4. Use problem-solving method to teach adolescents: You might ask, for example, `if you become a Commissioner for Finance in your state, suggest ways of generating new revenue for your State'. They will enjoy such assignments.
5. Use guided discovery method to teach adolescents: For example the teacher could guide an adolescent class through a project aimed at solving community water problem. Most of the thinking could be done by the adolescents.
i. Intelligence increases with greater stimulation. Teachers should place emphasis on stimulation rather than giving mere instructions.
ii. The teacher should encourage the children to study many subjects in primary school to stimulate their intellectual development.
iii. From Piaget theory, children's progress depends on their own activities. Our children should be allowed greater freedom for activities.
iv. Piaget emphasizes play in his studies. The implication of this is that we should employ the play way method particularly in the nursery and early primary classes.
v. Our children are somewhat slow in their intellectual development. Therefore, teachers have to try to make all our children who are capable to move at their best pace.
vi. One stage of cognitive development leads to another, so there can be no skips in certain aspects of knowledge.
vii. Children often like to imitate others. The implication of this is that teachers should lay good examples worth emulating.

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1 a)

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In any five (5) ways, differentiate growth from development. (10 marks)

1 b)

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Discuss five (5) implications of growth and development patterns among children to teachers. (15 marks)

2 a)

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Human development is naturally contextual. Discuss. (10 marks)

2 b)

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Examine in clear terms, any five (5) aspects of personality development that are greatly influenced by the person's environment. (15 marks)

3 a)

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Explain the term 'uterine environment'. (5 marks)

3 b)

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List and briefly describe ten (10) factors that could affect the Pre-natal Development of a child. (20 marks)

4 a)

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Explain the term 'personality'. (5 marks)

4 b)

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Discuss any five (5) factors that affect personality development. (20 marks)

5

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List and briefly explain five (5) factors affecting language development in children. (25 marks)

6

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Discuss five (5) importance of Pre-natal stage of development of the child to the classroom teacher. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

S/N Growth Development
1 Growth refers to quantitative changes in an organism. This usually involves permanent increase in size and structure of organisms. These quantitative changes are both physical and mental. It refers to qualitative changes in an organism that result from the accumulation of experiences which are in turn derived from hereditary and environmental influences.
Finish It is a progressive series of orderly and coherent changes in human beings.
Progressive in that the changes are distinctional and lead forward.
Orderly and coherent because there is a definite relationship between a given stage and the stages which follow it.

1 (b)

DEVELOPMENT DURING CHILDHOOD
This period of child development forms the formative years. The events of the childhood period and its developmental trends cast long shadows into the future. The study of this period is therefore important to the educator for:
(i) He can only understand the person as he is now by knowing what has gone before
(ii) An understanding of this period will aid him in his important task in shaping future development.
(iii) He will have to work with children whose early development has been impaired and who will need skillful help and guidance to overcome their difficulties.
Wip702

2 (a)

Wip702 Work in Progress

2 (b)

Roles of nurture in human development
These are mostly the aspects of development which are learned and only a few examples will be given.
i. Language: The child's competences in language depend on the way he is taught language in the home, in school etc.
ii. Social relationship: How the child relates with people depends on his experiences and the skills which he has for interacting with people.
iii. Motor skills: Although the child does not need to be taught how to crawl, stand, walk, how he performs many skills depends on the environment. For example, we can all walk but you will agree that marching which is a kind of walking has to be learnt. If you have watched the march past during Children's Day or Independence Day celebrations you will understand what I mean. The same thing applies to many other motor skills - jumping, throwing etc.
Environment determines how a child performs many of the functions related to movement such as crawling, standing, walking, jumping, throwing, etc.
iv. Intellectual ability: Even though we have said that heredity has a strong influence, the child has a strong influence, the child has to be stimulated for intellectual development to progress well.
v. Physical development: Environment cannot change the physical structure except there is an incident and a limb or other part is completely destroyed. But how well a child grows depends on the nutrients and generally healthy conditions free from infections and other debilitating hazards.
vi. Moral values and judgment are learnt in the family and the home in which the children live. The way we are attached to our families and kin group here, the way we respect elders in our communities are not universal. They are important to us in our environment.
Wip702

3 (a)

It is an environment in the female where gestation of the embryo (or foetus) takes place from fertilization to birth.
Some of the uterine environmental factors are:
(i) Age of the Mother
(ii) Maternal Nutrition
(iii) Maternal Diseases Emotions,
(iv) Anxiety
(v) Tension and Stress Use of Drugs
(vi) Cigarette and Alcohol

3 (b)

FACTORS THAT AFFECT PRE-NATAL DEVELOPMENT
1. Nutrition: Good nutrition, provided by a balanced diet, helps the unborn baby to develop optimally. Nutrients help to provide the building materials and energy to support rapid cell growth and development throughout pregnancy. But prolonged malnutrition may lead to Minimum Brain Dysfunction (MBD), still births, miscarriage, and low birth weight. For MBD, the child appears normal in every respect except that there are slight defects or damage in the brain. Learning of certain types of materials can be affected in later years.
2. Age of the mother: Very young mothers and old mothers tend to have complications. Research has found that young adolescent before the age of 18 years and first time mothers after 35 years tend to have problems and difficult labour. Although many older mothers have normal babies, there is greater likelihood of their giving birth to ‘mongoloid’ children. _Mongolism_ is a condition where the children are mentally retarded and do not have normal facial features.
3. Accident: But if she falls from a bicycle or is involved in an accident or a fight where she experiences heavy impacts, the baby may be affected. The placenta may be partly detached or completely cut. Certainly the development of the baby will be affected if the placenta becomes inefficient so that brain damage, small size or premature birth may result.
4. Alcohol, Tobacco and Smoke: Generally, the babies of women who drink and smoke heavily are smaller. Small babies stand a higher risk of infections after birth than bigger babies.
5. Blood Incompatibility: Sometimes certain blood factors of the father and mother of a baby do not agree. One such factor is known as Rh factor (Rhesus factor). If there is such disagreement or incompatibility, some complications result in such a way that miscarriage may occur or the baby may experience health problems.
6. Drugs: Drugs have to be used carefully during pregnancy because they too can have serious consequences. A German drug, thalidomide, which was prepared to help pregnant women cope with ‘morning sickness’ resulted in the birth of babies with physical defects. So many of the babies were born without arms and legs.
On the other hand, certain drugs which were medically prescribed for mothers whose pregnancies were threatened helped to make their children grow well. Research results show that generally they performed better than other primary school children in school work.
7. Difficult labour: This sometimes causes poor supply of oxygen to the brain cells . threfeore, some brain cells die off. The child then suffers from MBD (Minimal Brain Damage) or even mental retardation which is more severe. Later in class the child is unable to learn certain subjects. Sometimes, physical defects such as disfigured limbs, occur. These defects can last throughout life.
This can lead to physical handicaps such as disfigured limbs, permanent damage of brain and eyesight. Directly and indirectly, such handicaps influence the way the children see themselves, that is, their self-concept - and the way they relate to other children. If this is so, the children in our classes cannot learn well. Even when we cannot see the damage, learning problems do occur. The teacher has a big responsibility not only in helping to educate people but in helping children who could have suffered from ill effects of pre-natal factors.
8. Emotional stress: Emotional shock and stress may reduce her appetite and so the quality and quantity of nutrients also become reduced. Even if she eats well, her body may refuse to utilize the food well. There is evidence to show that certain deformities may occur, the baby will be small. There could be mental retardation and some other nervous system disorders such as epilepsy. There could also be other physical defects.
9. Health: When the pregnant mother is healthy, the unborn baby develops normally. But, poor health of the mother can affect her ability to nourish and protect the unborn baby.
10. Irradiation (the use of x-ray): The use of x-ray and ‘burning’ effect of similar materials is to be discouraged. Only the medical doctor should order an x-ray to be taken when necessary. If for some reason the x-ray is taken in the first trimester of pregnancy, some cells might be destroyed. Without replacements, the baby could be deformed. The eyes and the brain are usually the badly affected organs. The heart and respiratory system too can be affected.

4 (a)

What is personality? Define personality.
Personality is ‘the whole person’s outstanding characteristics, his abilities, his emotional and social traits, his interests and attitudes’ (Lovell, 1973).

4 (b)

Factors that affect personality development . These are almost the same as agents of socialization. Check YEAR 2022 Q2, YEAR 2019 Q2a, YEAR 2016 Q3, YEAR 2013 Q5b
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.

5

From studies carried out by psychologists, the following factors are generally believed to affect language development.
i. Sex: Girls are in most cases superior to boys in vocabulary, pronunciation as well as the amount of speech produced up to about age 10.
ii. Family Size and Structure: If the family size is too large, parents and elders might not have sufficient time to talk with the children. In such a case, the language development of the children might be retarded.
iii. Social Class: Due to such things as feeding, facilities, and the general environment, children from the lower class are likely to have poorer vocabularies, more difficulties in reading, and poorer articulation than middle class children.
iv. Deprivation of Opportunity to Talk with Adults: It has been emphasized in this course that the early years are very critical for the overall development of the child. A child who is deprived of communicating with adults either due to being hospitalized or put in an orphanage is likely to develop language skills relatively slower than his counterparts that do not experience such handicap.
v. Bilingualism: As you will see later in this unit, bilingualism can affect language development. Children who are brought up in homes where two languages are spoken at the same time stand the risk of getting one language interfering in the other. For instance, if the mother tongue is dominant, ability to speak say English will be adversely affected.

6

EDUCATIONAL IMPLICATIONS: We had asked why the teachers need to know about an unborn child if their job is in the classroom. The major reason is that later behaviour and development are usually affected by events in the pre-natal period. We will now consider in greater detail what the teacher can do.
1. It improves the teachers' understanding about individual differences: A teacher can try to gather more information from parents about children with learning problems, physical handicaps and other forms of behavioural problems. Such questions should go back to the period of pregnancy. The information should improve the teachers' understanding of individual differences.
2. It helps the teacher adjust the pace of the lesson to suit children with learning difficulties: The teacher can make allowances for children with learning problems by slowing down, repeating, and using different techniques to teach them.
3. It helps the teacher to make seating arrangement such that it accommodates children who have defects: The teacher should make seating arrangements which accommodate those who have defects. The children should be made to feel wanted and accepted in the class.
4. It helps teachers to train children to make up for the areas of deficiency: The teacher can train children to make up for the areas of deficiencies. There are certain skills and crafts which slow and mentally retarded children can do.
5. It is very important to enlighten the parents and other members of the public about prenatal influences. When they know what to avoid, the babies will be protected and the children we teach will have fewer problems. The students can also begin to learn about some of the factors such as the importance of good nutrition, health, effects of drugs, alcohol and smoking.
6. It enables female teachers to practice what they have learnt: Female teachers of child bearing age can practice what they have learnt. The male teachers can help to protect their wives and babies during the pre-natal stage by making sure that they avoid the ill effects of the factors we have discussed.

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Discuss any five (5) developmental tasks recommended for secondary school students by Roberts Harvighurst. (25 marks)

2 a)

" + weekNum + "

Define the term 'Developmental Psychology' (5 marks)

2 b)

" + weekNum + "

Explain any four (4) uses of developmental psychology to the classroom teacher. (20 marks)

3 a)

" + weekNum + "

With examples, distinguish between growth and development. (5 marks)

3 b)

" + weekNum + "

Discuss five (5) general principles of development and explain their implications for teaching and learning. (20 marks)

4 a)

" + weekNum + "

Discuss any five (5) factors for individual differences in children. (10 marks)

4 b)

" + weekNum + "

Discuss any five (5) ways teachers can cater for individual differences among their children. (15 marks)

5 a)

" + weekNum + "

Define 'Personality'. (5 marks)

5 b)

" + weekNum + "

Discuss any five (5) factors affecting Personality Development. (20 marks)

6

" + weekNum + "

Critically examine any five (5) developmental tasks of adolescents and their implications for classroom instructions. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1

Developmental tasks of Adolescence by Harvighurst (1972). Check YEAR 2019 Q6c, YEAR 2016 Q6
Stage Developmental tasks Implications to classroom instructions.
Pre-school kindergarten It is a familiarity seeking stage with the social surroundings including everyday objects. Teachers are expected to serve as desirable role models and expose children to many objects and experiences.
Children are curious at this stage asking questions. Teachers should patiently answer their curious questions.
Elementary grade Learning appropriate masculine or feminine roles. Teachers should make effort at seeping and integrating curriculum materials and experiences that would lead to the accomplishment of masculine and feminine tasks.
Learning to get along with age mates. Teachers should emphasize socially acceptable behaviours, health and eating values to their students.
Developing attitudes towards social group and institutions.
Learning physical skills necessary for ordinary games. Teachers must bring to bear all the teaching principles and methods in the teaching/learning situations
Building wholesome attitudes towards oneself as a growing organism.
Development of fundamental skills in reading, writing and calculations.
Developing concepts necessary for everyday living.
Developing conscience, morality and scale of values.
Achieving personal independence.
Secondary grades Achieving masculine and feminine social roles. Teachers should provide a guide on the appropriate dress for male and female.
Achieving emotional independence from parents and other adults. Teachers should give self-directed assignments and tasks to the adolescents.
Achieving assurance of economic independence and selecting and preparing for occupation WIP702
Achieving new and more mature relation with mates of both sexes. Teachers should create opportunity for adolescents to mix freely in the classroom to be able to develop understanding between both sexes.
Accepting ones physique and using the body effectively.
Preparing for marriage and family life.
Developing intellectual skills and concepts necessary for civic competence.
Desiring and achieving socially responsible behavior.
Acquiring a set of values and an ethical system as a guide to behaviour. This is often known as acquiring ‘ego-identity’.
Teachers should act as role models and encourage development of set values that guide behaviours.
NOTE:
In general, development tasks of the adolescents must be supported by the school curriculum to reduce confusion and conflicts that the adolescents go through. This will also guide adolescents’ successful transition into adulthood.
In adolescence, intellectual development is at its peak.

2 (a)

This is an aspect of psychology which deals with the development, growth and behaviour in human beings right from the time of conception to the period of adolescence when most of the functions of the body become matured. It also deals with the factors which determine what a child will become in future.

2 (b)

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,

3 (a)

Wip702 Work in Progress WIPP

3 (b)

The general principles of development are explained as follows: Check YEAR 2023 Q1, YEAR 2016 Q5
(i) Cephalocaudal growth patterns: Development spread over the body from head to foot. This means that improvement in structures and functions come first in the head area, then in the trunk and leg region. The head develops and achieves its final forms before the trunk and the legs.
(ii) Proximodistal growth patterns: This principle holds that development proceeds from the central axis of the body towards the extremities. Structure therefore precedes function.
(iii) Principles of differentiation: Development proceeds from simple to complex, from homogenous to heterogeneous and from general to specific (from general and diffuse responses to more differentiated and specific ones). In both mental and motor responses, general activities always precede specific activities. In any postnatal life, the infant can move its whole body but incapable of specific responses. The baby can wave his arms, in general movement before he/she is capable of any specific reaching. In speech, the baby learns the general words before specific words e.g. he/she learns to use the word toy before learning to call each toy by its name. He/she calls every man ‘Daddy’.
(iv) Principles of asynchronous growth or split growth: It holds that the different parts of the body have their own period of rapid and slow growth; and that each reaches its own mature size at its own time.
(v) Principles of discontinuity of growth: It posits that the rate of growth changes at different periods. There are periods of acceleration and deceleration of growth. In brief, there are four stages of growth comprising 2 rapid and 2 slow stages viz:
Period Rate of growth
From To
Birth 2 years Rapid
2 years Puberty Slow
Puberty 16 years Rapid
16 years Maturity Slow
Patterns of physical growth are as follow
(i) Somatic pattern: It refers to body growth as shown in the table able.
(ii) Neural growth pattern: It refers to growth in the nervous systems, e.g. the brain.
(iii) Sexual pattern of development: This refers to primary and secondary sex characteristics. These are not usually developed until the time of procreation. Nature delays the ability to give birth to children till the young people are physically, socially and psychologically ready for it. When the stage of maturity is attained, the characteristics develop very rapidly.

4 (a)

Heredity, environment and emotional factor are determinants of physical growth.
Intelligence is a factor of heredity. This creates differences in the level of intelligence among children. Very bright children have the capacity for creativity and originality.
Wip702

4 (b)

They include the following: Check YEAR 2021 Q5, YEAR 2015 Q4
Individual differences table Year 2015 Question 4
S/N Individual differences
1 Differences in Physique and Sex: Some children are boys others are girls. Some children are tall others short. Some are fat others are slim. Boys and girls may perform differently in certain subjects. The classroom teacher should take note of differences in physique and sex. He should make arrangements so that the smaller children sit where they can see the board. During Physical Education lessons, you should bear in mind the size, strength and sex of the children when grouping them for exercises.
2 Differences in Intelligence: Intelligence is a factor of heredity and parents differ from one another. Also, environment differs among children which also influence their level of intelligence. Teachers should exercise a lot of patience for slow learners in the class. They regulate the teaching to suit the slow learners and also move fast on the basis of individual progress with the bright ones. They should also use a variety of methods for teaching. They should try and make use of different kinds of aids while teaching.
3 Differences in Age and Rate of Maturity: The rate at which children mature differs. Maturation and stimulation determine the readiness of a child to learn. Therefore, children should be taught a task or skill only when they are ready notwithstanding the fact that they are all in the same class.
4 Differences in Health: Some children are sickly while others are sicklers. Others by virtue of luck are very beautiful or handsome with strong health and this makes people anxious to help them. Vary the methods of teaching and make a lot of aids for the teaching of the weak pupils. Sick pupils should move at their pace while extra effort to appeal to their senses should be exploited. Medical attention should be sought for the sick ones and periodic check-up for the healthy ones.
5 Differences in Children's Background: Some children of the affluent are often exposed intellectually by the possession of different types of magazines and children's books. They enjoy good medical attention. They enjoy electricity and other modern gadgets found in their homes. A child from a poor home, no matter his intelligence, may be handicapped by his environment. The classroom teacher is to recognize the fact that children come from different homes, environments and socioeconomic backgrounds. Visual aids and visits to such places of interest may help to minimize environmental differences. Before asking your class pupils to contribute money or real things for class projects like dramatization, make sure each child can afford to execute his own assignment.
6 Differences in Character: Some children differ in disposition. This difference is both genetic and environmental. A child may be a confident child and would grow up as a confident adult. As a teacher, it is your duty to remember the differences in disposition and character among your children when you teach them.

5 (a)

What is personality? Define personality.
Personality is ‘the whole person’s outstanding characteristics, his abilities, his emotional and social traits, his interests and attitudes’ (Lovell, 1973).

5 (b)

Factors that affect personality development . These are almost the same as agents of socialization. Check YEAR 2022 Q2, YEAR 2019 Q2a, YEAR 2016 Q3, YEAR 2014 Q4b
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.

6

Developmental tasks of Adolescence by Harvighurst (1972). Check YEAR 2019 Q6c, YEAR 2016 Q6
Stage Developmental tasks Implications to classroom instructions.
Pre-school kindergarten It is a familiarity seeking stage with the social surroundings including everyday objects. Teachers are expected to serve as desirable role models and expose children to many objects and experiences.
Children are curious at this stage asking questions. Teachers should patiently answer their curious questions.
Elementary grade Learning appropriate masculine or feminine roles. Teachers should make effort at seeping and integrating curriculum materials and experiences that would lead to the accomplishment of masculine and feminine tasks.
Learning to get along with age mates. Teachers should emphasize socially acceptable behaviours, health and eating values to their students.
Developing attitudes towards social group and institutions.
Learning physical skills necessary for ordinary games. Teachers must bring to bear all the teaching principles and methods in the teaching/learning situations
Building wholesome attitudes towards oneself as a growing organism.
Development of fundamental skills in reading, writing and calculations.
Developing concepts necessary for everyday living.
Developing conscience, morality and scale of values.
Achieving personal independence.
Secondary grades Achieving masculine and feminine social roles. Teachers should provide a guide on the appropriate dress for male and female.
Achieving emotional independence from parents and other adults. Teachers should give self-directed assignments and tasks to the adolescents.
Achieving assurance of economic independence and selecting and preparing for occupation WIP702
Achieving new and more mature relation with mates of both sexes. Teachers should create opportunity for adolescents to mix freely in the classroom to be able to develop understanding between both sexes.
Accepting ones physique and using the body effectively.
Preparing for marriage and family life.
Developing intellectual skills and concepts necessary for civic competence.
Desiring and achieving socially responsible behavior.
Acquiring a set of values and an ethical system as a guide to behaviour. This is often known as acquiring ‘ego-identity’.
Teachers should act as role models and encourage development of set values that guide behaviours.
NOTE:
In general, development tasks of the adolescents must be supported by the school curriculum to reduce confusion and conflicts that the adolescents go through. This will also guide adolescents’ successful transition into adulthood.
In adolescence, intellectual development is at its peak.

" + mySubjectSelected + " " + myClassSelected + "

1 a)

" + weekNum + "

Define the concept of 'growth and development'.

1 b)

" + weekNum + "

Identify the relationship between growth and maturation.

1 c)

" + weekNum + "

Discuss three (3) principles of growth and development.

2

" + weekNum + "

Discuss exhaustively how heredity and environment can affect a child's growth and development.

3

" + weekNum + "

List and discuss elaborately five (5) factors that affect Pre-natal.

4

" + weekNum + "

Examine the significance of Erik Erikson's psychosocial theory to personality development.

5 a)

" + weekNum + "

List five (5) important emotions manifested by the school children.

5 b)

" + weekNum + "

Discuss two of them.

5 c)

" + weekNum + "

Identify the implications of the two (in 5b) for teachers' effective performance. WIPP

6 a)

" + weekNum + "

Who is an adolescent?

6 b)

" + weekNum + "

List and discuss five (5) needs of the adolescent and how they can be met.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

Saturday 6th July 2024, 2nd Paper out of 2 Papers per Day. (3rd Paper in a Row).

1

" + weekNum + "

State and explain the six (6) levels of Cognitive Development in Bloom's taxonomy.

2 (a)

" + weekNum + "

How would you describe classroom communication process?

2 (b)

" + weekNum + "

Mention at least five (5) barriers to effective classroom communication.

2 (c)

" + weekNum + "

Highlight five (5) measures to improve classroom communication.

3 (a)

" + weekNum + "

Write short notes on the following terms: (i) Methodology (ii) Teaching (iii) Learning

3 (b)

" + weekNum + "

Examine any five (5) functions of teaching.

4 (a)

" + weekNum + "

Identify and discuss any eight (8) features of a typical Lesson Note.

4 (b)

" + weekNum + "

Prepare a sample lesson note in a given topic in your subject area.

5

" + weekNum + "

One of the prominent areas in teacher education is pedagogy. Give and explain any four (4) methods of teaching.

6

" + weekNum + "

Explain four (4) ways in which behavioral objectives are of importance to the teaching and learning situations.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

19th August 2023 Saturday, Second Paper

1 (a)

" + weekNum + "

Discuss the roles of the teacher in the implementation of School Curriculum.

1 (b)

" + weekNum + "

How can a teacher select good methods and resource materials for effective classroom delivery?

1 (c)

" + weekNum + "

Identify any Five (5) causes of learning difficulties in children and provide 5 ways of coping with them.

2 (a)

" + weekNum + "

Identify any Five (5) methods of teaching and discuss in details any Three (3).

2 (b)

" + weekNum + "

Distinguish between traditional teaching practice and micro teaching.

3 (a)

" + weekNum + "

Discuss the roles of classroom teachers in programmed instruction.

3 (b)

" + weekNum + "

How does programmed instruction operates?

3 (c)

" + weekNum + "

Identify the principles underlaying Teaching.

4 (a)

" + weekNum + "

From the view point of Fafunwa (1974), what do you understand by the word Education?

4 (b)

" + weekNum + "

Ukeje (1979) outlined the general aims of education, enumerate them.

4 (c)

" + weekNum + "

Behavioural objectives are integral components of a lesson. What are the characteristics of these objectives?

5 (a)

" + weekNum + "

Outline and discuss briefly Bloom's cognitive learning objectives.

5 (b)

" + weekNum + "

Identify at least Five (5) importance of lesson note to the teacher.

5 (c)

" + weekNum + "

As a classroom teacher, discuss how you can improve classroom communication.

6 (a)

" + weekNum + "

Define the terms, class control and discipline.

6 (b)

" + weekNum + "

Discuss briefly the functions of teaching.

6 (c)

" + weekNum + "

State any Five (5) advantages of education resources.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

They are: Check YEAR 2015 Q3b
1 The teacher should have a good knowledge of the curriculum.
2 He should translate the curriculum to syllabus and topics which are at the level of each class.
3 He should determine the teaching methods suitable for each topic.
4 He should marry the knowledge of the child and his environment with his knowledge of the curriculum in order to create a workable atmosphere for the pupils to learn without fears.
5 The teacher should possess the professional technique to break the curriculum down to scheme of work from which weekly topics and learning objectives can be further formulated.

1 (b)

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 .
How a teacher presents his lesson could sharpen children’s mental activities which are the basis of social power or it may discourage initiatives and curiosity thus making self-reliance and survival difficult.
It has been noted that the method adopted by the teacher may hinder or promote learning. A teacher needs to have knowledge of a variety of teaching methods he can choose from in the teaching-learning process.
Thus, the how is that a teacher should have knowledge of a variety of teaching methods, select from them and implement when suitable and appropriate.

1 (c)

Some learning difficulties identified include (PDE712 Pg 257):
(i) Hyperactivity and fidgeting
(ii) Lack of coordination and balance
(iii) Attention deficits
(iv) Dis-organisation and tendency toward distraction
(v) Lack of follow up through and completion of assignments
(vi) Uneven performance e.g capability in one area and extremely weak in others
(vii) Has difficulty reading, writing and mathematics
(viii) High rates of purposeless movement
(ix) Inability to focus attention on the learning task at hand

2 (a)

Methods of teaching
(i) The lecture method: This is the most common method of teaching and is used at all levels. This method of teaching is often referred to as 'chalk and talk' method. Teachers who have very few teaching aids or materials including books to use in the teaching-learning situation often rely heavily on this method.
(ii) Demonstration method: This method often involves only showing an actual object, model, picture, or diagram. Sight rather than hearing is the major means of communication in this method though, of course, the two are often combined. The method is effective because most people more easily remember what they see than what they hear or read.
(iii) Problem–solving method: The lecture method treats learners as objects of assistance. However, the problem-solving method makes learners to be critical thinkers. It demands active thinking on the part of the learners.
(iv) Project method: This is a method of teaching that enables the teacher to relate his teaching to real-life situations. In this method, pupils learn through independent activities though under the guidance of a teacher. With the help of the teacher, pupils should plan and execute a project in a logical sequence.
(v) Brain-storming method: This method involves cooperative thinking amongst group of students towards a solution to a specific problem. In other words, it involves a class of students in oral exchange of ideas, facts and opinions about a topic of mutual concern and interest. The purpose of this method is stimulation and generation of ideas in the pupils and facilitation of their expression.
(vi) The Play/Dramatic method: As the name goes, the play/dramatic method of teaching involves learners dramatizing or acting of ideas or events in order to ease learning. Facts and skills can be converted into play or drama by a teacher just by making the process of learning such facts and skills more interesting and meaningful.

2 (b)

The table below shows the difference between traditional teaching practice and micro teaching. Check YEAR 2022 Q6
Traditional teaching Micro-teaching
Content It is geared towards the student-teacher teaching the pupils certain contents. It is geared towards the student-teacher mastering a teaching skill at a time.
Scope Integrated skills are often emphasized and through this traditional approach, all the skills may not be mastered. The student-teacher is expected to exhibit only one teaching skill at a time.
The student-teacher is expected to teach the pupils a number of facts and also exhibit a mastering of some basic teaching skills.
Number of students The student-teacher is expected to teach many pupils, i.e. 30 or more pupils in regular classroom settings. Only about 5 to 10 students are taught and often in a micro-teaching laboratory.
Duration It is about 35 – 40 minutes It is about 5 – 10 minutes
Feedback Feedback is not immediate It gives room for immediate feedback.

3 (a)

Programmed instruction is defined as self-instructional approach to teaching. It specifies instructional objectives in terms of knowledge of the learner (or in terms of observable learner’s behavior). The roles of the classroom teachers are: (i) to convert subject scheme of work to weekly unit of instruction, (ii) to specify instructional objectives in terms of knowledge of the learner, etc. Check YEAR 2013 Q2a

3 (b)

Programmed instruction operates based on the following principles: Check YEAR 2013 Q2b
1. The principle of active response
2. The principle of immediate feedback or reinforcement
3. The principle of associative learning
4. The principle of self pacing
5. The principle of small steps

3 (c)

Principles underlying teaching. Check YEAR 2017 Q4b
1 Clear objectives: Teaching is goal-oriented. To achieve the goal, there should be set objectives.
2 Previous knowledge: Every child had some experience before going to school. The teacher should build on these.
3 It should be systematic: It should proceed from known to unknown, simple to difficult, concrete to abstract, and general to specific.
4 Pupils' readiness: Teacher should ensure that the pupils are intellectually ready for what is to be taught.
5 Individual differences: Individual differences must be realized by the teacher. This will enable him/her to adjust the pace of his/her lesson to accommodate slow learners and without affecting the fast learners.

4 (a)

Fafunwa (1974) sees education as 'the aggregate of all the processes through which a child develops abilities, attitudes and other forms of behaviour which are of positive value to society' .

4 (b)

Ukeje (1979) listed the following aims of education :
(i) To develop the full potentialities of every child, while at the same time taking into consideration the needs and welfare of the country.
(ii) To develop social and individual efficiency so that the individual can become more effective in the society.
(iii) To develop the discipline of the body.
(iv) For the preparation and training of young people for the problems, the tasks and the future as they exist today and can be foreseen tomorrow.
(v) For self-fulfillment or self-realization.

4 (c)

Attributes of behavioral objectives / characteristics of behavioral objectives are Check YEAR 2016 Q1a, YEAR 2012 Q3a
1. Relevance: A good behavioral objective must be in relation to a given instruction or lesson.
2. Specificity: It must be specific in terms of what the teacher hopes the pupils should learn.
3. Clarity: It must contain action verbs, e.g. name, list, write, draw, define, explain, describe, distinguish, state, calculate, criticize, and so on
4. Measurable: It specifies observable and measurable actions or activities of the pupils.
5. Pupil-centredness: If a behavioral objective is stated in terms of pupils’ behavior, evaluation becomes very easy, otherwise, it becomes difficult to quantify and measure .

5 (a)

The cognitive learning objectives according to B.S. Bloom are stated below. These are in ascending order of complexity as follows. Check YEAR 2022 Q4
(i) Knowledge
(ii) Comprehension
(iii) Application
(iv) Analysis
(v) Synthesis
(vi) Evaluation

5 (b)

The following are some of the importance of a lesson note to the teacher. Check YEAR 2021 Q4, YEAR 2013 Q1b
They include the following :
(i) It helps in logical presentation of the lesson.
(ii) It helps in itemizing interesting illustrations and examples.
(iii) It helps the teacher to reassure himself of the ability to motivate the students.
(iv) It helps to prepare important facts about the lesson ahead of time.
(v) It saves time

5 (c)

How to improve classroom communication Check YEAR 2016 Q3
1 Minimising noise: Teachers should minimise distractions from within and outside the class. Where noise becomes inevitable, you should increase the volume of your voice to suppress the noise.
2 Improved speaking ability: Teachers should make effort to improve on their verbal communication skills. Try to speak good English always. Try to pronounce words properly and aloud for learners to hear and understand
3 Be organised: Don't attempt to speak fast so that you will not lose coordination of your thought patterns. Learn to think about what you want to say before saying it.
4 Consider pupils' needs, interests and capabilities: Understand the pupils’ level of development and understanding so that you do use words or concepts far above theirs.
5 Class control: Ensure that the pupils pay attention. Constant use of questioning and watchful eyes will help to get their listening attention.

6 (a)

Class control is the ability of a teacher to maintain order and discipline among the class pupils with the objective of creating a conducive learning environment.
Discipline is the ability of a student to develop 'self control' Check YEAR 2012 Q6a
Also, class control is the management of a class such that the prevailing atmosphere is conducive for learning. It is the management of a class in such a way that the prevailing atmosphere is conducive for learning. That is, the classroom is free of distribution and disorderliness and it must not convey a mourning atmosphere either.

6 (b)

Some of the functions of teaching are:
(i) Teaching helps transmits societal lores, values and desirable attitudes from one generation to another.
(ii) Teaching makes it possible for pupils to learn .
(iii) Teaching brings about changes in a learner's thought, patterns and feelings.

6 (c)

One type of education resources is TEACHING AIDS. They are resource materials to be used to facilitate the attainment of the lesson objectives . Detail Answers are listed and available on our website. WIP703

" + mySubjectSelected + " " + myClassSelected + "

Saturday 15th October 2022

1

" + weekNum + "

Distinguish clearly with relevant examples between Reward and Punishment.

2

" + weekNum + "

Outline and discuss any four (4) principles underlying the use of rewards in classrooms.

3

" + weekNum + "

Identify and discuss five (5) importance of behavioural objectives in a lesson.

4

" + weekNum + "

State and explain six (6) levels of cognitive development as in Bloom's taxonomy.

5

" + weekNum + "

Prepare a sample lesson note in a given topic of your subject area.

6

" + weekNum + "

Compare the traditional teaching practice and micro-teaching.

" + mySubjectSelected + " " + myClassSelected + "

1

Rewards and punishment are instruments of class control and discipline. Their differences are stated below :
a) Rewards in the classroom situation refers to the complimentary comments, gifts or marks students are given for their good performances, actions, behaviour or services. While punishment is the discomfort or pain inflicted on an offender solely as a result of some definite violation of agreed rules or regulations of the school.
b) Rewards is a worthy device used to compensate the pupils for their praise-worthy actions. While punishment is a means of causing discomfort to pupils for their unruling behaviours.
c) Examples of rewards are gifts, marks, praise, etc. Examples of punishment are pupil being asked to stand while others are sitting, etc

2

Principles Underlying Rewards
(i) Rewards should be within the reach of every child. They should not be limited only to the brilliant pupils. Instead, they should be for all the children who show evidences of progress.
(ii) They should not be expensive. Rewards could be exercise books, pencil, biro, pen and other simple school materials.
(iii) Rewards should not be given frequently neither should they be numerous. This is to avoid losing its value. If for every little act a reward is given, then it will become cheap and valueless.
(iv) Rewards should be for commendable efforts. They should not be for natural academic ability.

3

The following are some of the values of behavioural objectives : Check YEAR 2021 Q2
Behavioural Objectives Guide Teaching: To a large intent, the behavioural objectives serve as guides for the teachers. The objectives dictate to teachers what to emphasize in the teaching of the subject-matter or topic. They also suggest the resource materials and activities to be used in the teaching and learning. As you teach along, one thing keeps striking your mind. That is, the objectives of the lesson. In this way, you try to ensure that every action you take and every activity of the lesson are geared towards achieving the lesson objective. Without the behavioural objectives therefore, the teacher will have nothing on which to focus his lesson.
They Provide Motivation for Teaching and Learning: In the absence of behavioural objectives,you may not be able to relate the lesson to real life or carry all the pupils along. Behavioural objectives make the lesson to have purpose. This purpose motivates the teacher. Furthermore, statements of objectives accommodate the needs of the learners. In other words, you would be expected to have all the pupils in mind while stating your instructional objectives. Similarly, you would be guided by the desire to see that as many of the pupils as possible attain these objectives.
They Facilitate Evaluation and Test Construction: A lesson begins with some set objectives. The question that must normally arise at the end of the lesson is therefore, the extent to which the objectives have been attained. The measurement and determination of the extent of attainment of the specified objectives is referred to as evaluation.
They Make Teaching Child-Centred: Gone are the days when the teacher dominated the entire teaching and learning. He was seen as one who knew everything to be imparted to the learners. It was entirely passive learning. Today, the trend has changed from passive to active learning whereby the learner himself is practically involved. The child or pupil is now the focus of teaching. Behavioural objectives provide one of the avenues for stressing the place of the learner in the teaching and learning process. The whole activities are expected to centre around him and this need is constantly brought to focus each time we state instructional and behavioural objectives.

4

The cognitive learning objectives according to B.S. Bloom are stated below. These are in ascending order of complexity as follows. Check YEAR 2023 Q5a
(i) Knowledge
(ii) Comprehension
(iii) Application
(iv) Analysis
(v) Synthesis
(vi) Evaluation

5

Check PDE703 Pg 28 . Please visit our website for your specific subject area.

6

The table below shows the difference between traditional teaching practice and micro teaching. Check YEAR 2023 Q2a
Traditional teaching Micro-teaching
Content It is geared towards the student-teacher teaching the pupils certain contents. It is geared towards the student-teacher mastering a teaching skill at a time.
Scope Integrated skills are often emphasized and through this traditional approach, all the skills may not be mastered. The student-teacher is expected to exhibit only one teaching skill at a time.
The student-teacher is expected to teach the pupils a number of facts and also exhibit a mastering of some basic teaching skills.
Number of students The student-teacher is expected to teach many pupils, i.e. 30 or more pupils in regular classroom settings. Only about 5 to 10 students are taught and often in a micro-teaching laboratory.
Duration It is about 35 – 40 minutes It is about 5 – 10 minutes
Feedback Feedback is not immediate It gives room for immediate feedback.

" + mySubjectSelected + " " + myClassSelected + "

February 2022 (BAY States: Borno, Adamawa and Yobe)

1

" + weekNum + "

For an individual to be regarded as a good teacher, he or she needs to possess a number of characteristics that befit the noble profession. Enumerate and discuss five (5) characteristics or qualities of a good teacher.

2

" + weekNum + "

Explain four (4) ways in which behavioural objectives are of importance to the teaching and learning situations.

3

" + weekNum + "

One of the prominent areas of education which had attracted the attention of educationists through the ages is the process of making the teaching-learning situation easy for both the teachers and learners. This has led to the evolvement of various types of methods of teaching. Give and explain with examples any four methods of teaching.

4

" + weekNum + "

Lesson note is an integral part in teaching-learning situation. Give any five (5) purposes which a lesson note serves.

5

" + weekNum + "

For effective teaching-learning to take place, effective communication is necessary. Discuss any five (5) barriers to effective communication in the teaching-learning situation.

6

" + weekNum + "

Examine five (5) purposes of evaluation of learning outcome.

" + mySubjectSelected + " " + myClassSelected + "

1

Qualities of a good teacher or characteristics of a good teacher or traits of a good teacher . Check YEAR 2017 Q4c, YEAR 2016 Q2, YEAR 2012 Q2
a) Good character
b) Very competent to handle his/her teaching subject
c) Willing to add to his/her knowledge
d) He/she must be flexible and open-minded
e) He/she must be ready to face reality in an objective way
f) He/she must be neat
g) He/she must be firm
h) He/she must be kind and understanding
i) He/she must be active in the community and ready to initiate parent contacts
j) He/she must have effective communication

2

The following are some of the values of behavioural objectives : Check YEAR 2022 Q3
Behavioural Objectives Guide Teaching: To a large intent, the behavioural objectives serve as guides for the teachers. The objectives dictate to teachers what to emphasize in the teaching of the subject-matter or topic. They also suggest the resource materials and activities to be used in the teaching and learning. As you teach along, one thing keeps striking your mind. That is, the objectives of the lesson. In this way, you try to ensure that every action you take and every activity of the lesson are geared towards achieving the lesson objective. Without the behavioural objectives therefore, the teacher will have nothing on which to focus his lesson.
They Provide Motivation for Teaching and Learning: In the absence of behavioural objectives,you may not be able to relate the lesson to real life or carry all the pupils along. Behavioural objectives make the lesson to have purpose. This purpose motivates the teacher. Furthermore, statements of objectives accommodate the needs of the learners. In other words, you would be expected to have all the pupils in mind while stating your instructional objectives. Similarly, you would be guided by the desire to see that as many of the pupils as possible attain these objectives.
They Facilitate Evaluation and Test Construction: A lesson begins with some set objectives. The question that must normally arise at the end of the lesson is therefore, the extent to which the objectives have been attained. The measurement and determination of the extent of attainment of the specified objectives is referred to as evaluation.
They Make Teaching Child-Centred: Gone are the days when the teacher dominated the entire teaching and learning. He was seen as one who knew everything to be imparted to the learners. It was entirely passive learning. Today, the trend has changed from passive to active learning whereby the learner himself is practically involved. The child or pupil is now the focus of teaching. Behavioural objectives provide one of the avenues for stressing the place of the learner in the teaching and learning process. The whole activities are expected to centre around him and this need is constantly brought to focus each time we state instructional and behavioural objectives.

3

Check YEAR 2023 Q2a

4

The following are some of the purposes of a lesson note in teaching-learning situation. Check YEAR 2023 Q5b, YEAR 2013 Q1b
They include the following :
(i) It helps in logical presentation of the lesson.
(ii) It helps in itemizing interesting illustrations and examples.
(iii) It helps the teacher to reassure himself of the ability to motivate the students.
(iv) It helps to prepare important facts about the lesson ahead of time.
(v) It saves time

5

Check YEAR 2017 Q5b, YEAR 2016 Q3, YEAR 2015 Q1c, YEAR 2012 Q4

6

Importance of evaluation of learning outcomes / purposes of evaluation Check YEAR 2016 Q5b, YEAR 2015 Q5b, YEAR 2012 Q5
a) It is a measure of the effectiveness of the teaching method: It helps to reveal which of the behavioral objectives have or have not been attained.
b) It is a source of encouragement for pupils: It motivates performing students to achieve more and reminds pupils not doing well to work harder.
c) It provides the bases for guidance and counseling: Without evaluation you may not know which pupil have academic problem for which they need advice.
d) It serves as a basis for the classification of pupils: It helps to classify pupils according to their level of intelligence.
e) It serves as a basis for pupils' promotion: It encourages pupils to become more serious because they know that the chance of being promoted to the next higher class depends on evaluation.
f) It provides a measure of standard: It provides a way of setting standards. Often, a school whose pupils always do well in external examinations tends to command more public respect than failure schools.

" + mySubjectSelected + " " + myClassSelected + "

1 a)

" + weekNum + "

Distinguish between reward and punishment in the school system. (10 marks)

1 b) i)

" + weekNum + "

Enumerate the three (3) broad categories of punishment. (6 marks)

1 b) ii)

" + weekNum + "

How would a teacher apply deprivation punishment in the class for good class control? (8 marks)

2 a)

" + weekNum + "

What are school records? (8 marks)

2 b) i)

" + weekNum + "

Distinguish between records that are frequently used and those rarely used with four (4) examples each. (8 marks)

2 b) ii)

" + weekNum + "

With special reference to the students' attendance register and punishment log book, give three (3) importance of school records. (9 marks)

3 a)

" + weekNum + "

What is 'Behavioral Objectives'? (7 marks)

3 b)

" + weekNum + "

Give any three (3) importance of Behavioral Objectives in a lesson plan. (9 marks)

3 c)

" + weekNum + "

Outline the three (3) domains of learning outcome; give two (2) verbs used in stating them. (9 marks)

4 a)

" + weekNum + "

Define teaching. (5 marks)

4 b)

" + weekNum + "

List five (5) principles underlying teaching. (5 marks)

4 c)

" + weekNum + "

Enumerate five qualities of a good teacher. (15 marks)

5 a)

" + weekNum + "

Define the term 'Communication' (10 marks)

5 b)

" + weekNum + "

List and briefly explain five (5) barriers to effective classroom communication. (15 marks)

6

" + weekNum + "

Write short note on the following: a) Entry behavior b) Lecture method c) Set induction d) Field method e) Dramatization method. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

S/N Reward Punishment
It is any complimentary remarks, gifts or marks given to students for their good performance, behavior, actions or services. It is a discomfort or pain inflicted on an offender solely as a result of violating the rules and regulations of the school.

1 (b) (i)

Categories of punishment
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.

1 (b) (ii)

Sending an offender out of the class: This is often not recommended unless the presence of the offender will work strongly against orderliness and effective learning in the class.

2 (a)

They are instruments used to build a history of the pupils in a school.

2 (b) (i)

Records that are frequently used Records that are rarely used
They are required daily. They are required occasionally.
Attendance register, continuous assessment record, school record and diary, store ledger or stock book, the cash account book The admission register, the punishment book, the visitor book, the transfer of certificate

2 (b) (ii)

Students’ attendance register
1 It shows the number of pupils present and absent each day.
2 It helps to inculcate the spirit of regularity and punctuality in the mind of the pupils.
3 It is used to give the parents the information as regards the regualrity and punctuality of their children in school.
Punishment log book
1 The type of punishment and the manner in which it was given are recorded in this record.
2 The consciousness of the availability of a record to fill, makes many young teachers to restrain themselves from punishing children indiscriminately.

3 (a)

They are what the teacher expects the pupils to learn at the end of the lesson.

3 (b)

Importance of behavioral objectives
Importance of behavioral objectives
1. Behavioral objectives guide teaching by dictating to teachers what to emphasise in the teaching of the subject-matter or topic
2. They provide motivation for teaching and learning. They make the lesson to have a purpose and in turn the purpose motivates the teacher.
3. They facilitate evaluation and test construction: If a behavioral objective is stated in terms of pupils’ behaviors, evaluation becomes very easy, otherwise, it becomes difficult to quantify and measure .
4. They make teaching child-centred by promoting active learning whereby the learner himself is practically involved .

3 (c)

Learning occurs in three categories or domains, namely: Cognitive, Affective and Psychomotor . Check YEAR 2013 Q4
One of these domains was discussed extensively by Bloom. Check YEAR 2023 Q5a, YEAR 2022 Q4

4 (a)

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).

4 (b)

Principles underlying teaching. Check YEAR 2023 Q3c
1 Clear objectives: Teaching is goal-oriented. To achieve the goal, there should be set objectives.
2 Previous knowledge: Every child had some experience before going to school. The teacher should build on these.
3 It should be systematic: It should proceed from known to unknown, simple to difficult, concrete to abstract, and general to specific.
4 Pupils' readiness: Teacher should ensure that the pupils are intellectually ready for what is to be taught.
5 Individual differences: Individual differences must be realized by the teacher. This will enable him/her to adjust the pace of his/her lesson to accommodate slow learners and without affecting the fast learners.

4 (c)

Qualities of a good teacher or characteristics of a good teacher or traits of a good teacher . Check YEAR 2021 Q1, YEAR 2016 Q2, YEAR 2012 Q2
I. Good character
II. Very competent to handle his/her teaching subject
III. Willing to add to his/her knowledge
IV. He/she must be flexible and open-minded
V. He/she must be ready to face reality in an objective way
VI. He/she must be neat
VII. He/she must be firm
VIII. He/she must be kind and understanding
IX. He/she must be active in the community and ready to initiate parent contacts
X. He/she must have effective communication

5 (a)

Define communication. What is communication? Define classroom communication.
It is the transfer, transmission or exchange of ideas, knowledge, beliefs, attitudes or emotions from one person or group of persons to another.

5 (b)

1 Noise: Interference from the pupils’ environment such as shouts, laughter of other pupils, unusual sound from moving cars, shuffling of feet or chairs on the floor and so on can cause ineffective communication.
2 Incompetence in the use of language: English Language is not a mother-tongue, therefore, some teachers are not finding it easy to communicate well in it.
3 Deficiency in listening skills: A teacher may put in his best to communicate his thoughts and yet some pupils are unable to get the message. Listening is not just a matter of hearing sounds but involves catching the patterns of thought and making meanings out of them.
4 Confusion in meanings: Certain words or concepts mean different things to different people depending on how they are used.
Others may be taken from the characteristics a poor lesson as follows:
1 Lack of logical presentation of material
2 Lack of interesting detail of illustrative aids.
3 Lack of ability to motivate the class, resulting in boredom and restlessness in the class.
4 Poor timing of the lesson
5 The omission of important facts due to lack of adequate knowledge of subject content.
6 Teaching inaccurate facts.
7 Excessive corrections when the assignments or written work of learners are being marked.

6

WIPP703

" + mySubjectSelected + " " + myClassSelected + "

1 a)

" + weekNum + "

Elucidate on the attributes of behavioral objectives. (15 marks)

1 b)

" + weekNum + "

Choose any two (2) topics from your area of specilaisation and state one behavioural objective on each topic. (10 marks)

2

" + weekNum + "

Carefully examine any five (5) qualities of a good teacher. (25 marks)

3

" + weekNum + "

Explain any five (5) factors that constitute barriers to effective classroom communication and suggest ways of handling them. (25 marks)

4 a)

" + weekNum + "

Define teaching. (5 marks)

4 b)

" + weekNum + "

Describe the roles of a professional teacher in detail. (20 marks)

5 a)

" + weekNum + "

Examine the concept, 'Evaluation'. (5 marks)

5 b)

" + weekNum + "

Discuss any five (5) purposes of evaluation. (20 marks)

6

" + weekNum + "

Identify and discuss any five (5) statutory records kept by the Headmaster of a school. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Attributes of behavioral objectives / characteristics of behavioral objectives are Check YEAR 2012 Q3a
1. Relevance: A good behavioral objective must be in relation to a given instruction or lesson.
2. Specificity: It must be specific in terms of what the teacher hopes the pupils should learn.
3. Clarity: It must contain action verbs, e.g. name, list, write, draw, define, explain, describe, distinguish, state, calculate, criticize, and so on
4. Measurable: It specifies observable and measurable actions or activities of the pupils.
5. Pupil-centredness: If a behavioral objective is stated in terms of pupils’ behavior, evaluation becomes very easy, otherwise, it becomes difficult to quantify and measure .

1 (b)

Topic: Heat Energy Measurement
Behavioral objective: At the end of this topic, the students should be able to:
1. Explain the concept of heat capacity.
2. Perform calculations involving specific heat capacity.
Topic: Simultaneous equations
Behavioral objective: At the end of this topic, the students should be able to:
1. Solve simultaneous equations using the method of substitution.
2. Solve simultaneous equations using the method of elimination.

2

Qualities of a good teacher or characteristics of a good teacher or traits of a good teacher . Check YEAR 2021 Q1, YEAR 2017 Q4c, YEAR 2012 Q2
a) Good Character: Teacher as a molder of lives must be an embodiment of good character. A good and effective teacher is one who respects the truth, who is sincere in word and act, and whose personal life sets a good example to his pupils. He/she must like people especially the young ones. The teacher with good sense of humour and care for the young ones instills confidence in the parents that their children are in safe hands. Students soon get to know the teacher that is sincere and honest.
b) Very competent to handle his/her teaching subject: One must know what he teachers to be able to inspire the confidence of his students. A good teacher must know his subject inside out, not just what he is to cover as shown in the syllabus. A teacher’s knowledge of the subject must be above that of non-education graduate of the same field. It is only then that a teacher can open the doors of this field in an interesting and exciting manner to the students.
c) Willing to add to his/her knowledge: Education is not static; new knowledge, ideas and insight of application of this knowledge come out daily. A teacher who does not update his knowledge regularly becomes stale and outdated. Effective teachers always find the slightest opportunity to update their knowledge and skills. A good teacher is a practical scholar, a student of the academic discipline.
d) A good teacher must be flexible and open-minded: He is not fixed and limited in his ways. He is always ready to receive new ideas especially those that will foster positive development. He sees things in different angles, thus approaches a topic from several viewpoints. He has a creative mind.
e) Faces reality in an objective way: A good teacher does not allow his emotions to cloud his judgement. He has a way of ascertaining facts. A good teacher seeks help and tries to free himself from any emotions that will upset him and or make him sway to his personal or irrational judgement on topical issues.
f) Neatness: A good teacher leads by example in this regard. Though not necessarily expensive but his dressing should be neat, clean and smart. He should emphasize the culture of cleanliness in his pupils and should try to live a healthy life.
g) Firmness: As much as the teacher is kind towards his students, he should be firm in ensuring fair-play and equal treatment to all. Students are often confused when he changes his rule frequently. Teacher’s weaknesses are exposed by his inconsistency in enforcing rules and acceptable mode of behaviour. Any attempt to show preferential treatment to his students will make him lose respect and so lack his students’ confidence.
h) Kindness and understanding: A good teacher is always friendly and helpful to his students. Being aggressive does not help the situation as it will only distance the students from the teacher, thus making it difficult for him to understand their problems. A good teacher always takes interest in his students’ genuine personal problems and shows a lot of understanding in assisting to solve them. He treats any personal problems of his students with utmost confidentiality with a view to enlisting their confidence.
i) He must be active in the community and ready to initiate parent contacts: He must always show co-operation to the parents of his students in finding solution to their students’ problems.
j) Effective Communication: A good teacher does not leave his students in doubt on what he wants them to do. He gives clear instructions and direct orders that elicit understanding from his students. A good teacher in this regard, is expected to have adequate knowledge of the language being used as a medium of instruction in schools. In addition to having adequate knowledge of the subject-matter with good personality, the teacher needs to present his lesson with good, simple and clear language adequately adjusted to the students’ level and population. While the teacher is expected to be fluent and accurate in his speech, his voice must be lively, pleasant and audible everywhere in the classroom so as to avoid monotony.

3

1 Noise: Interference from the pupils environment such as shouts, laughter of other pupils, unusual sound from moving cars, shuffling of feet or chairs on the floor and so on can cause ineffective communication.
2 Incompetence in the use of language: English Language is not a mother-tongue, therefore, some teachers are not finding it easy to communicate well in it.
3 Deficiency in listening skills: A teacher may put in his best to communicate his thoughts and yet some pupils are unable to get the message. Listening is not just a matter of hearing sounds but involves catching the patterns of thought and making meanings out of them.
4 Confusion in meanings: Certain words or concepts mean different things to different people depending on how they are used.
Others may be taken from the characteristics of a poor lesson as follows:
1 Lack of logical presentation of material
2 Lack of interesting detail of illustrative aids.
3 Lack of ability to motivate the class, resulting in boredom and restlessness in the class.
4 Poor timing of the lesson
5 The omission of important facts due to lack of adequate knowledge of subject content.
6 Teaching inaccurate facts.
7 Excessive corrections when the assignments or written work of learners are being marked.
How to improve classroom communication Check YEAR 2023 Q5c
1 Minimising noise: Teachers should minimise distractions from within and outside the class. Where noise becomes inevitable, you should increase the volume of your voice to suppress the noise.
2 Improved speaking ability: Teachers should make effort to improve on their verbal communication skills. Try to speak good English always. Try to pronounce words properly and aloud for learners to hear and understand
3 Be organised: Don't attempt to speak fast so that you will not lose coordination of your thought patterns. Learn to think about what you want to say before saying it.
4 Consider pupils' needs, interests and capabilities: Understand the pupils’ level of development and understanding so that you do not use words or concepts far above theirs.
5 Class control: Ensure that the pupils pay attention. Constant use of questioning and watchful eyes will help to get their listening attention.

4 (a)

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 .

4 (b)

The roles of a professional teacher are to PDE703 Pg 9:
i. Translate scheme of work to a lesson plan and further develop the lesson plan into a lesson note.
ii. Transmit accumulated knowledge and values of the past from one generation to another.
iii. Interpret this information with a view to modifying and improving the future.
iv. Encourage students to take charge of their learning journey by engaging their natural curiosity.
v. Promote personal and cordial relationships with school authority and colleagues.
vi. Listen to what the students have to say. Teachers who are good listeners will be able to understand the needs of their students by listening to their concerns and responding accordingly.
Qualities of a good teacher are
1 Good character
2 Very competent to handle his/her teaching subject
3 Willing to add to his/her knowledge
4 He must be flexible and open-minded
5 He must be ready to face reality in an objective way
6 He must be neat
7 He must be firm
8 He must be kind and understanding
9 He must be active in the community and ready to initiate parent contacts
10 He must have effective communication

5 (a)

It is a conscientious attempt made to provide both qualitative and quantitative judgement of the learners' progress.
It ensures that there is progress and that such progress is in the desired direction.
It is the estimation of the worth of a thing, process or programme in order to reach meaningful decisions about that thing, process or programme.

5 (b)

Importance of evaluation of learning outcomes or purposes of evaluation Check YEAR 2021 Q6, YEAR 2015 Q5b, YEAR 2012 Q5
1 It is a measure of the effectiveness of the teaching method: It helps to reveal which of the behavioral objectives have or have not been attained.
2 It is a source of encouragement for pupils: It motivates performing students to achieve more and reminds pupils not doing well to work harder.
3 It provides the bases for guidance and counseling: Without evaluation you may not know which pupil have academic problem for which they need advice.
4 It serves as a basis for the classification of pupils: It helps to classify pupils according to their level of intelligence.
5 It serves as a basis for pupils' promotion: It encourages pupils to become more serious because they know that the chance of being promoted to the next higher class depends on evaluation.
6 It provides a measure of standard: It provides a way of setting standards. Often, a school whose pupils always do well in external examinations tends to command more public respect than failure schools.

6

WIP703

" + mySubjectSelected + " " + myClassSelected + "

1 a)

" + weekNum + "

Define classroom communication. (5 marks)

1 b)

" + weekNum + "

Explain the basic elements in classroom communication . (10 marks)

1 c)

" + weekNum + "

Discuss the barriers to effective classroom communication. (10 marks)

2 a)

" + weekNum + "

Explain what is meant by a classroom test. (5 marks)

2 b)

" + weekNum + "

Discuss four (4) qualities of a classroom test. (20 marks)

3 a)

" + weekNum + "

What do you understand by the term 'curriculum'? (10 marks)

3 b)

" + weekNum + "

Enumerate and explain the roles of the teacher in curriculum implementation. (15 marks)

4 a)

" + weekNum + "

Identify any five (5) causes of learning problems in children. (15 marks)

4 b)

" + weekNum + "

Explain any three (3) ways of assisting children with learning problems in your class. (10 marks)

5 a)

" + weekNum + "

Explain the term 'evaluation'. (10 marks)

5 b)

" + weekNum + "

Examine any five (5) purposes of evaluation. (15 marks)

6 a)

" + weekNum + "

Explain the significance of the following in a lesson: i) Specific objective; ii) Entry behaviors; iii) Set Induction; iv) Summary; v) Evaluation

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Define communication. What is communication?
It is the transfer, transmission or exchange of ideas, knowledge, beliefs, attitudes or emotions from one person or group of persons to another.

1 (b)

WIPP

1 (c)

1 Noise: Interference from the pupils environment such as shouts, laughter of other pupils, unusual sound from moving cars, shuffling of feet or chairs on the floor and so on can cause ineffective communication.
2 Incompetence in the use of language: English Language is not a mother-tongue, therefore, some teachers are not finding it easy to communicate well in it.
3 Deficiency in listening skills: A teacher may put in his best to communicate his thoughts and yet some pupils are unable to get the message. Listening is not just a matter of hearing sounds but involves catching the patterns of thought and making meanings out of them.
4 Confusion in meanings: Certain words or concepts mean different things to different people depending on how they are used.
Others may be taken from the characteristics a poor lesson as follows:
1 Lack of logical presentation of material
2 Lack of interesting detail of illustrative aids.
3 Lack of ability to motivate the class, resulting in boredom and restlessness in the class.
4 Poor timing of the lesson
5 The omission of important facts due to lack of adequate knowledge of subject content.
6 Teaching inaccurate facts.
7 Excessive corrections when the assignments or written work of learners are being marked.

2 (a)

A test is a task carried out to find out what the student knows, what he/she does not know, or even what he/she partially knows.
It is a detailed or small scale task carried out to find out what a student knows, what he/she does not know, or even what he/she partially knows.
It is one of the assessment instruments. It is used in getting quantitative data.

2 (b)

Characteristics of a good test: A test is not something that is done in a haphazard manner.
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 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
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.
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.
Variety is also a characteristic of a good test. This includes a variety of test type: multiple choice tests, subjective tests and so on. It also includes variety of tasks and so on. It also includes variety of tasks within each test: writing, reading, speaking, listening, re-writing, transcoding, solving, organizing and presenting extended information, interpreting, black filling, matching, extracting points, distinguishing, identifying, constructing, producing, designing, etc. In most cases, both the tasks and the materials to be used in the tests should be real to the life situation of what the learner is being trained for.

3 (a)

Define curriculum.
It has been seen by some as all the learning experiences that the learner acquires under the guidance of schools directed towards acquiring some skills or competences .
It is a guide to the teacher to tune the pupils to the aspirations and goals of the society.
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).

3 (b)

They are: Check YEAR 2023 Q1a
1 The teacher should have a good knowledge of the curriculum.
2 He should translate the curriculum to syllabus and topics which are at the level of each class.
3 He should determine the teaching methods suitable for each topic.
4 He should marry the knowledge of the child and his environment with his knowledge of the curriculum in order to create a workable atmosphere for the pupils to learn without fears.

4 (a)

Causes of learning problems in children
1. Physical handicaps: If a child is physically handicapped, he would find it difficult to apply himself fully to the learning situation.
2. Dependence: If a child has been too petted or pampered at home, there is the tendency that he would always want someone to do a number of things for him.
3. Absenteeism and lateness: A child that is constantly absent from class work is likely to have some learning problems.
4. Mental retardation: If a child’s brain is naturally not developed for facilitate learning, he/she is likely to have some learning problems.
5. Lack of attention and concentration: A hungry pupil is likely to be ill-looking and restless in the class. Why you are teaching he/she is more concerned with other problems and needs than the need to learn.

4 (b)

How to help students cope with learning problems
1. Effective sitting arrangement
2. Counseling and encouragement
3. Variation in learning experiences
4. Psychiatric treatment

5 (a)

It is a conscientious attempt made to provide both qualitative and quantitative judgement of the learners' progress.
It ensures that there is progress and that such progress is in the desired direction.

5 (b)

I Importance of evaluation of learning outcomes / purposes of evaluation Check YEAR 2021 Q6, YEAR 2016 Q5b, YEAR 2012 Q5
1 It is a measure of the effectiveness of the teaching method: It helps to reveal which of the behavioral objectives have or have not been attained.
2 It is a source of encouragement for pupils: It motivates performing students to achieve more and reminds pupils not doing well to work harder.
3 It provides the bases for guidance and counseling: Without evaluation you may not know which pupil have academic problem for which they need advice.
4 It serves as a basis for the classification of pupils: It helps to classify pupils according to their level of intelligence.
5 It serves as a basis for pupils' promotion: It encourages pupils to become more serious because they know that the chance of being promoted to the next higher class depends on evaluation.
6 It provides a measure of standard: It provides a way of setting standards. Often, a school whose pupils always do well in external examinations tends to command more public respect than failure schools.

6 (a)

(i) Specific objective:
(ii) Entry behaviours
(iii) Set induction: This is anything presented to a learner to make him/her pay attention and learn within the lesson period. What is presented should be novel, must have the power of stimulation to gain and hold the attention of the learner. It must induce learners to withdraw from other activities and pay undivided attention to your lesson presentation. It is a device or a ‘hook’ that induces a pupil to be attentive and learn. It is 'hook' that grasps the students’ attention to learn. It usually occurs at the beginning of a period (or a class).
(iv) Summary:
(v) Evaluation: It is a conscientious attempt made to provide both qualitative and quantitative judgement of the learners' progress. It ensures that there is progress and that such progress is in the desired direction.
WIP703

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1 a)

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Examine the components of a good lesson plan. (10 marks)

1 b)

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Explain any five (5) significance of lesson note to the teacher. (15 marks)

2 a)

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Define the term Programme Instruction. (10 marks)

2 b)

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State and explain the principles guiding Programme Instruction. (15 marks)

3 a)

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Differentiate between Reward and Punishment. (10 marks)

3 b)

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Explain the factors that aid discipline in classroom. (15 marks)

4

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List and explain the three (3) domains of educational objectives with their corresponding acquisition levels. (25 marks)

5

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Critically assess any five (5) guidelines for the selection of teaching or learning resources with relevant examples. (25 marks)

6

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Identify and explain five (5) factors teachers must consider in selecting teaching methods. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

They include: (i) The subject (ii) Date (iii) Time / duration (iv) Class (v) Period (vi) Average age of the learner (vii) Topic (viii) Behavioral objectives (ix) Previous knowledge (Entry behavior) (x) Instructional materials (xi) Introduction / set induction (xii) Instructional procedure (xiii) Evaluation
There is no hard-and-fast rule about the number of components that should be included in a lesson note (PDE 703 Pg 29). However, the following are some of the components common to most lesson notes (PDE 703 Pg 25).
i. Subject and Topic: The topic helps the teacher to focus on a specific aspect of the subject per time. A subject refers to the broad field of study such as Mathematics while a topic refers to a component of the subject such as 'Quadratic Equation' or 'Simple Interest' (PDE 703 Pg 25).
ii. Description of Learners Category: It is important to state the class of the learners, the average age and sex of pupils participating in that class. This helps in determining the pupils' problems, needs, interests and capabilities as bases for effective teaching (PDE 703 Pg 25).
iii. Instructional and Behavioural Objectives: These are the specific tasks or behaviours you want the pupils to perform or demonstrate immediately after the lesson as evidence that learning has taken place. Use such action verbs as name, identify, mention, explain, discuss, describe, distinguish, calculate, arrange, defend, criticise, etc in stating objectives (PDE 703 Pg 26).
iv. Duration of the Lesson: Every teacher is expected to plan for what he/she can accomplish or finish within the limited time stated on the school time-table. This could be 30 or 4O minutes. This helps the teacher avoids teaching into the next lesson period allocated for another subject. It also prevents embarrassement to the next teacher and disruption to the next subject (PDE 703 Pg 26).
v. Teaching Aids or Instructional Media: These are the resource materials to be used to facilitate the attainment of the lesson objectives. They could be used for illustration or demonstration of processes or concepts in the lesson. They should be relevant to the topic and level of the learners. Above all, they should be used at the appropriate time (PDE 703 Pg 26).
vi. Evaluation: This helps to determine the extent to which the stated objectives have been attained. Evaluation may take the form of oral-questioning and answers, drawing, arranging, selecting, labelling, reciting, etc (PDE 703 Pg 27).

1 (b)

The following are some of the significance of a lesson note to the teacher. Check YEAR 2023 Q5b, YEAR 2021 Q4
They include the following :
(i) It helps in logical presentation of the lesson.
(ii) It helps in itemizing interesting illustrations and examples.
(iii) It helps the teacher to reassure himself of the ability to motivate the students.
(iv) It helps to prepare important facts about the lesson ahead of time.
(v) It saves time

2 (a)

It is defined as self-instructional approach to teaching. It specifies instructional objectives in terms of knowledge of the learner (or in terms of observable learner’s behavior).

2 (b)

Programmed instruction operates based on the following principles: Check YEAR 2023 Q3b
1. The principle of active response
2. The principle of immediate feedback or reinforcement
3. The principle of associative learning
4. The principle of self pacing
5. The principle of small steps
WIP703

3 (a)

S/N Reward Punishment
1 It is any complimentary remarks, gifts or marks given to students for their good performance, behavior, actions or services. It is a discomfort or pain inflicted on an offender solely as a result of violating the rules and regulations of the school.

3 (b)

PDE711 YEAR 2017 QUESTION 4b
They include:
1. Thorough preparation of lesson: A teacher should avoid being shallow in the topic but be sure of the facts being taught .
2. Teachers own personality: This refers to the teacher’s human relations with the pupils, his physical appearance, the way he speaks, his temper and mannerism.
3. Teacher’s strictness: The teacher should be strict, firm but kind. There should be no favouritism or bias in all he does in class.
4. Fairness in punishment: The teacher’s punishment must be commensurate with the offence. The punishment must not be extreme. The exact offenders only must be punished.
5. Teacher’s performance during teaching: A teacher who is dull in presentation gives the pupils the opportunity to wander in their minds. A teacher should strive to know the names of all his pupils.
6. Classroom arrangement and organization: The classroom should be arranged in such a way that the teacher can get to any part or any material without disturbing the peace of the class.
7. Simple rules and regulations to guide the class: The teacher should let the students know the rules and regulations guiding the class to minimize violation.
8. Participation in school societies: School societies serve as instrument of discipline. In school societies, teachers and pupils often develop good relationship which helps in class discipline.
9. Student involvement
10. School studies.

4

Learning occurs in three categories or domains, namely: Cognitive, Affective and Psychomotor . Check YEAR 2017 Q3c
One of these domains was discussed extensively by Bloom. Check YEAR 2023 Q5a, YEAR 2022 Q4

5

Factors for instructional materials (or selection or resources or selection of teaching aids) include:
1. Relevance: Materials to be used must be related and relevant.
2. Availability: The materials should be available and affordable.
3. Simplicity: Materials to be used must be simple and not complex.
4. Attractiveness: Materials to be used must be appealing to students.
5. Audibility: The audibility of the materials used must be such that it makes sense and meaning.
6. Visibility: Materials to be used must be seen or visible to the students.
7. Durability: Materials to be selected should be such that is durable and capable of being preserved for a fairly long time.

6

Tips to consider in choosing methods
1 The objectives of the lesson
2 The age and class of the pupils
3 The subject
4 The topic
5 The time limit
6 The size of the class and the classroom
7 The size and location of the school
8 The availability of educational resources
9 The home and societal background of the pupils
10 The type of lessons

" + mySubjectSelected + " " + myClassSelected + "

1 a)

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What does the concept 'education' mean?

1 b)

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Write short notes on the following: i) Training ii) Drilling iii) Instruction iv) Indoctrination

2

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Describe fully any five (5) qualities of an ideal teacher.

3 a)

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Explain any four (4) characteristics of behavioral objectives.

3 b)

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What are the functions of behavioral objectives?

4

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Discuss five (5) major barriers to effective classroom communication.

5

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Why is it necessary to evaluate learning outcomes?

6 a)

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What do you understand by class control?

6 b)

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Examine any five (5) factors that aid class control and class discipline.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Define education. What is education?
It is the process of transmitting societal lores, values and desirable attitudes from one generation to another.
Whatever we do for ourselves and whatever is done for us by others for the express purpose of bringing us nearer to the perfection of our nature (Stuart Mill, 1931) .

1 (b)

Concepts related to education
1 Initiation: In the school setting, all cases of orientation, induction, and matriculation are forms of initiation.
2 Training: It is a process deliberately planned to impart into someone a set of skills to enable him/her perform certain operations.
3 Drilling: It is a process that involves the repetition of simple knowledge, facts, skills until the learner can do the tasks perfectly and repeatedly without any error.
4 Instruction: It is a process of building into the mind knowledge, facts, relations, rules, or principles of one kind or another.
5 Indoctrination: It is the success achieved in closing somebody's mind on an issue.
6 Schooling: It is a process of formal education.

2

Qualities of a good teacher or characteristics of a good teacher or traits of a good teacher . Check YEAR 2021 Q1, YEAR 2017 Q4c, YEAR 2016 Q2, YEAR 2012 Q2
1 Good character
2 Very competent to handle his/her teaching subject
3 Willing to add to his/her knowledge
4 He/she must be flexible and open-minded
5 He/she must be ready to face reality in an objective way
6 He/she must be neat
7 He/she must be firm
8 He/she must be kind and understanding
9 He/she must be active in the community and ready to initiate parent contacts
10 He/she must have effective communication

3 (a)

Attributes of behavioral objectives / characteristics of behavioral objectives are Check YEAR 2016 Q1a
1. Relevance: A good behavioral objective must be in relation to a given instruction or lesson.
2. Specificity: It must be specific in terms of what the teacher hopes the pupils should learn.
3. Clarity: It must contain action verbs, e.g. name, list, write, draw, define, explain, describe, distinguish, state, calculate, criticize, and so on
4. Measurable: It specifies observable and measurable actions or activities of the pupils.
5. Pupil-centredness: If a behavioral objective is stated in terms of pupils’ behavior, evaluation becomes very easy, otherwise, it becomes difficult to quantify and measure .

3 (b)

Importance of behavioral objectives
1. Behavioral objectives guide teaching by dictating to teachers what to emphasise in the teaching of the subject-matter or topic
2. They provide motivation for teaching and learning. They make the lesson to have a purpose and in turn the purpose motivates the teacher.
3. They facilitate evaluation and test construction: If a behavioral objective is stated in terms of pupils’ behaviors, evaluation becomes very easy, otherwise, it becomes difficult to quantify and measure .
4. They make teaching child-centred by promoting active learning whereby the learner himself is practically involved .

4

1 Noise: Interference from the pupils’ environment such as shouts, laughter of other pupils, unusual sound from moving cars, shuffling of feet or chairs on the floor and so on can cause ineffective communication.
2 Incompetence in the use of language: English Language is not a mother-tongue, therefore, some teachers are not finding it easy to communicate well in it.
3 Deficiency in listening skills: A teacher may put in his best to communicate his thoughts and yet some pupils are unable to get the message. Listening is not just a matter of hearing sounds but involves catching the patterns of thought and making meanings out of them.
4 Confusion in meanings: Certain words or concepts mean different things to different people depending on how they are used.
Others may be taken from the characteristics of a poor lesson as follows:
1 Lack of logical presentation of material
2 Lack of interesting detail of illustrative aids.
3 Lack of ability to motivate the class, resulting in boredom and restlessness in the class.
4 Poor timing of the lesson
5 The omission of important facts due to lack of adequate knowledge of subject content.
6 Teaching inaccurate facts.
7 Excessive corrections when the assignments or written work of learners are being marked.

5

Importance of evaluation of learning outcomes / purposes of evaluation Check YEAR 2021 Q6, YEAR 2016 Q5b, YEAR 2015 Q5b
a) It is a measure of the effectiveness of the teaching method: It helps to reveal which of the behavioral objectives have or have not been attained.
b) It is a source of encouragement for pupils: It motivates performing students to achieve more and reminds pupils not doing well to work harder.
c) It provides the bases for guidance and counseling: Without evaluation you may not know which pupil have academic problem for which they need advice.
d) It serves as a basis for the classification of pupils: It helps to classify pupils according to their level of intelligence.
e) It serves as a basis for pupils' promotion: It encourages pupils to become more serious because they know that the chance of being promoted to the next higher class depends on evaluation.
f) It provides a measure of standard: It provides a way of setting standards. Often, a school whose pupils always do well in external examinations tends to command more public respect than failure schools.

6 (a)

Class control is the ability of a teacher to maintain order and discipline among the class pupils with the objective of creating a conducive learning environment.
Discipline is the ability of a student to develop 'self control'
It is the management of a class such that the prevailing atmosphere is conducive for learning. It is the management of a class in such a way that the prevailing atmosphere is conducive for learning. That is, the classroom is free of distribution and disorderliness and it must not convey a mourning atmosphere either.

6 (b)

PDE711 YEAR 2017 QUESTION 4b
They include:
1. Thorough preparation of lesson: A teacher should avoid being shallow in the topic but be sure of the facts being taught .
2. Teachers own personality: This refers to the teacher’s human relations with the pupils, his physical appearance, the way he speaks, his temper and mannerism.
3. Teacher’s strictness: The teacher should be strict, firm but kind. There should be no favouritism or bias in all he does in class.
4. Fairness in punishment: The teacher’s punishment must be commensurate with the offence. The punishment must not be extreme. The exact offenders only must be punished.
5. Teacher’s performance during teaching: A teacher who is dull in presentation gives the pupils the opportunity to wander in their minds. A teacher should strive to know the names of all his pupils.
6. Classroom arrangement and organization: The classroom should be arranged in such a way that the teacher can get to any part or any material without disturbing the peace of the class.
7. Simple rules and regulations to guide the class: The teacher should let the students know the rules and regulations guiding the class to minimize violation.
8. Participation in school societies: School societies serve as instrument of discipline. In school societies, teachers and pupils often develop good relationship which helps in class discipline.
9. Student involvement
10. School studies.

" + mySubjectSelected + " " + myClassSelected + "

Saturday 6th July 2024, 1st Paper out of 2 Papers per Day. (2nd Paper in a Row).

1

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Examine any five (5) characteristic features of core-curriculum.

2

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Identify and explain any five (5) social issues that curriculum planners must address.

3

" + weekNum + "

Enumerate and discuss four (4) various curriculum approaches.

4

" + weekNum + "

The definition of curriculum is a matter of your own perception. Expatiate this statement.

5

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Distinguish between core-curriculum and broad-field curriculum.

6

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List and explain the six (6) levels of cognitive domain.

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WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

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2nd September 2023 Saturday, First Paper

1 (a)

" + weekNum + "

Define the term 'Curriculum' from the perspective of Wasagu (2000).

1 (b)

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Briefly discuss the history of Curriculum development from 1913 to date.

1 (c)

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Identify any Five (5) types of Curriculum design and discuss any Two (2).

2 (a)

" + weekNum + "

Briefly explain the terms: i. Scheme of work ii. Syllabus

2 (b)

" + weekNum + "

Define the term teaching. Identify any Six (6) methods of teaching and briefly discuss any Three (3).

3 (a)

" + weekNum + "

Define the terms Curriculum planning and development.

3 (b)

" + weekNum + "

Discuss the components of a lesson plan and outline the characteristics of a poor lesson.

3 (c)

" + weekNum + "

Discuss the domains of Knowledge in relation to Curriculum development learning experience.

4 (a)

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Onwuka (1996) Outlined the functions of Curriculum, enumerate them and discuss briefly any Five (5) characteristics of a good planned Curriculum.

4 (b)

" + weekNum + "

Identify any Three (3) foundations of Curriculum and discuss any Two (2).

5 (a)

" + weekNum + "

Discuss the purpose of instructional objectives in Curriculum development.

5 (b)

" + weekNum + "

What is a Unit of instruction? and identify the contents of a unit of instruction.

6 (a)

" + weekNum + "

Compare and contrast problem solving and brain storming methods of teaching.

6 (b)

" + weekNum + "

Identify and discuss the stages of Curriculum development.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Curriculum is a course of study that embraces the total spectrums of content, resources, materials and methods of teaching through which the purposes of education are achieved (Wasagu, 2000).
According to Wasagu, before you arrive at a curriculum, you must first establish your goal, aim and objectives. Curriculum itself is just a structure. It only comes alive as an activity when it is developed . Thus, the definition of curriculum changes from time-to-time. It also changes due to social conditions, conception of knowledge, the learner and, indeed, education . The different definitions based on the perception of different scholars are as follow: Check YEAR 2021 Q2, YEAR 2016 Q3(a)
a) Curriculum is the planned experiences offered to the learner under the guidance of the school (Wheeler, 1969: Pg 11).
b) A curriculum defines the total environment in which education takes place (Fafumera, 1974: Pg 58)
c) A curriculum consists of the experiences that individual learners encounter in a programme of education (Hass 1980)

1 (b)

History of Curriculum development
(i) Franklin Bobbit wrote an essay in 1913 which drew an analogy between curriculum making and industrial processes.
(ii) He published his first work on curriculum in 1918.
(iii) Sequel to that, curriculum as a field of study started at about 1918 out of the practical managerial necessity for solving technical and practical school’s problems.
(iv) Curriculum has no any mother discipline unlike other areas in education.

1 (c)

The three major types of curriculum design are as follow : Check YEAR 2019 Q2, YEAR 2012 Q1b
(i) Subject–Centred Curriculum: This type of curriculum is concerned with the collection and arrangement of school subjects which are generally studied separately or sometimes in relation to each-other. For instance, in our secondary schools, subjects in the curriculum include: English, Mathematics, Biology, Chemistry, Physics, Economics, Geography, Home Economics, Agricultural Science, Government, Social Studies and Integrated Science (in Junior Secondary School). The subjects are sometimes subdivided into divisions. English for instance is subdivided into composition, grammar, spelling, dictation, writing, literature, essay, lexis and structure and comprehension. In this type of curriculum, mastery of the subject matter is usually the basis through which educational outcomes are achieved. Its scope, however, is determined by the quantity of subject matter existing within each subject as well as the range of subjects to be included in the school time-table. The characteristic feature of this type of curriculum is orderliness. If learners follow the bodies of subject matter, they build their store of knowledge. They can readily make use of such store of knowledge when needed. This type of curriculum is convenient to teachers since they were trained in subject areas. They can easily plan, organize and teach their areas of specialization. Examination which is the yardstick for admission and selection of candidates into schools, colleges and universities appear in subject areas. Employment in some cases is done on the basis of the subjects candidate studied.
(ii) Activity/Experience-centred Curriculum: This type of curriculum is learner-centred. Consideration in this type of curriculum is given to learners’ interest, needs and motivation. It is also regarded as problemsolving. To channel learners into the learning experiences in order to make learning purposeful, stimulating and rewarding for them, teachers must try to discover their interests and needs. In other words, one can say that activity curriculum is an approach with very flexible ideas and adaptation of curriculum to the needs of children in the natural setting of human growth and development. One characteristic of the activity curriculum is that children’s interests determine the content and structure of learning. As they select and work in any task, skills and knowledge are acquired as they are needed and subject matters from many fields are used according to the requirements of the task (Yaba, 1962:401). Within the activity-centred curriculum tradition, the role of the teacher is that of an instructor and work supervisor while their students are learners as well as productive workers. In other words, his role is seen as that of a more mature member in the problem-solving situation to provide advice or help, direct or guide.
(iii) Child-Centred Curriculum: When the claim of a curriculum approach is that a worthwhile curriculum is solely constructed by reference to needs, wants and interests of the child, it becomes a childcentred curriculum. Curriculum developers in this type of curriculum should be very careful when exploring children’s needs, wants and interests in curriculum matters to make children do what they want with qualification. When this is done, the curriculum could be regarded as a worthwhile school curriculum. Barrow (1976:59) observed that by concentrating on children’s actual wants or interests, it is possible for the teacher to help them find aspects of value in those wants and interests.
There are other variant curricula approaches apart from these main ones. These three variations are as follows : (i) The Broadfield Curriculum, (ii) The Hidden curriculum and (iii) The Core-Curriculum

2 (a)

i. A scheme of work lists out the content and learning experiences that should be studied in a given subject every term or every week of the academic year.
ii. A syllabus is that aspect of curriculum that lists subjects to be taught in a given course or programme.
Differences between syllabus and scheme of work are listed below. Check YEAR 2015 Q3a
S/N Syllabus Scheme of work
1 It is that aspect of curriculum that lists subjects to be taught in a given course or programme. It is the sub-division of the entire school syllabus into specific portions.
2 It is a list of topics or collection of outline of what pupils should study in a given year or specified period of teaching. It lists out the content and learning experiences that should be studied in a given subject every term or every week of the academic year.

2 (b)

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 .
How a teacher presents his lesson could sharpen children’s mental activities which are the basis of social power or it may discourage initiatives and curiosity thus making self-reliance and survival difficult.
It has been noted that the method adopted by the teacher may hinder or promote learning. A teacher needs to have knowledge of a variety of teaching methods he can choose from in the teaching-learning process.
Methods of teaching Check YEAR 2022 Q3, YEAR 2015 Q5
(i) The lecture method: This is the most common method of teaching and is used at all levels. This method of teaching is often referred to as ‘chalk and talk’ method. Teachers who have very few teaching aids or materials including books to use in the teaching-learning situation often rely heavily on this method.
(ii) Demonstration method: This method often involves only showing an actual object, model, picture, or diagram. Sight rather than hearing is the major means of communication in this method though, of course, the two are often combined. The method is effective because most people more easily remember what they see than what they hear or read.
(iii) Problem–solving method: The lecture method treats learners as objects of assistance. However, the problem-solving method makes learners to be critical thinkers. It demands active thinking on the part of the learners.
(iv) Project method: This is a method of teaching that enables the teacher to relate his teaching to real-life situations. In this method, pupils learn through independent activities though under the guidance of a teacher. With the help of the teacher, pupils should plan and execute a project in a logical sequence.
(v) Brain-storming method: This method involves cooperative thinking amongst group of students towards a solution to a specific problem. In other words, it involves a class of students in oral exchange of ideas, facts and opinions about a topic of mutual concern and interest. The purpose of this method is stimulation and generation of ideas in the pupils and facilitation of their expression.
(vi) The Play/Dramatic method: As the name goes, the play/dramatic method of teaching involves learners dramatizing or acting of ideas or events in order to ease learning. Facts and skills can be converted into play or drama by a teacher just by making the process of learning such facts and skills more interesting and meaningful.

3 (a)

The following are the foundations of curriculum planning: philosophy, sociology and psychology. The three fields put together had been considered as the foundations of curriculum planning. It is defined as a structured stage-by-stage process that provides quality experience for learners .
Curriculum development is the curriculum planning process that results in broad and specific curriculum plan. It is nothing other than decision making that involves selecting and organizing the components of teaching/learning situations. Curriculum development basically attempts to define the nature of the learner’s day-to-day life in the school (Beane, Toebfer & Alessi, 1986). It is the process of implementing the theoretical plan to attain educational ends.

3 (b)

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. It is the guideline by which the teacher teaches his lesson. When lesson plan is transcribed into a note book, it becomes a lesson note. It is regarded as a guide to the teacher in executing the plan of teaching the students. Check YEAR 2016 Q1, YEAR 2019 Q6
The basic components of a lesson plan include the following;
a) The subject
b) Date
c) Time/Duration
d) Class
e) Period
f) Average age of the learners
g) Topic
h) Behavioural objective(s)
i) Entry behaviour/Previous knowledge
j) Instructional materials/resources
k) Introduction/Set induction
l) Instructional techniques or skills
m) Instructional procedure
n) Evaluation
A poor lesson is usually characterized by at least one of the following faults : Check YEAR 2022 Q6, YEAR 2012 Q4
(i) Lack of logical presentation of material
(ii) The omission of important facts due to lack of adequate knowledge of subject content.
(iii) Inaccurate facts taught or accepted as correct.
(iv) Poor timing of the lesson
(v) Lack of ability to motivate the class, resulting in boredom and restlessness in the class.
(vi) Lack of interesting detail of illustrative aids.
(vii) Excessive corrections when the assignments or written work of learners are being marked.

3 (c)

Domains of knowledge by Benjamin Bloom. Check YEAR 2013 Q3, YEAR 2012 Q6
(i) The Cognitive Domain – This refers to the acquisition and use of knowledge. The levels within this domain include:
a) Knowledge (memory of ideas or facts).
b) Comprehension (understanding of information)
c) Application (applying knowledge to problem situation)
d) Analysis (identification of parts and their relationship).
e) Synthesis (combining parts to form a whole).
f) Evaluation (developing judgments about values)
(ii) Affective Domain – Objectives in this domain are concerned with feelings and emotions involving attitude, interests, appreciations, and models of adjustment. There is a link between the objectives in the cognitive domain and those in the affective domain. A certain amount of cognition seems to be involved in every affective behaviour. Levels in this domain include:
a) Receiving or attending (paying attention to things).
b) Responding (reaching to or using that which is received)
c) Valuing (identifying and committing to particular beliefs).
d) Organization (establishing a set of values).
e) Characterization by a value or value complex (acting on and displaying values).
(iii) The Psychomotor Domain – This deals with motor activities. It is integrally related to the cognitive and affective processes. It has six levels of classification namely:
a) Perception
b) Set
c) Guided Response
d) Mechanism (Physical abilities – endurance, strength, flexibility and agility).
e) Complex overt Response (Skilled movements).
f) Adaptation (Non-discursive communication).

4 (a)

The functions of curriculum according to Onwuka (1996) are : Check YEAR 2016 Q5, YEAR 2016 Q6(a), YEAR 2019 Q1
(i) It determines educational direction including the decision of the type of society people want to live and serve in.
(ii) It determines the principles and procedures which will help educators in selecting and arranging instructional programmes.
(iii) It concerns itself with the application of the chosen principles.
(iv) It determines and assesses what changes have been brought about.
(v) It determines the next steps to be taken.
A curriculum is an educational experience offered to the learner in a school setting. A curriculum must possess the following characteristics : Check YEAR 2021 Q1(a), YEAR 2017 Q1(b), YEAR 2016 Q3b, YEAR 2013 Q6
(i) Purposeful aims and objectives – The aims and objectives must be clearly and precisely stated bearing in mind the societal values and the needs of the child. In selecting and stating the aims and objectives, consideration should be given to the learner’s age level of development, needs and interests. The economic attainment, religion, philosophy and norms of the people should also be put into consideration.
(ii) Functionality – The curriculum planned must be workable, practicable and feasible. For a curriculum planned to be called functional, it must be stated in clear and understandable terms. Practicability is another criteria for judging the functionality of a curriculum. The curriculum should be able to succeed given the human and economic resources available. It should also be acceptable by the people in a given society. It should strike a balance between theory and practice. Issues in the curriculum should be attainable.
(iii) Flexibility – The curriculum must be capable of adapting to the needs of the changing learner and the society. Since education is not static, it should change with the society. It must be flexible and be able to create an avenue for growth and development to attain the predetermined objectives. In order words, it should be sufficiently flexible to enhance its adaptation to the changing condition and needs of the people.
(iv) Relevance – It should emphasize those aspects that will be of benefit to the learner and the society. The curriculum should assist in helping to ease contact between the learner and his studies, socialize him and facilitate the transfer of knowledge and developmental skills to the entire populace.
(v) Evaluation – It should be subjected to evaluation to ensure that there is progress and that such a progress is in the desired direction. Evaluation as a characteristic could facilitate learning and teaching. It could produce records appropriate to the purpose for which records are essential and provide feedback for curriculum planners and teachers.

4 (b)

The following are the foundations of curriculum planning: philosophy, sociology and psychology. The three fields put together had been considered as the foundations of curriculum planning. WIP704

5 (a)

What will you consider are the purposes of instructional objectives in curriculum development?
Instructional objectives describe the intended learnings for students.
Instructional objectives are known to serve three purposes in curriculum development.
(i) They clarify for teacher and learner what is to be accomplished.
(ii) They serve as a guide for design and selection of meaningful content, activities and resources.
(iii) They provide guidance for measuring learner’s progress.

5 (b)

A unit of instruction represents the projected plans which include both students’ and teachers’ activities to be performed in order to realize the predetermined objectives of the unit of instruction (Aguokogbuo, 2000).
A unit of instruction should include the following
(i) Subject
(ii) Class
(iii) Age-range of learners
(iv) Unit title
(v) Duration
(vi) Sub-unit title
(vii) Entry behaviour – teacher-centred
(viii) Unit objectives
(ix) Unit content
(x) Methods and activities
(xi) Unit resources (human and material resources)

6 (a)

The problem solving method makes learners to be critical thinkers. It demands active thinking on the part of the learners. While the brain storming method involves cooperative thinking amongst group of students towards a solution to a specific problem. In other words, it involves a class of students in oral exchange of ideas, facts and opinions about a topic of mutual concern and interest. The purpose of this method is stimulation and generation of ideas in the pupils and facilitation of their expression.

6 (b)

Stages of curriculum development. Check YEAR 2015 Q6, YEAR 2013 Q1
There are four major stages which are interdependent and interrelating in the process of curriculum development namely:
(i) the selection of aims, goals and objectives;
(ii) the selection of appropriate learning experiences and content for the achievement of the aims, goals and objectives;
(iii) organisation of learning experiences;
(iv) evaluation of the extent to which the objectives identified in step 1, have been achieved.

" + mySubjectSelected + " " + myClassSelected + "

Saturday 29th October 2022

1

" + weekNum + "

Highlight the characteristics of curriculum that was planned to actualise the advancement of man and the society.

2

" + weekNum + "

Examine four (4) major criticisms of the core curriculum design.

3

" + weekNum + "

Discuss on any four (4) of the following teaching methods: a. Lecture method b. Demonstration method c. Problem-solving method d. Project method e. Brainstorming method f. Play or Dramatic method.

4

" + weekNum + "

Identify and explain any five (5) social issues that curriculum planners must address.

5

" + weekNum + "

Explain any four (4) functions of evaluation as an important phase in curriculum development.

6

" + weekNum + "

Discuss fully five (5) characteristics of a good lesson plan.

" + mySubjectSelected + " " + myClassSelected + "

1

A curriculum is an educational experience offered to the learner in a school setting. A curriculum must possess the following characteristics : Check YEAR 2021 Q1(a), YEAR 2017 Q1(b), YEAR 2012 Q2
a) Purposeful aims and objectives – The aims and objectives must be clearly and precisely stated bearing in mind the societal values and the needs of the child. In selecting and stating the aims and objectives, consideration should be given to the learner’s age level of development, needs and interests. The economic attainment, religion, philosophy and norms of the people should also be put into consideration.
b) Functionality – The curriculum planned must be workable, practicable and feasible. For a curriculum planned to be called functional, it must be stated in clear and understandable terms. Practicability is another criteria for judging the functionality of a curriculum. The curriculum should be able to succeed given the human and economic resources available. It should also be acceptable by the people in a given society. It should strike a balance between theory and practice. Issues in the curriculum should be attainable.
c) Flexibility – The curriculum must be capable of adapting to the needs of the changing learner and the society. Since education is not static, it should change with the society. It must be flexible and be able to create an avenue for growth and development to attain the predetermined objectives. In order words, it should be sufficiently flexible to enhance its adaptation to the changing condition and needs of the people.
d) Relevance – It should emphasize those aspects that will be of benefit to the learner and the society. The curriculum should assist in helping to ease contact between the learner and his studies, socialize him and facilitate the transfer of knowledge and developmental skills to the entire populace.
e) Evaluation – It should be subjected to evaluation to ensure that there is progress and that such a progress is in the desired direction. Evaluation as a characteristic could facilitate learning and teaching. It could produce records appropriate to the purpose for which records are essential and provide feedback for curriculum planners and teachers.

2

A number of shortcomings had been observed around the core-curriculum design approach . These are:
a) It does not offer significant and systematic knowledge. The organization of all learning experiences around new centres have not been successful because the people involved themselves are not versed enough in this area of integration.
b) The curriculum then reflects on combination of subject disciplines rather than integration. Owing to this, a particular subject often dominates the other 'cooperating' subjects. The essential principles or thought forms on the other subjects are this.
c) It is difficult to discover a problem that will have significant validity and scope for curriculum purpose.
d) There is inadequacy of teaches with broad competence to cope with such curriculum. Teachers themselves were trained in spcialised subject areas. Implementing the core-curriculum thus becomes an encumbrance. In making decision regarding what should be core curriculum in any programme, those responsible for curriculum policy must reflect upon the three foundation areas in curriculum (Philosophy, Sociology and Psychology). In conclusion, we should note that the idea of grouping the curriculum into types is just to better appreciate the concept of the whole curriculum. It should be noted that there is no types of curriculum that is value free.

3

Some methods of teaching are described below : Check YEAR 2015 Q5, YEAR 2013 Q2

4

Since every child is born in a family, the family, therefore, becomes the first agent of socializing that child. As the child grows up, the school then follows as another agent of socialization. With time, it will be seen that the world of the child becomes larger than the home and the school. The larger world (which is the society) now influences both the child's interests and attitudes. Therefore, the school curriculum should serve not only the needs of the learner but also those of the society by considering the following social issues . Check YEAR 2015 Q2
a) Decision about what kinds of skills, knowledge and attitudes are needed by the society.
b) Deciding Whether they should plan what will conform the existing social order or values or encourage questioning of those values.
c) Specifying what issues and facts that should be studied in schools. Other social issues, according to Beane et al. (1980) are:
d) Technology
e) Family structure
f) Working in the information society
g) Changing sex roles
h) Cultural Diversity and Pluralism
i) Changing Lifestyles values
j) Futuristic transformation

5

Evaluation performs certain functions as an important phase in curriculum development Check YEAR 2021 Q5, YEAR 2017 Q6(a)
a) It is meant to check the reality of the hypotheses upon which the curriculum has been based. There is a need to determine through the process of evaluation what changes had been produced by the curriculum and their effects on the total educational outcome.
b) It serves a diagnostic function in the school and in curriculum development. In the school, one can assess the weaknesses and strengths of an educational programme by careful assessment of the achievement of learners in the programme. Through students’ performances, one can know whether certain types of educational objectives are either under-emphasised, adequately emphasized or over-emphasised. by the curriculum or pattern of instruction. This can provide the basis for curriculum revision or improvement.
c) Information on the variation in the achievement of individual learner is made possible by evaluation. This could make the teacher vary his methods of teaching to meet the needs of more learners. The evaluation instruments should therefore, be closely related to the educational objectives of the programme.
d) Results of evaluation can provide adequate data which will enable the teacher to report to parents and the school management about the success or otherwise of the school. Consideration should, therefore, be given to any instrument that will be used for evaluation.
e) The results of evaluation provide a basis for accepting and generalizing assessment instrument which should possess the following characteristics: objectivity, reliability and, of course, validity.
f) One can say here with some degree of certainty that the greatest service evaluation can perform is to identify aspects of the course/programme where revision is desirable. Evaluation can be done at the beginning, midway, and at the end of the course if we want it to be effective.

6

A good lesson is usually characterized by at least one of the following: :Check YEAR 2013 Q4
a) It contains logical presentation of material.
b) It contains accurate facts.
c) There is adequate timing of the lesson.

" + mySubjectSelected + " " + myClassSelected + "

February 2022 (BAY States: Borno, Adamawa and Yobe)

1

" + weekNum + "

List and discuss five (5) characteristics of curriculum.

2

" + weekNum + "

The definition of curriculum is a matter of your own perception'. Expatiate this statement.

3

" + weekNum + "

Distinguish between Core curriculum and Broad-field curriculum.

4

" + weekNum + "

Learning is known to occur in three areas, namely: Cognitive, Affective and Psychomotor. List and explain briefly six (6) classifications in the Cognitive domain.

5

" + weekNum + "

Examine the functions of Evaluation as an integral phase in Curriculum Development.

6

" + weekNum + "

Assess any two (2) methods of teaching of your choice, showing the advantages and limitations of one over the other.

" + mySubjectSelected + " " + myClassSelected + "

1

A curriculum is an educational experience offered to the learner in a school setting. A curriculum must possess the following characteristics : Check YEAR 2022 Q1, YEAR 2017 Q1(b), YEAR 2012 Q2
(i) Purposeful aims and objectives – The aims and objectives must be clearly and precisely stated bearing in mind the societal values and the needs of the child. In selecting and stating the aims and objectives, consideration should be given to the learner’s age level of development, needs and interests. The economic attainment, religion, philosophy and norms of the people should also be put into consideration.
(ii) Functionality – The curriculum planned must be workable, practicable and feasible. For a curriculum planned to be called functional, it must be stated in clear and understandable terms. Practicability is another criteria for judging the functionality of a curriculum. The curriculum should be able to succeed given the human and economic resources available. It should also be acceptable by the people in a given society. It should strike a balance between theory and practice. Issues in the curriculum should be attainable.
(iii) Flexibility – The curriculum must be capable of adapting to the needs of the changing learner and the society. Since education is not static, it should change with the society. It must be flexible and be able to create an avenue for growth and development to attain the predetermined objectives. In order words, it should be sufficiently flexible to enhance its adaptation to the changing condition and needs of the people.
(iv) Relevance – It should emphasize those aspects that will be of benefit to the learner and the society. The curriculum should assist in helping to ease contact between the learner and his studies, socialize him and facilitate the transfer of knowledge and developmental skills to the entire populace.
(v) Evaluation – It should be subjected to evaluation to ensure that there is progress and that such a progress is in the desired direction. Evaluation as a characteristic could facilitate learning and teaching. It could produce records appropriate to the purpose for which records are essential and provide feedback for curriculum planners and teachers.

2

According to Wasagu, before you arrive at a curriculum, you must first establish your goal, aim and objectives. Curriculum itself is just a structure. It only comes alive as an activity when it is developed . Thus, the definition of curriculum changes from time-to-time. It also changes due to social conditions, conception of knowledge, the learner and, indeed, education . The different definitions based on the perception of different scholars are as follow: Check YEAR 2023 Q1a, YEAR 2016 Q3(a)
a) Curriculum is the planned experiences offered to the learner under the guidance of the school (Wheeler, 1969: Pg 11).
b) A curriculum defines the total environment in which education takes place (Fafumera, 1974: Pg 58)
c) A curriculum consists of the experiences that individual learners encounter in a programme of education (Hass 1980)

3

Differences between core-curriculum and broad-field curriculum
S/N Core-curriculum Broad-field curriculum
1 Phonex (1964) interprets core-curriculum as general education. It is an inter-disciplinary education that attempts to integrate subject-matter of closely related disciplines or school subjects.

4

The Cognitive Domain: This refers to the acquisition and use of knowledge. The levels within this domain include: Check YEAR 2013 Q3
(i) Knowledge (memory of ideas or facts).
(ii) Comprehension (understanding of information)
(iii) Application (applying knowledge to problem situation)
(iv) Analysis (identification of parts and their relationship).
(v) Synthesis (combining parts to form a whole).
(vi) Evaluation (developing judgments about values)

5

Evaluation performs certain functions as an important phase in curriculum development Check YEAR 2022 Q5, YEAR 2017 Q6(a)
a) It is meant to check the reality of the hypotheses upon which the curriculum has been based. There is a need to determine through the process of evaluation what changes had been produced by the curriculum and their effects on the total educational outcome.
b) It serves a diagnostic function in the school and in curriculum development. In the school, one can assess the weaknesses and strengths of an educational programme by careful assessment of the achievement of learners in the programme. Through students’ performances, one can know whether certain types of educational objectives are either under-emphasised, adequately emphasized or over-emphasised. by the curriculum or pattern of instruction. This can provide the basis for curriculum revision or improvement.
c) Information on the variation in the achievement of individual learner is made possible by evaluation. This could make the teacher vary his methods of teaching to meet the needs of more learners. The evaluation instruments should therefore, be closely related to the educational objectives of the programme.
d) Results of evaluation can provide adequate data which will enable the teacher to report to parents and the school management about the success or otherwise of the school. Consideration should, therefore, be given to any instrument that will be used for evaluation.
e) The results of evaluation provide a basis for accepting and generalizing assessment instrument which should possess the following characteristics: objectivity, reliability and, of course, validity.
f) One can say here with some degree of certainty that the greatest service evaluation can perform is to identify aspects of the course/programme where revision is desirable. Evaluation can be done at the beginning, midway, and at the end of the course if we want it to be effective.

6

Disadvantages of lecture method : Check YEAR 2017 Q3(a)
a) There is minimal feedback.
b) There is high reliance on the hearing sense.
c) There is limited retention of knowledge given.
d) It is limited by the passivity of the learners.

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Enumerate and explain five (5) functions of curriculum.

2

" + weekNum + "

Highlight three (3) major types of curriculum design.

3

" + weekNum + "

Examine any five (5) characteristic features of core-curriculum.

4

" + weekNum + "

Explain five (5) schools of philosophy that assist in decision making to clarify issues in curriculum planning.

5

" + weekNum + "

Enumerate and discuss five (5) basics human needs to be put into consideration while developing a curriculum.

6

" + weekNum + "

Examine eight (8) basic components of lesson plan.

" + mySubjectSelected + " " + myClassSelected + "

1

The functions of curriculum according to Onwuka (1996) are : Check YEAR 2023 Q4a, YEAR 2016 Q5, YEAR 2016 Q6(a), YEAR 2019 Q1
(i) It determines educational direction including the decision of the type of society people want to live and serve in.
(ii) It determines the principles and procedures which will help educators in selecting and arranging instructional programmes.
(iii) It concerns itself with the application of the chosen principles.
(iv) It determines and assesses what changes have been brought about.
(v) It determines the next steps to be taken.

2

The three major types of curriculum design are as follow : Check YEAR 2012 Q1(b), YEAR 2019 Q2
a) Subject-centred curriculum
b) Activity/Experience-centred curriculum
c) Child-centred curriculum

3

Phonex (1964) interprets the core-curriculum as general education. Core-curriculum has several important characteristics as follow:
a) Integration of learning experience by writing subject area. i.e. Social Studies and Integrated Science.
b) Relating learning experiences to life problems and students’ interest.
c) Core-curriculum focusses on real life problems that are meaningful to the students.
d) It is flexible in the arrangement of time and content.
e) With core-curriculum, teachers can consider more seriously the development sequence of growth and the behavioural objectives.
f) It brings to the fore the social role of the school through the emphasis on life problems.

4

What we believe is important and appropriate for learning and the learners is often what guides what we do in education including curriculum planning. The various schools of philosophy that assist in decision making to clarify issues in curriculum planning are as follow :
a) Idelalism
b) Realism
c) Pragmatism
d) Existentialism
e) Essentialism
f) Reconstructionism

5

Some of the basic human needs to be put into consideration while developing a curriculum include:
a) The need for love, belonging, affection and security.
b) The need for new experiences.
c) The need for praise and recognition.
d) The need for responsibility.
e) The need for achievement.
f) The need for self-actualization

6

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. It is the guideline by which the teacher teaches his lesson. When lesson plan is transcribed into a note book, it becomes a lesson note. It is regarded as a guide to the teacher in executing the plan of teaching the students. Check YEAR 2023 Q3b, YEAR 2016 Q1, YEAR 2019 Q6
The basic components of a lesson plan include the following;
a) The subject
b) Date
c) Time/Duration
d) Class
e) Period
f) Average age of the learners
g) Topic
h) Behavioural objective(s)
i) Entry behaviour/Previous knowledge
j) Instructional materials/resources
k) Introduction/Set induction
l) Instructional techniques or skills
m) Instructional procedure
n) Evaluation

" + mySubjectSelected + " " + myClassSelected + "

Saturday 10th August 2019

1

" + weekNum + "

Enumerate and explain five (5) functions of curriculum.

2

" + weekNum + "

Highlight three (3) major types of curriculum design.

3

" + weekNum + "

Examine any five (5) characteristic features of core-curriculum.

4

" + weekNum + "

Explain five (5) schools of philosophy that assist in decision making to clarify issues in curriculum planning.

5

" + weekNum + "

Enumerate and discuss five (5) basics human needs to be put into consideration while developing a curriculum.

6

" + weekNum + "

Examine eight (8) basic components of lesson plan.

" + mySubjectSelected + " " + myClassSelected + "

1

The functions of curriculum according to Onwuka (1996) are : Check YEAR 2023 Q4a, YEAR 2016 Q5, YEAR 2016 Q6(a), YEAR 2019 Q1
(i) It determines educational direction including the decision of the type of society people want to live and serve in.
(ii) It determines the principles and procedures which will help educators in selecting and arranging instructional programmes.
(iii) It concerns itself with the application of the chosen principles.
(iv) It determines and assesses what changes have been brought about.
(v) It determines the next steps to be taken.

2

The three major types of curriculum design are as follow : Check YEAR 2012 Q1(b), YEAR 2019 Q2
a) Subject-centred curriculum
b) Activity/Experience-centred curriculum
c) Child-centred curriculum

3

Phonex (1964) interprets the core-curriculum as general education. Core-curriculum has several important characteristics as follow:
a) Integration of learning experience by writing subject area. i.e. Social Studies and Integrated Science.
b) Relating learning experiences to life problems and students’ interest.
c) Core-curriculum focusses on real life problems that are meaningful to the students.
d) It is flexible in the arrangement of time and content.
e) With core-curriculum, teachers can consider more seriously the development sequence of growth and the behavioural objectives.
f) It brings to the fore the social role of the school through the emphasis on life problems.

4

What we believe is important and appropriate for learning and the learners is often what guides what we do in education including curriculum planning. The various schools of philosophy that assist in decision making to clarify issues in curriculum planning are as follow :
a) Idelalism
b) Realism
c) Pragmatism
d) Existentialism
e) Essentialism
f) Reconstructionism

5

Some of the basic human needs to be put into consideration while developing a curriculum include:
a) The need for love, belonging, affection and security.
b) The need for new experiences.
c) The need for praise and recognition.
d) The need for responsibility.
e) The need for achievement.
f) The need for self-actualization

6

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. It is the guideline by which the teacher teaches his lesson. When lesson plan is transcribed into a note book, it becomes a lesson note. It is regarded as a guide to the teacher in executing the plan of teaching the students. Check YEAR 2023 Q3b, YEAR 2016 Q1, YEAR 2019 Q6
The basic components of a lesson plan include the following;
a) The subject
b) Date
c) Time/Duration
d) Class
e) Period
f) Average age of the learners
g) Topic
h) Behavioural objective(s)
i) Entry behaviour/Previous knowledge
j) Instructional materials/resources
k) Introduction/Set induction
l) Instructional techniques or skills
m) Instructional procedure
n) Evaluation

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

What is curriculum? (5 marks)

1. (b)

" + weekNum + "

List and discuss five (5) characteristics of curriculum. (20 marks)

2. (a)

" + weekNum + "

What is the concept of curriculum innovation? (5 marks)

2. (b)

" + weekNum + "

List and discuss three (3) reasons for curriculum innovation. (20 marks)

3. (a)

" + weekNum + "

State three (3) disadvantages of lecture method and discuss two (2) types of demonstration method.

3. (b)

" + weekNum + "

List five (5) sources of educational objectives.

4. (a)

" + weekNum + "

Explain the meaning of curriculum design. (10 marks)

4. (b)

" + weekNum + "

What are the major determinants of activity curriculum design? (15 marks)

5. (a)

" + weekNum + "

Explain the term 'Curriculum Evaluation'. (10 marks)

5. (b)

" + weekNum + "

State the difference between formative and summative evaluation. (15 marks)

6. (a)

" + weekNum + "

List and explain six (6) functions of evaluation. (18 marks)

6. (b)

" + weekNum + "

List seven (7) examples of educational programmes that can be summative and comprehensively evaluated. (7 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Define curriculum.
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 .
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).

1 (b)

A curriculum is an educational experience offered to the learner in a school setting. A curriculum must possess the following characteristics : Check YEAR 2022 Q1, YEAR 2021 Q1(a), YEAR 2012 Q2
(i) Purposeful aims and objectives – The aims and objectives must be clearly and precisely stated bearing in mind the societal values and the needs of the child. In selecting and stating the aims and objectives, consideration should be given to the learner’s age level of development, needs and interests. The economic attainment, religion, philosophy and norms of the people should also be put into consideration.
(ii) Functionality – The curriculum planned must be workable, practicable and feasible. For a curriculum planned to be called functional, it must be stated in clear and understandable terms. Practicability is another criteria for judging the functionality of a curriculum. The curriculum should be able to succeed given the human and economic resources available. It should also be acceptable by the people in a given society. It should strike a balance between theory and practice. Issues in the curriculum should be attainable.
(iii) Flexibility – The curriculum must be capable of adapting to the needs of the changing learner and the society. Since education is not static, it should change with the society. It must be flexible and be able to create an avenue for growth and development to attain the predetermined objectives. In order words, it should be sufficiently flexible to enhance its adaptation to the changing condition and needs of the people.
(iv) Relevance – It should emphasize those aspects that will be of benefit to the learner and the society. The curriculum should assist in helping to ease contact between the learner and his studies, socialize him and facilitate the transfer of knowledge and developmental skills to the entire populace.
(v) Evaluation – It should be subjected to evaluation to ensure that there is progress and that such a progress is in the desired direction. Evaluation as a characteristic could facilitate learning and teaching. It could produce records appropriate to the purpose for which records are essential and provide feedback for curriculum planners and teachers.

2 (a)

It is the introduction of liberal and specific new skills, new knowledge, new social ideas, new practices or methods, new instructional materials, etc, into the school curriculum in order to make it more responsive to the varying needs, interests and aspirations of the learners and the society.

2 (b)

Competitive tendencies:
Change in the nature of skills, knowledge and materials:
Change in the nature of society and societal values:
Change in the system of education:

3 (a)

Disadvantages of lecture method Check YEAR 2021 Q6
i. There is minimal feedback.
ii. There is high reliance on the hearing sense.
iii. There is limited retention of knowledge given.
iv. It is limited by the passivity of the learners.
Types of demonstration method
a) Method demonstration: It teaches ‘how’ is done in a certain way.
b) Result demonstration: It shows the result of doing something in a certain way. For example, in teaching number to small children, they can be shown how to arrange tones or commuters in groups of five to ten, and that the result of taking two away from groups of five will always be that you are left with three. This will fix this knowledge in their minds much more firmly than if they are simply told or see numbers written down.

3 (b)

They are
Use of textbooks
Use of philosophy
Use of psychology of learning
Use of societal norms and values
Use of sociology
We can see that ideas about curriculum and teaching do not arise in a vacuum .
Wip704

4 (a)

Curriculum design is often used interchangeably with curriculum organisation.
It is a process of arranging or ordering of the selected content and learning experiences of children in such a way that they reinforce each other, for easy assimilation resulting in learning outcomes.

4 (b)

The major determinants of the activity curriculum or experience-centred curriculum are
(i) The learners’ needs, interests and motivation. Children’s interests determine the content and structure of learning.
(ii) Flexible ideas and adaptation of content and structure of learning to the needs of children in the natural setting of human growth and development.
(iii) The teachers' role is seen as an instructor and a work supervisor while their students are learners as well as productive workers.
Note
The following are the foundations of curriculum planning: philosophy, sociology and psychology. The three fields put together had been considered as the foundations of curriculum planning.

5 (a)

Teachers, learners and others are concerned about whether learning has actually taken place or not.
This is the last stage of curriculum development that seeks to determine the extent to which the objectives identified in the curriculum have been achieved. It is the process of determining the nature and extent of those changes in learner’s behaviour after a programme of curriculum and instruction.
Although, evaluation is seen as the last step in curriculum development, it can be done at the beginning, midway, and at the end of the course if we want it to be effective

5 (b)

0 Formative Evaluation Summative Evaluation
1 It enables the teacher to determine to a great extent the outcome of summative evaluation. (Ogunniyi, 1984) It is more objective than formative evaluation .
Formative
The purpose of formative evaluation is to find out whether after a learning experience, students are able to do what they were previously unable to do. Its ultimate goal is usually to help students perform well at the end of a programme. Summative evaluation often attempts to determine the extent the broad objectives of a programme have been achieved (i.e. SSSCE, (NECO or WAEC), PROMOTION, GRADE TWO, NABTEB Exams and other public examinations). It is concerned with purposes, progress and outcomes of the teaching-learning process
However, it is more objective than formative evaluation
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6 (a)

Evaluation performs certain functions as an important phase in curriculum development Check YEAR 2022 Q5, YEAR 2021 Q5
(i) It is meant to check the reality of the hypotheses upon which the curriculum has been based. There is a need to determine through the process of evaluation what changes had been produced by the curriculum and their effects on the total educational outcome.
(ii) It serves a diagnostic function in the school and in curriculum development. In the school, one can assess the weaknesses and strengths of an educational programme by careful assessment of the achievement of learners in the programme. Through students’ performances, one can know whether certain types of educational objectives are either under-emphasised, adequately emphasized or over-emphasised. by the curriculum or pattern of instruction. This can provide the basis for curriculum revision or improvement.
(iii) Information on the variation in the achievement of individual learner is made possible by evaluation. This could make the teacher vary his methods of teaching to meet the needs of more learners. The evaluation instruments should therefore, be closely related to the educational objectives of the programme.
(iv) Results of evaluation can provide adequate data which will enable the teacher to report to parents and the school management about the success or otherwise of the school. Consideration should, therefore, be given to any instrument that will be used for evaluation.
(v) The results of evaluation provide a basis for accepting and generalizing assessment instrument which should possess the following characteristics: objectivity, reliability and, of course, validity.
(vi) One can say here with some degree of certainty that the greatest service evaluation can perform is to identify aspects of the course/programme where revision is desirable. Evaluation can be done at the beginning, midway, and at the end of the course if we want it to be effective.

6 (b)

Formative Evaluation Summative Evaluation
1 It enables the teacher to determine to a great extent the outcome of summative evaluation. (Ogunniyi, 1984) It is more objective than formative evaluation .
Formative
The purpose of formative evaluation is to find out whether after a learning experience, students are able to do what they were previously unable to do. Its ultimate goal is usually to help students perform well at the end of a programme. Summative evaluation often attempts to determine the extent the broad objectives of a programme have been achieved (i.e. SSSCE, (NECO or WAEC), PROMOTION, GRADE TWO, NABTEB Exams and other public examinations). It is concerned with purposes, progress and outcomes of the teaching-learning process
However, it is more objective than formative evaluation
Wipp704

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1

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Discuss a lesson plan and enumerate its basic components. (25 marks)

2. (a)

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Discuss the interrelatedness of Teaching and Instruction. (4 marks) WIPP

2. (b)

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Itemise and explain the three (3) major stages of instructional organisation. (21 marks) WIPP

3. (a)

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Examine the definitions of curriculum according to Wheeler (1969), Fafumera (1974) and Hass (1980). (3 marks each)

3. (b)

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Discuss four (4) basic characteristics of a good curriculum. (16 marks)

4

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Enumerate the three (3) variant curricula approaches and explain any two (2). (25 marks)

5

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List and discuss any five (5) functions of a curriculum. (10 marks)

6. (a)

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Expound on the five (5) functions of a curriculum. (10 marks)

6. (b)

" + weekNum + "

Briefly explain child-centred curriculum. (15 marks)

" + mySubjectSelected + " " + myClassSelected + "

1

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. It is the guideline by which the teacher teaches his lesson. When lesson plan is transcribed into a note book, it becomes a lesson note. It is regarded as a guide to the teacher in executing the plan of teaching the students. Check YEAR 2019 Q6
The basic components of a lesson plan include the following;
(i) The subject
(ii) Date
(iii) Time/Duration
(iv) Class
(v) Period
(vi) Average age of the learners
(vii) Topic
(viii) Behavioural objective(s)
(ix) Entry behaviour/Previous knowledge
(x) Instructional materials/resources
(xi) Introduction/Set induction
(xii) Instructional techniques or skills
(xiii) Instructional procedure
(xiv) Evaluation

2 (a)

Curriculum instruction follows a definite planning stage. Before instruction could take place, a teacher must be acquainted with the syllabus; with the syllabus, he could draw his own scheme of work from which he will draw out his unit of instruction. From the unit of instruction, he now forms his lesson note.
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 .
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2 (b)

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3 (a)

The definition of curriculum changes from time-to-time. It also changes due to social conditions, conception of knowledge, the learner and, indeed, education . The different definitions based on the perception of different scholars are as follow: Check YEAR 2021 Q2
(i) It includes all the planned experiences offered to the learner under the guidance of the school (Wheeler, 1969).
(ii) It is the total environment in which education takes place (Fafumera, 1974).
(iii) 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).

3 (b)

A curriculum is an educational experience offered to the learner in a school setting. A curriculum must possess the following characteristics : Check YEAR 2021 Q1(a), YEAR 2017 Q1(b), YEAR 2013 Q6
(i) Purposeful aims and objectives – The aims and objectives must be clearly and precisely stated bearing in mind the societal values and the needs of the child. In selecting and stating the aims and objectives, consideration should be given to the learner’s age level of development, needs and interests. The economic attainment, religion, philosophy and norms of the people should also be put into consideration.
(ii) Functionality – The curriculum planned must be workable, practicable and feasible. For a curriculum planned to be called functional, it must be stated in clear and understandable terms. Practicability is another criteria for judging the functionality of a curriculum. The curriculum should be able to succeed given the human and economic resources available. It should also be acceptable by the people in a given society. It should strike a balance between theory and practice. Issues in the curriculum should be attainable.
(iii) Flexibility – The curriculum must be capable of adapting to the needs of the changing learner and the society. Since education is not static, it should change with the society. It must be flexible and be able to create an avenue for growth and development to attain the predetermined objectives. In order words, it should be sufficiently flexible to enhance its adaptation to the changing condition and needs of the people.
(iv) Relevance – It should emphasize those aspects that will be of benefit to the learner and the society. The curriculum should assist in helping to ease contact between the learner and his studies, socialize him and facilitate the transfer of knowledge and developmental skills to the entire populace.
(v) Evaluation – It should be subjected to evaluation to ensure that there is progress and that such a progress is in the desired direction. Evaluation as a characteristic could facilitate learning and teaching. It could produce records appropriate to the purpose for which records are essential and provide feedback for curriculum planners and teachers.

4

There are other variant curricula approaches apart from the main ones. These three variations are as follows:
(i) The Broad-field Curriculum: The purpose is to integrate the subject-matter of closely related disciplines or school subjects such that learners will see the relationships between different subject areas.
(ii) The Hidden curriculum: Hidden curriculum refers to the unofficial, unwritten curriculum of the school or that which is not ordinarily addressed through regular curriculum planning but which nevertheless influences what and how students learn.
(iii) The Core-Curriculum: Core is used to describe a portion of the curriculum, usually those courses prescribed for all.

5

The functions of curriculum according to Onwuka (1996) are : Check YEAR 2019 Q1, YEAR 2016 Q6(a)
(i) It determines educational direction including the decision of the type of society people want to live and serve in.
(ii) It determines the principles and procedures which will help educators in selecting and arranging instructional programmes.
(iii) It concerns itself with the application of the chosen principles.
(iv) It determines and assesses what changes have been brought about.
(v) It determines the next steps to be taken.

6 (a)

The functions of curriculum according to Onwuka (1996) are : Check YEAR 2019 Q1, YEAR 2016 Q5
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.

6 (b)

(i) Child-Centred Curriculum: When the claim of a curriculum approach is that a worthwhile curriculum is solely constructed by reference to needs, wants and interests of the child, it becomes a childcentred curriculum. Curriculum developers in this type of curriculum should be very careful when exploring children’s needs, wants and interests in curriculum matters to make children do what they want with qualification. When this is done, the curriculum could be regarded as a worthwhile school curriculum. Barrow (1976:59) observed that by concentrating on children’s actual wants or interests, it is possible for the teacher to help them find aspects of value in those wants and interests.

" + mySubjectSelected + " " + myClassSelected + "

1

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Explain the ways the following Philosophical thoughts influence curriculum development: a) Idealism; b) Pragmatism; c) Realism; and d) Existentialism. (25 marks)

2

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Discuss the sociological and psychological issues in curriculum development. (25 marks)

3 a)

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What is the difference between Syllabus and Scheme of work? (5 mark)

3 b)

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State and explain any five (5) items to be included in a scheme of work. (20 marks)

4

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Outline and discuss five (5) major barriers to the effective implementation of 6-3-3-4 system of education in Nigeria. (25 marks) WIPP

5

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Define the concept of teaching and explain any six (6) methods of teaching you know. (25 marks)

6

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Outline the four (4) interrelated or interdependent processes in curriculum development and discuss any two (2). (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1

(a) Idealism: If we believe that children are inherently good and that they have within them a tendency to do what is good and right and these ideas are applied to education, the purpose of education would be to put the learner on the path to a good and satisfying life in which he lives according to values. When considering the organisation of the school curriculum plans, therefore, it is important to note that even children are born with inherent goodness, they must be assisted in bringing up that goodness to the surface. This set of belief about education is based on the traditional philosophy of idealism.
(b) Pragmatism: If we believe that when children are born, they are born with the physical and mental equipment which allows them full participation in their environment, whatever values and ideas people believed in would be regarded as tentative since future social development may refine or change them. As children grow up, we believe that what they know and how they behave are as a result of interacting with the world around them. What children are taught here will not be some fixed bodies of knowledge, values and eternal truth but experiences that would promote increasing interaction with their environment. This according to this school of thought will not only make them live a satisfying life now but will ensure their enjoyment of a good life later. What should be designed for children here is not any fixed body of knowledge but what will help them to understand more fully their interactions with their environment. This is more or less child-centred in nature. Relating this set of beliefs about education is based on the philosophy of pragmatism. The philosophy of pragmatism apart from promoting the idea of child-centred school, has also promoted interest-centred education.
(c) Realism: If we view a child as an ignorant and rational person, he must be directed towards worthwhile knowledge. Left to himself, he would probably remain ignorant. It is, therefore, the responsibility of the teacher to identify worthwhile knowledge for transmission to students. In teaching the learner, the teacher should employ the direct methods since the ‘ignorant’ child cannot be expected to understand subtle or indirect learning techniques. The school reflects the permanent and end values that have been inherited from history. If thinking and intellect are necessary to overcome ignorance, diligence and honesty must be learnt by the child since they are valued in the real world from time immemorial. This set of belief about education is based on the philosophy of realism.
(d) Existentialism: Philosophy of existentialism, on the other hand, believe that people exist and as they grow, they develop ideas and values that are highly personal and not necessarily connected with any organized social pattern. Individuals may be rational but they use their individual values and behaviour. Here people are free to choose their own values and behaviour. Because they are free to choose their own, they are, thus responsible for their own actions. Education that will be given to children must centre on the perceptions and feelings of the individual which will facilitate understanding of personal reaction or responses to life situation. Teachers here takes on a non-directive role. They serve as resources facilitating the individual’s search for personal meaning rather than imposing some set of values or interest. Unlike other schools of philosophical thoughts, existentialism found a limited place in the real life of the school. We must remember that the school is a social institution maintained to provide common education for young people. This conception is based upon the idea of group-living and social values. By its very nature, therefore, the school as an institution is generally antithetical to existentialism.

2

Sociological issues: When a child is born, he is born into a family. The family, therefore, becomes the first agent of socializing him. As he grows up, it is noted that the school comes in as another agent of socialization. With time, it will be seen that the world of the child is larger than the home and the school and that world influences both his interests and attitude. The society maintained the school partly to help the growing child adapt to and prepare for life in the larger society. Curriculum developers, therefore, need to decide what kinds of skills, knowledge and attitudes are needed by the society. Other social issues, according to Beane et al. (1980), that curriculum planners should address are: (i) Technology. (ii) Family structure. (iii) Working in the information society. (iv) Changing sex roles. (v) Cultural Diversity and Pluralism. (vi) Changing Lifestyles values. (vii) Futuristic transformation. Check YEAR 2022 Q4
Psychological issues: Some of the basic human needs to be put into consideration while developing a curriculum include:
(i) The need for love, belonging, affection and security.
(ii) The need for new experiences.
(iii) The need for praise and recognition.
(iv) The need for responsibility.
(v) The need for achievement.
(vi) The need for self-actualization.

3 (a)

S/N Syllabus Scheme of work
1 It is that aspect of curriculum that lists subjects to be taught in a given course or programme. It is the sub-division of the entire school syllabus into specific portions.
2 It is a list of topics or collection of outline of what pupils should study in a given year or specified period of teaching. It lists out the content and learning experiences that should be studied in a given subject every term or every week of the academic year.

3 (b)

(i) Particulars of the learners (their number, age, sex, ability and stream)
(ii) Previous knowledge and experience of the class in respect of the subject-matter
(iii) The number and duration of the lessons
(iv) The aim of the scheme of work and outline of the subject – matter and the content with the objectives of each lesson.
(v) Some indication of organizational factors such as: the way students learn, the method of teaching and learning to be employed.
(vi) Source of information such as: books, work-book, filmstrip etcetera.
(vii) Equipment to be used in terms of audio-visual aids
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4

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5

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 .
How a teacher presents his lesson could sharpen children’s mental activities which are the basis of social power or it may discourage initiatives and curiosity thus making self-reliance and survival difficult.
It has been noted that the method adopted by the teacher may hinder or promote learning. A teacher needs to have knowledge of a variety of teaching methods he can choose from in the teaching-learning process.
Methods of teaching Check YEAR 2023 Q2b, YEAR 2022 Q3
(i) The lecture method: This is the most common method of teaching and is used at all levels. This method of teaching is often referred to as 'chalk and talk' method. Teachers who have very few teaching aids or materials including books to use in the teaching-learning situation often rely heavily on this method.
(ii) Demonstration method: This method often involves only showing an actual object, model, picture, or diagram. Sight rather than hearing is the major means of communication in this method though, of course, the two are often combined. The method is effective because most people more easily remember what they see than what they hear or read.
(iii) Problem–solving method: The lecture method treats learners as objects of assistance. However, the problem-solving method makes learners to be critical thinkers. It demands active thinking on the part of the learners.
(iv) Project method: This is a method of teaching that enables the teacher to relate his teaching to real-life situations. In this method, pupils learn through independent activities though under the guidance of a teacher. With the help of the teacher, pupils should plan and execute a project in a logical sequence.
(v) Brain-storming method: This method involves cooperative thinking amongst group of students towards a solution to a specific problem. In other words, it involves a class of students in oral exchange of ideas, facts and opinions about a topic of mutual concern and interest. The purpose of this method is stimulation and generation of ideas in the pupils and facilitation of their expression.
(vi) The Play/Dramatic method: As the name goes, the play/dramatic method of teaching involves learners dramatizing or acting of ideas or events in order to ease learning. Facts and skills can be converted into play or drama by a teacher just by making the process of learning such facts and skills more interesting and meaningful.

6

The problems of what to teach, how to teach it, the environment to teach it and those to teach are very central to education. These give rise to curriculum development. Curriculum development basically attempts to define the nature of the learner’s day-to-day life in the school (Beane, Toebfer & Alessi, 1986). It is the process of implementing the theoretical plan to attain educational ends.
Stages in curriculum development. Check YEAR 2023 Q6b, YEAR 2013 Q1
There are four major stages which are interdependent and interrelating in the process of curriculum development namely:
(i) the selection of aims, goals and objectives;
(ii) the selection of appropriate learning experiences and content for the achievement of the aims, goals and objectives;
(iii) organisation of learning experiences;
(iv) evaluation of the extent to which the objectives identified in step 1, have been achieved.

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Enumerate and discuss the four (4) stages involved in curriculum development process. (25 marks)

2

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Write short notes on the following teaching methods: I. Lecture Method; II. Demonstration Method; III. Problem-Solving Method; and IV. Project Method. (6x4 + 1 = 25 marks)

3

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Carefully identify the three (3) domains of learning and their levels as classified by Benjamin S. Bloom. (25 marks)

4. (a)

" + weekNum + "

Define Instruction. (4 marks)

4. (b)

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From your understanding, explain three (3) ways of organising instruction. (21 marks)

5. (a)

" + weekNum + "

Define a lesson plan. (2 marks)

5. (b)

" + weekNum + "

In a logical order, list thirteen (13) components of a lesson plan. (13 marks)

6

" + weekNum + "

List and explain any five (5) characteristics of a curriculum.

" + mySubjectSelected + " " + myClassSelected + "

1

The problems of what to teach, how to teach it, the environment to teach it and those to teach are very central to education. These give rise to curriculum development. Curriculum development basically attempts to define the nature of the learner’s day-to-day life in the school. (Beane, Toebfer & Alessi, 1986).
It is the process of implementing the theoretical plan to attain educational ends.
Stages in curriculum development. Check YEAR 2023 Q6b, YEAR 2015 Q6
There are four major stages which are interdependent and interrelating in the process of curriculum development namely:
(i) the selection of aims, goals and objectives;
(ii) the selection of appropriate learning experiences and content for the achievement of the aims, goals and objectives;
(iii) organisation of learning experiences;
(iv) evaluation of the extent to which the objectives identified in step 1, have been achieved.
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2

Some methods of teaching are describe below : Check YEAR 2022 Q3
(i) Lecture Method: This is the most common method of teaching and is used at all levels . It involves the systematic presentation of information or instructions through oral exposition by the teacher, supplemented by using appropriate teaching aids or instructional materials. This method of teaching is often referred to as: 'chalk and talk' method. It has been noticed that teachers who have very few teaching aids or materials including books to use in the teaching-learning situation have to rely heavily on this method. It is important that what will be taught using this method should be presented or expressed in clear and simple language, which the learners will readily understand. It can be seen, here, that the term `lecture’ is used to describe teaching in which a large part, or possibly the whole of the lesson is occupied by the teacher in exposition of knowledge. The learners mostly do the listening or taking notes. The lecture method is, therefore, suitable for mature learners, especially in colleges, Polytechnics and Universities. Subject-matter can be presented in an organized manner to a small or large number of students who benefit from the knowledge and experience of an expert. One advantage of the lecture method is that it can be used to give the maximum amount of information in a limited time. The use of this method, on the other hand, is limited by the passivity of the learners, minimal feedback, reliance on the hearing sense and the limited retention of knowledge given in this way.
(ii) Demonstration Method: This is a method of teaching in which sight rather than hearing is the major means of communication though, of course, the two are often combined . It is effective because most people more easily remember what they see than what they hear or read. This method may involve only showing an actual object, mode, picture, or diagram. Most verbal instructions, especially to younger children should be accompanied by such use of visual aids. Demonstration, however, usually involves a process in which the learner has to follow a number of steps. It is realistic and impressive and is a true learning experience where actual objects, models or apparatus are used, as mentioned earlier. However, it requires skill, considerable time and usually some expense for effective organization. For instance, the pupils in a large class can easily learn the structure of a small plant if each pupil has one of the plants in front of him or if they can see a large drawing of it on the wall. Learning how to dissect a frog will be difficult if there is only one frog on the teacher’s desk because only those in the front row can see what the teacher is doing. In this case, there is a need to break the pupils into a group of 5 and 6. Demonstration is of two major parts namely: method and result demonstrations. While the first teaches `how’, the other shows the result of doing something in a certain way. Both can be used at all levels of education. For example, in teaching number to small children, they can be shown how to arrange tones or commuters in groups of five to ten, and that the result of taking two away from groups of five will always be that you are left with three. This will fix this knowledge in their minds much more firmly than if they are simply told or see numbers written down. Topics like ablution can also be taught better using demonstration method than verbally telling them the steps involved in ablution.
(iii) Problem-Solving method In a situation where the lecture method treats learners as objects of assistance, the problem-solving method makes them critical thinkers. This method requires the ability to reason and demands active thinking on the part of the learners. Problem-solving method bases itself on creativity. In this method, the teachers’ task is to present his learners with suitable problems, which are within their reach and capacity to solve. He could provide suitable materials and suggest methods or procedure to solve the problem identified. There after, they are left alone to find solutions to the problems. Many simple problems of calculation, drawn from everyday life could provide more practically useful learning experience than a large number of formal `sums’ on a standard pattern. Capacity to use reasoning to solve problems will increase as pupils have more knowledge of facts, materials and methods, which can be employed.
Any teacher desirous to using this method should follow these steps:
(i) raising the problem;
(ii) interpreting or more precisely formulating it;
(iii) gathering and evaluating data (including materials required);
(iv) formulating tentative solutions and testing them, where possible, by experiment;
(v) verifying the result.
(iv) Project Method This is a method of teaching that enables the teacher to relate his teaching to real-life situations. In this method pupils learn through independent activities though under the guidance of a teacher. With the help of the teacher pupils should plan and execute a project in a logical sequence. Every step should be followed from the beginning of the project to its completion. Onwuka (2000) sees a project as a purposeful activity or a meaningful whole or unit of experience, which proceeds in a social environment (p.330). When using this method, the teacher should refrain from doing the work for the pupils because all the experiences connected with a given project with obtaining and using the knowledge required to carry it out properly, constitute the project. By this method, pupils learn to work together on selected plans. The emphasis in this method is commonality of purpose and on the cooperative effort of both the teacher and his pupils. The learning experiences are the problems to be solved whether they are theoretical or practical. Which ever they are, the teacher and his pupils have to work cooperatively. This method of teaching can be used to nurture cooperation among pupils when they are working as a group in the process of problem-solving and rational thinking. Pupils of almost any age group in the school can be given the task of finding out or collecting all the knowledge they can for themselves about a given topic. Some projects involve searching for information from books while others depend on practical investigations or making things, such as, apparatus for a particular purpose. They may involve works both inside the classroom and outside the school, and may extend over widely varying periods of time, but usually over several lesson periods at least. Project work can be undertaken separately by each member of a class, or by groups working in cooperation. In either case, it should involve every pupil in active learning, and in taking some responsibility for his own work. Working in groups can also give pupils opportunities for developing leadership/ followership organising ability. Scholars hold the view that project method requires technical and organizational competence of the teacher to be a success. The interest and enthusiasm nurtured or aroused in project method can help children to learn other things more quickly and firmly in their more formal lesson. This is because the project method of teaching helps to stimulate, hold children’s interest and motivate them in the study of technical facts and related knowledge in all spheres of learning. It is most suitable for pupils who are not only inquisitive but also creative and interested in the immediate outcome of their activities, though it can also be used to stimulate these valuable learning qualities in others.

3

Domains of knowledge by Benjamin Bloom
(i) The Cognitive Domain – This refers to the acquisition and use of knowledge. The levels within this domain include:
a) Knowledge (memory of ideas or facts).
b) Comprehension (understanding of information)
c) Application (applying knowledge to problem situation)
d) Analysis (identification of parts and their relationship).
e) Synthesis (combining parts to form a whole).
f) Evaluation (developing judgments about values)
(ii) Affective Domain – Objectives in this domain are concerned with feelings and emotions involving attitude, interests, appreciations, and models of adjustment. There is a link between the objectives in the cognitive domain and those in the affective domain. A certain amount of cognition seems to be involved in every affective behaviour. Levels in this domain include:
a) Receiving or attending (paying attention to things).
b) Responding (reaching to or using that which is received)
c) Valuing (identifying and committing to particular beliefs).
d) Organization (establishing a set of values).
e) Characterization by a value or value complex (acting on and displaying values).
(iii) The Psychomotor Domain – This deals with motor activities. It is integrally related to the cognitive and affective processes. It has six levels of classification namely:
a) Perception
b) Set
c) Guided Response
d) Mechanism (Physical abilities – endurance, strength, flexibility and agility).
e) Complex overt Response (Skilled movements).
f) Adaptation (Non-discursive communication).

4 (a)

What is instruction?
Instruction can be defined as the processes of imparting information and knowledge to a learner. Instruction is a teacher initiated activity, designed to facilitate receptivity by the learner.
Planning instruction may be seen as setting the stage for proper teaching activities. Instruction can be organized in three phases: Introduction, Development and Culmination.

4 (b)

(i) Introductory Activity: Introductory activities are intended to introduce learners to the particular topic or problem that will be studied. Introductory activities are meant for the arousal of learners’ interest and curiosity. Introduction can be based on previous knowledge of the students. Some of the components the teacher will bear in mind include: direction of the attention of the learner towards the predetermined objective(s), stimulate recall, enhance retention and promotion of transfer of knowledge and so on.
(ii) Developmental Activity: Developmental activities is the main frame of this unit. What is done here leads to the actual accomplishment of the objectives. At this stage, the unit or topic to be taught will be presented to the learners through any appropriate teaching method – lecture, discussion, reading, practice, survey, field trips and so on. The essence of activities here is to give the learners the content to be learnt focusing on the objectives to be accomplished.
(iii) Culminating Activity: Culminating activities conclude the instructional phases. Specifically, they are intended to synthesize and end the lesson and to demonstrate accomplishment of objectives. Culminating activities can take the form of question and answer between the teacher and learners, summary, projects debates, reports, self-evaluation or unit evaluation. The concern in this phase is about whether learning has actually taken place. Here the concern will be on means of determining both quality and quantity of instruction.

5 (a)

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.
It is the guideline by which the teacher teaches his lesson.
When lesson plan is transcribed into a note book, it becomes a lesson note. It is regarded as a guide to the teacher in executing the plan of teaching the students.

5 (b)

The basic components of a lesson plan include the following;
(i) The subject
(ii) Date
(iii) Time/Duration
(iv) Class
(v) Period
(vi) Average age of the learners
(vii) Topic
(viii) Behavioural objective(s)
(ix) Entry behaviour/Previous knowledge
(x) Instructional materials/resources
(xi) Introduction/Set induction
(xii) Instructional techniques or skills
(xiii) Instructional procedure
(xiv) Evaluation

6

If education is concerned with the advancement of man and the society in which he finds himself, the curriculum planned to actualize this must possess the following characteristics: Check YEAR Q3(b)
(i) Purposeful aims and objectives – The aims and objectives must be clearly and precisely stated bearing in mind the societal values and the needs of the child. In selecting and stating the aims and objectives, consideration should be given to the learner’s age level of development, needs and interests. The economic attainment, religion, philosophy and norms of the people should also be put into consideration.
(ii) Functionality – The curriculum planned must be workable, practicable and feasible. For a curriculum planned to be called functional, it must be stated in clear and understandable terms. Practicability is another criteria for judging the functionality of a curriculum. The curriculum should be able to succeed given the human and economic resources available. It should also be acceptable by the people in a given society. It should strike a balance between theory and practice. Issues in the curriculum should be attainable.
(iii) Flexibility – The curriculum must be capable of adapting to the needs of the changing learner and the society. Since education is not static, it should change with the society. It must be flexible and be able to create an avenue for growth and development to attain the predetermined objectives. In order words, it should be sufficiently flexible to enhance its adaptation to the changing condition and needs of the people.
(iv) Relevance – It should emphasize those aspects that will be of benefit to the learner and the society. The curriculum should assist in helping to ease contact between the learner and his studies, socialize him and facilitate the transfer of knowledge and developmental skills to the entire populace.
(v) Evaluation – It should be subjected to evaluation to ensure that there is progress and that such a progress is in the desired direction. Evaluation as a characteristic could facilitate learning and teaching. It could produce records appropriate to the purpose for which records are essential and provide feedback for curriculum planners and teachers.

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1. (a)

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Define the concept 'curriculum'.

1. (b)

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List and discuss three (3) types of curriculum design.

2

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Enumerate and discuss five (5) characteristics of curriculum development.

3. (a)

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Define the term instruction.

3. (b)

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Discuss briefly three (3) major stages of organising an instruction.

4

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Lesson plan plays vital role in teaching-learning processes. What are the characteristics of a poor lesson?

5

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Write short notes on any three (3) of the following: (i) Lecture method (ii) Problem solving (iii) Project method (iv) Brain storming

6

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Identify and discuss three (3) domains of knowledge that should be considered when selecting objectives of a lesson.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

What is curriculum? Define curriculum.
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 .
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).

1 (b)

The three major types of curriculum design are as follow : Check YEAR 2023 Q1c, YEAR 2019 Q2
(i) Subject–Centred Curriculum: This type of curriculum is concerned with the collection and arrangement of school subjects which are generally studied separately or sometimes in relation to each-other. For instance, in our secondary schools, subjects in the curriculum include: English, Mathematics, Biology, Chemistry, Physics, Economics, Geography, Home Economics, Agricultural Science, Government, Social Studies and Integrated Science (in Junior Secondary School). The subjects are sometimes subdivided into divisions. English for instance is subdivided into composition, grammar, spelling, dictation, writing, literature, essay, lexis and structure and comprehension. In this type of curriculum, mastery of the subject matter is usually the basis through which educational outcomes are achieved. Its scope, however, is determined by the quantity of subject matter existing within each subject as well as the range of subjects to be included in the school time-table. The characteristic feature of this type of curriculum is orderliness. If learners follow the bodies of subject matter, they build their store of knowledge. They can readily make use of such store of knowledge when needed. This type of curriculum is convenient to teachers since they were trained in subject areas. They can easily plan, organize and teach their areas of specialization. Examination which is the yardstick for admission and selection of candidates into schools, colleges and universities appear in subject areas. Employment in some cases is done on the basis of the subjects candidate studied.
(ii) Activity/Experience-centred Curriculum: This type of curriculum is learner-centred. Consideration in this type of curriculum is given to learners’ interest, needs and motivation. It is also regarded as problemsolving. To channel learners into the learning experiences in order to make learning purposeful, stimulating and rewarding for them, teachers must try to discover their interests and needs. In other words, one can say that activity curriculum is an approach with very flexible ideas and adaptation of curriculum to the needs of children in the natural setting of human growth and development. One characteristic of the activity curriculum is that children’s interests determine the content and structure of learning. As they select and work in any task, skills and knowledge are acquired as they are needed and subject matters from many fields are used according to the requirements of the task (Yaba, 1962:401). Within the activity-centred curriculum tradition, the role of the teacher is that of an instructor and work supervisor while their students are learners as well as productive workers. In other words, his role is seen as that of a more mature member in the problem-solving situation to provide advice or help, direct or guide.
(iii) Child-Centred Curriculum: When the claim of a curriculum approach is that a worthwhile curriculum is solely constructed by reference to needs, wants and interests of the child, it becomes a childcentred curriculum. Curriculum developers in this type of curriculum should be very careful when exploring children’s needs, wants and interests in curriculum matters to make children do what they want with qualification. When this is done, the curriculum could be regarded as a worthwhile school curriculum. Barrow (1976:59) observed that by concentrating on children’s actual wants or interests, it is possible for the teacher to help them find aspects of value in those wants and interests.

2

The problems of what to teach, how to teach it, the environment to teach it and those to teach are very central to education. These questions give rise to curriculum development. Curriculum development basically attempts to define the nature of the learner’s day-to-day life in the school (Beane, Toebfer & Alessi, 1986). A curriculum must possess the following characteristics: Check YEAR 2022 Q1, YEAR 2021 Q1(a), YEAR 2017 Q1(b)
(i) Purposeful aims and objectives – The aims and objectives must be clearly and precisely stated bearing in mind the societal values and the needs of the child. In selecting and stating the aims and objectives, consideration should be given to the learner’s age level of development, needs and interests. The economic attainment, religion, philosophy and norms of the people should also be put into consideration.
(ii) Functionality – The curriculum planned must be workable, practicable and feasible. For a curriculum planned to be called functional, it must be stated in clear and understandable terms. Practicability is another criteria for judging the functionality of a curriculum. The curriculum should be able to succeed given the human and economic resources available. It should also be acceptable by the people in a given society. It should strike a balance between theory and practice. Issues in the curriculum should be attainable.
(iii) Flexibility – The curriculum must be capable of adapting to the needs of the changing learner and the society. Since education is not static, it should change with the society. It must be flexible and be able to create an avenue for growth and development to attain the predetermined objectives. In order words, it should be sufficiently flexible to enhance its adaptation to the changing condition and needs of the people.
(iv) Relevance – It should emphasize those aspects that will be of benefit to the learner and the society. The curriculum should assist in helping to ease contact between the learner and his studies, socialize him and facilitate the transfer of knowledge and developmental skills to the entire populace.
(v) Evaluation – It should be subjected to evaluation to ensure that there is progress and that such a progress is in the desired direction. Evaluation as a characteristic could facilitate learning and teaching. It could produce records appropriate to the purpose for which records are essential and provide feedback for curriculum planners and teachers.

3 (a)

Define instruction. What is instruction?
Instruction can be defined as the processes of imparting information and knowledge to a learner. Instruction is a teacher initiated activity, designed to facilitate receptivity by the learner.
Planning instruction may be seen as setting the stage for proper teaching activities. Instruction can be organized in three phases: Introduction, Development and Culmination.

3 (b)

(i) Introductory Activity: Introductory activities are intended to introduce learners to the particular topic or problem that will be studied. Introductory activities are meant for the arousal of learners’ interest and curiosity. Introduction can be based on previous knowledge of the students. Some of the components the teacher will bear in mind include: direction of the attention of the learner towards the predetermined objective(s), stimulate recall, enhance retention and promotion of transfer of knowledge and so on.
(ii) Developmental Activity: Developmental activities is the main frame of this unit. What is done here leads to the actual accomplishment of the objectives. At this stage, the unit or topic to be taught will be presented to the learners through any appropriate teaching method – lecture, discussion, reading, practice, survey, field trips and so on. The essence of activities here is to give the learners the content to be learnt focusing on the objectives to be accomplished.
(iii) Culminating Activity: Culminating activities conclude the instructional phases. Specifically, they are intended to synthesize and end the lesson and to demonstrate accomplishment of objectives. Culminating activities can take the form of question and answer between the teacher and learners, summary, projects debates, reports, self-evaluation or unit evaluation. The concern in this phase is about whether learning has actually taken place. Here the concern will be on means of determining both quality and quantity of instruction.

4

A poor lesson is usually characterized by at least one of the following faults : Check YEAR 2023 Q3b, YEAR 2022 Q6
(i) Lack of logical presentation of material
(ii) The omission of important facts due to lack of adequate knowledge of subject content.
(iii) Inaccurate facts taught or accepted as correct.
(iv) Poor timing of the lesson
(v) Lack of ability to motivate the class, resulting in boredom and restlessness in the class.
(vi) Lack of interesting detail of illustrative aids.
(vii) Excessive corrections when the assignments or written work of learners are being marked.

5

(i) Lecture Method This is the most common method of teaching and is used at all levels . It involves the systematic presentation of information or instructions through oral exposition by the teacher, supplemented by the use of appropriate teaching aids or instructional materials this method of teaching is often referred to as: 'chalk and talk' method it has been noticed that teachers who have very few teaching aids or materials including books to use in the teaching-learning situation have to rely heavily on this method. It is important that what will be taught using this method should be presented or expressed in clear and simple language, which the learners will readily understand. It can be seen, here, that the term `lecture’ is used to describe teaching in which a large part, or possibly the whole of the lesson is occupied by the teacher in exposition and by the learners in listening or taking notes. The lecture method is, therefore, suitable for mature learners, especially in colleges, Polytechnics and Universities. Subject-matter can be presented in an organized manner to a small or large number of students who benefit from the knowledge and experience of an expert. One advantage of the lecture method is that it can be used to give the maximum amount of information in a limited time. The use of this method, on the other hand, is limited by the passivity of the learners, minimal feedback, reliance on the hearing sense and the limited retention of knowledge given in this way.
(ii) Problem-Solving method In a situation where the lecture method treats learners as objects of assistance, the problem-solving method makes them critical thinkers. This method requires the ability to reason and demands active thinking on the part of the learners. Problem-solving method bases itself on creativity. In this method, the teachers’ task is to present his learners with suitable problems, which are within their reach and capacity to solve. He could provide suitable materials and suggest methods or procedure to solve the problem identified. There after, they are left alone to find solutions to the problems. Many simple problems of calculation, drawn from everyday life could provide more practically useful learning experience than a large number of formal `sums’ on a standard pattern. Capacity to use reasoning to solve problems will increase as pupils have more knowledge of facts, materials and methods, which can be employed.
Any teacher desirous to using this method should follow these steps:
(i) raising the problem;
(ii) interpreting or more precisely formulating it;
(iii) gathering and evaluating data (including materials required);
(iv) formulating tentative solutions and testing them, where possible, by experiment;
(v) verifying the result.
Project Method This is a method of teaching that enables the teacher to relate his teaching to real-life situations. In this method pupils learn through independent activities though under the guidance of a teacher. With the help of the teacher pupils should plan and execute a project in a logical sequence. Every step should be followed from the beginning of the project to its completion. Onwuka (2000) sees a project as a purposeful activity or a meaningful whole or unit of experience, which proceeds in a social environment (p.330). When using this method, the teacher should refrain from doing the work for the pupils because all the experiences connected with a given project with obtaining and using the knowledge required to carry it out properly, constitute the project. By this method, pupils learn to work together on selected plans. The emphasis in this method is commonality of purpose and on the cooperative effort of both the teacher and his pupils. The learning experiences are the problems to be solved whether they are theoretical or practical. Which ever they are, the teacher and his pupils have to work cooperatively. This method of teaching can be used to nurture cooperation among pupils when they are working as a group in the process of problem-solving and rational thinking. Pupils of almost any age group in the school can be given the task of finding out or collecting all the knowledge they can for themselves about a given topic. Some projects involve searching for information from books while others depend on practical investigations or making things, such as, apparatus for a particular purpose. They may involve works both inside the classroom and outside the school, and may extend over widely varying periods of time, but usually over several lesson periods at least. Project work can be undertaken separately by each member of a class, or by groups working in cooperation. In either case, it should involve every pupil in active learning, and in taking some responsibility for his own work. Working in groups can also give pupils opportunities for developing leadership/ followership organising ability. Scholars hold the view that project method requires technical and organizational competence of the teacher to be a success. The interest and enthusiasm nurtured or aroused in project method can help children to learn other things more quickly and firmly in their more formal lesson. This is because the project method of teaching helps to stimulate, hold children’s interest and motivate them in the study of technical facts and related knowledge in all spheres of learning. It is most suitable for pupils who are not only inquisitive but also creative and interested in the immediate outcome of their activities, though it can also be used to stimulate these valuable learning qualities in others.
(v) Brain Storming This is an advanced use of the discussion method of teaching, which involves cooperative thinking by groups towards the solution of specific problems. In other words, it involves a class in oral exchange of ideas, facts and opinions about a topic of mutual concern and interest. The purpose of this method is stimulation and generation of ideas in the pupils and facilitation of their expression. Advantages In this method, the teacher draws upon experience and knowledge of the learners instead of leaving them to rely entirely upon his. He acts as a leader and directs or redirects ideas and information produced by them. Some suggestions in a brain storming session may not be worthwhile and should be quickly rejected. This provides an exercise in critical evaluation for pupils and the teacher. It makes for active participation of students, stimulates them to think individually and to learn to express themselves freely. Brain storming is only suitable for older students in secondary schools, Colleges and Universities who can think on their own with little guidance from the teacher. It helps the teacher to evaluate students’ interest in learning, and encourage them to develop clear thinking, self-assurance and sometimes leadership. It is valuable as a way of helping learners to realise that many subjects must be looked at from several points of view and that different factors or opinions must be taken into consideration in the solution to the brainstormed problem or issue. It makes students understand that there is no single ‘right answer’ to all questions, but that various possible answers should be explored and considered with a view of finding the best or fullest solution. Disadvantages The main disadvantage of this method is that it is time consuming. It must be well organised to avoid waste of time and going off in an unexpected direction. The teacher must plan before hand the main aspects of the topic, which he wants the brain storming to cover. His relationship with the students must be cordial to enhance their freedom to speak out, yet respect his control. As the name goes, the teacher must encourage as many as possible to participate in brainstorming but not allow one or two to dominate the sessions.

6

Domains of knowledge by Benjamin Bloom. Check YEAR 2023 Q3c, YEAR 2013 Q3
(i) The Cognitive Domain: This refers to the acquisition and use of knowledge. The levels within this domain include:
a) Knowledge (memory of ideas or facts).
b) Comprehension (understanding of information)
c) Application (applying knowledge to problem situation)
d) Analysis (identification of parts and their relationship).
e) Synthesis (combining parts to form a whole).
f) Evaluation (developing judgments about values)
(ii) Affective Domain: Objectives in this domain are concerned with feelings and emotions involving attitude, interests, appreciations, and models of adjustment. There is a link between the objectives in the cognitive domain and those in the affective domain. A certain amount of cognition seems to be involved in every affective behaviour. Levels in this domain include:
a) Receiving or attending (paying attention to things).
b) Responding (reaching to or using that which is received)
c) Valuing (identifying and committing to particular beliefs).
d) Organization (establishing a set of values).
e) Characterization by a value or value complex (acting on and displaying values).
(iii) The Psychomotor Domain: This deals with motor activities. It is integrally related to the cognitive and affective processes. It has six levels of classification namely:
a) Perception
b) Set
c) Guided Response
d) Mechanism (Physical abilities – endurance, strength, flexibility and agility).
e) Complex overt Response (Skilled movements).
f) Adaptation (Non-discursive communication).

" + mySubjectSelected + " " + myClassSelected + "

Saturday 13th July 2024, 2nd Paper out of 2 Papers per Day. (7th Paper in a Row).

1

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Construct five (5) multiple choice questions in your subject area and explain the basic principles of testing you considered in constructing the test.

2 (a)

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Define a test.

2 (b)

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Write short notes on any four (4) of the following: (i) Achievement test (ii) Diagnostic test (iii) Aptitude test (iv) Predictive test (v) Standardise test WIP

3 (a)

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Define Continuous Assessment.

3 (b)

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Explain five (5) disadvantages of continuous assessment.

4 (a)

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Distinguish between measurement and evaluation.

4 (b)

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Enumerate and explain any five (5) purposes of educational evaluation. WIP

5

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Find the mean and standard deviation of the following scores: 20, 45, 39, 25, 40, 42, 48, 30, 46 and 41.

6

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How can a reliability of a test be obtained? Describe two (2) possible ways.

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WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

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26th August 2023 Saturday, Second Paper

1 (a)

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Ogunniyi (1984), Identified some of the purposes of evaluation in education. Enumerate at least Ten (10) of these purposes.

1 (b)

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Distinguish among measurement, assessment and evaluation.

1 (c)

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Differentiate between formative and summative types of evaluation.

2 (a)

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Identify any Three (3) functions of assessment in education and discuss any Two (2).

2 (b)

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Enumerate the characteristics of good Continuous Assessment (CA) tests and briefly discuss the problems of CA in schools.

3 (a)

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Identify and discuss basic principles for constructing multiple choice questions.

3 (b)

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Outline Bloom's taxonomy of educational objectives.

4 (a)

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Write short notes on: i. Essay Tests ii. Objective Tests iii. Multiple Choice Tests iv. Fill-in the blank Tests

4 (b)

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Explain the terms: i. Test-retest method ii. Split-half method iii. Kudar Richard formula

5 (a)

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Enumerate the factors affecting the validity of test and explain the criteria for assessing validity of a test.

5 (b)

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Distinguish between programmed and student evaluation.

6 (a)

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Identify and discuss guidelines for scoring tests.

6 (b)

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Identify any Five (5) experiences you have learnt from this course and explain how you can effectively apply what you have learnt in classroom situations.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Purposes of evaluation or importance of evaluation (Oguniyi, 1984). Check YEAR 2022 Q1b, YEAR 2019 Q1(b), YEAR 2012 Q3(b)
(i) to provide an objective basis for determining the promotion of students from one class to another as well as the award of certificates;
(ii) to encourage students to develop a sense of discipline and systematic study habits;
(iii) to help teachers determine the effectiveness of their teaching techniques and learning materials;
(iv) to determine the relative effectiveness of the programme in terms of students’ behavioural output;
(v) to ascertain the worth of time, energy and resources invested in a programme;
(vi) to identify problems that might hinder or prevent the achievement of set goals;
(vii) to make reliable decisions about educational planning;
(viii) to identify students’ growth or lack of growth in acquiring desirable knowledge, skills, attitudes and societal values;
(ix) to help motivate students to want to learn more as they discover their progress or lack of progress in given tasks;
(x) to provide educational administrators with adequate information about teachers’ effectiveness and school need;
(xi) to acquaint parents or guardians with their children’s performances;
(xii) to predict the general trend in the development of the teaching-learning process;
(xiii) to ensure an economical and efficient management of scarce resources;
(xiv) to provide a just basis for determining at what level of education the possessor of a certificate should enter a career.

1 (b)

Definitions of measurement, assessment and evaluation are given below. Check YEAR 2022 Q1a, YEAR 2021 Q1, YEAR 2019 Q1a, YEAR 2016 Q2a
(i) Measurement: (A) It is a process of carrying out actual measurement in order to assign a quantitative meaning to a quality i.e. what is the length of the chalkboard? (B) It is also a process of assigning numerals to objects, quantities or events in order to give quantitative meaning to such qualities. it stops at ascribing the quantity but not making value judgement on the child’s performance .
(ii) Assessment: (A) It is a fact finding task carried out to describe the conditions of student performance that exist at a particular time. It often involves measurement to gather data. However, it is in the domain of assessment to organise the measured data into interpretable forms on a number of variables. (B) It involves deciding how well students have learnt a given content or how far the objective we earlier set out have been achieved quantitatively
(iii) Evaluation: (A) It is a process of ascertaining whether the objectives we set out to achieve were actually achieved. It is a systematic process of determining what the actual outcomes are but it also involves judgement of desirability of whatever outcomes are demonstrated (Travers, 1955). (B) It is the process of ascertaining the decision of concern, selecting appropriate information and collecting and analysing information in order to report summary data useful to decision makers in selecting among alternatives (Alkin, 1970). (C) It is the process of delineating, obtaining and providing useful information for judging decision alternatives (Stufflebeam et al 1971). (D) It is the estimation of the worth of a thing, process or programme in order to reach meaningful decisions about that thing, process or programme. (E) It is the process of delineating, obtaining and providing useful information for judging decision alternatives.
Some educationists in contrasting assessment with evaluation opined that while evaluation is generally used when the subject is not persons or group of persons and it determines the effectiveness or otherwise of a course or programme of teaching or method of teaching. On the other hand, assessment is used generally for measuring or determining personal attributes (totality of the student, the environment of learning and the student’s accomplishments.

1 (c)

Differences between formative and summative evaluations. Check YEAR 2016 Q2b, YEAR 2014 Q3b
S/N Formative evaluation Summative evaluation
1 The purpose of formative evaluation is to find out whether after a learning experience, students are able to do what they were previously unable to do. Summative evaluation often attempts to determine the extent the broad objectives of a programme have been achieved (i.e. SSSCE, (NECO or WAEC), PROMOTION, GRADE TWO, NABTEB Exams and other public examinations).
2 Its ultimate goal is usually to help students perform well at the end of a programme It is concerned with purposes, progress and outcomes of the overall teaching-learning process.
However, it is more objective than formative evaluation

2 (a)

Functions or purposes of assessment are grouped into three (3) viz: Check YEAR 2012 Q4a
(i) Classroom function: (i) determination of level of achievement (ii) effectiveness of the teacher, teaching method, learning situation and instructional materials (iii) motivating the child by showing him his progress i.e. success breeds success. (iv) it can be used to predict students’ performance in novel situations.
(ii) Guidance function: Assessment procedure can give the teacher diagnostic data about individual pupil in his class. These will show the pupils’ strength, weaknesses and interests. It can also help to decide on which method of teaching to use or what remedial activities that are necessary. Parents and pupils can also be rightly guided in terms of career choice.
(iii) Administrative function: (i) Assessing can serve as communication of information when data collected are used in reports to parents (ii) It could form the basis upon which streaming, grading, selection and placement are based (iii) Making appropriate decisions and recommendations on curricula packages and curricula activities.
For any form of assessment to be able to serve the above functions, it cannot be a one shot (or one-off) kind of assessment. It has to be an on-going exercise throughout the teaching and learning processes. This is why continuations assessment is advocated in the classroom.

2 (b)

Features or characteristics of continuous assessment include: Check YEAR 2014 Q1b, YEAR 2013 Q1a
a) They are periodical, systematic and well-planned.
b) They are part of the scores used to compute the overall performance of the students.
c) They are designed and produced by the classroom teacher.
d) They are often based on what has been learnt within a particular period.
e) They may be in any form: oral, written, practical, multiple-choice test, essay test, subjective test, announced or unannounced, and so on.
f) All continuous assessment tests should meet the criteria of a good test (characteristics of a good test): validity, reliability, variety, etc.
PROBLEMS OF CONTINUOUS ASSESSMENT: Check YEAR 2016 Q5a, YEAR 2013 Q3b
1. Inadequacy of qualified teachers in the respective fields to cope with the large number of students in our classroom. Some time ago, a Minister of Education lamented the population of students in classrooms in some parts of the country.
2. The pressure to cover a large part of the curricula, probably owing to the demand of external examinations, often makes teachers concentrate more on teaching than Continuous Assessment. There is no doubt that such teachings are not likely to be very effective without any form of formative evaluation.
3. The differences in the quality of tests and scoring procedures used by different teachers may render the results of Continuous Assessment incomparable.
4. Poor database in the school system.
5. Poor organization of students’ assessment tests.

3 (a)

Basic Principles for Constructing multiple choice questions are:
i. The instructions must be clear and unambiguous. Candidates should know what to do.
ii. As much as possible, the questions must be set to elicit picking only one correct option.
iii. The test format must be consistent.
iv. The questions should be related to what is taught, what is to be taught or what to be examined.
v. Candidates must know before-hand the requirements and demands of the test.

3 (b)

Benjamin Bloom et al classified all educational objectives into three , namely: cognitive, affective and psychomotor domains.
(i) Cognitive domain involves remembering previously learnt matter.
(ii) Affective domain relates to interests, appreciation, attitudes and values.
(iii) Psychomotor domain deals with motor and manipulative skills.

4 (a)

(i) Essay Tests: Your essay questions should be in layers. The first layer tests the concept, fact, its definition and characteristics. The second layer tests the interpretation of and inferences from the concept, fact or topic, concept, structure, etc to real life situation. In the third layer, you may be required to construct, consolidate, design, or produce your own structure, concept, fact, scenario or issue. Essays should not merely require registration of facts learnt in the class. They should not also be satisfied with only the examples given in class.
Some of the words that can be used in an essay type of test are: compare and contrast, criticize, critically examine, discuss, describe, outline, enumerate, define, state, relate, illustrate, explain, summarize, construct, produce, design, etc. Remember, some of the words are mere words that require regurgitation of facts, while others require application of facts.
(ii) Objective Tests: The options (or alternatives) must be discriminating. Only one option must be correct and this option must be made difficult to guess. The objective tests should be based on the syllabus, what is taught, or expected to be taught. It must provoke deep reasoning, critical thinking, and value judgments.
(iii) Multiple Choice Tests: The instructions must be clear and unambiguous. Candidates should know what to do.
(iv) Fill-in the blank Tests: Fill-in the blank tests are examples of discrete point tests . They measure or test one item, structure, skill, or idea, at a time.

4 (b)

Check YEAR 2014 Q2
a) Test-retest method: An identical test is administered to the same group of students on different occasions.
b) Split-half method: WIP705
c) Kudar Richard formula: WIP705

5 (a)

Factors affecting the validity of tests: WIP705
1. Cultural beliefs
2. Attitudes of testees
3. Values – students often relax when much emphasis is not placed on education
4. Maturity – students perform poorly when given tasks above their mental age
5. Atmosphere – Examinations must be taken under conducive atmosphere
6. Absenteeism – Absentee students often perform poorly

5 (b)

There are two main levels of evaluation viz: programme level and student level . Programmed evaluation has to do with the determination of whether a programme has been successfully implemented or not. While student evaluation determines how well a student is performing in a programme of study.

6 (a)

Check YEAR 2016 Q4a
(i) You should remember that multiple-choice tests are difficult to design, difficult to administer, especially in a large class, but easy to score.
(ii) Essay or subjective tests are relatively easy to set and administer, especially in a large class.
(iii) Whether a multiple-choice or an essay test, all must have marking schemes. A marking scheme is a guide for marking any test.
(iv) Scoring may be done question-by-question or all questions at a time.
(v) Scoring or marking on an impression is dangerous.
(vi) Scores can be interpreted into grades, A, B, C, D, E and F.
(vii) Scores may be interpreted in terms of percentages: 10%, 20%, 50%, etc.
(viii) Scores may be presented in a comparative way in terms of 1st position, 2nd position, and 3rd position to the last.

6 (b)

I have learnt the following: WIP705
(i) Purposes and objectives of tests.
(ii) Guidelines for scoring tests.
(iii) Bloom’s taxonomy of educational objectives.
Application of what I have learnt: WIP705
(i) Purposes and objectives of tests: I will be more consistent in conducting tests for my students to determine the progress made by them.
(ii) Guidelines for scoring tests: I will prepare a marking scheme to form a guide for me in marking all my test. This will eliminate marking on an impression.
(iii) Bloom’s taxonomy of educational objectives: I will strive to teach my subject across the three knowledge domains, namely cognitive, affective and psychomotor domains.

" + mySubjectSelected + " " + myClassSelected + "

Saturday 22nd October 2022

1. (a)

" + weekNum + "

Write short notes on each of the following: i. Measurement ii. Evaluation iii. Assessment

1. (b)

" + weekNum + "

Discuss any five (5) purposes of educational evaluation.

2

" + weekNum + "

Distinguish clearly between discrete point test and integrative tests.

3

" + weekNum + "

Explain the following methods of estimating reliability of a test: a. Test-retest method b. Alternative form method c. Split-half method

4

" + weekNum + "

Examine any five (5) disadvantages of continuous assessment in schools.

5

" + weekNum + "

State and explain three (3) stages in the assessment of cognitive behaviours.

6. (a)

" + weekNum + "

The table below shows the two set of scores X and Y of the same individuals: a. Calculate the mean of X and Y cases.

6 (b)

" + weekNum + "

Calculate the product moment correlation between the two sets of scores X and Y.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Definitions of measurement, assessment and evaluation are given below. Check YEAR 2021 Q1, YEAR 2019 Q1(a), YEAR 2016 Q2(a)
(i) Measurement: (A) It is a process of carrying out actual measurement in order to assign a quantitative meaning to a quality i.e. what is the length of the chalkboard? (B) It is also a process of assigning numerals to objects, quantities or events in order to give quantitative meaning to such qualities. it stops at ascribing the quantity but not making value judgement on the child’s performance .
(ii) Assessment: (A) It is a fact finding task carried out to describe the conditions of student performance that exist at a particular time. It often involves measurement to gather data. However, it is in the domain of assessment to organise the measured data into interpretable forms on a number of variables. (B) It involves deciding how well students have learnt a given content or how far the objective we earlier set out have been achieved quantitatively
(iii) Evaluation: (A) It is a process of ascertaining whether the objectives we set out to achieve were actually achieved. It is a systematic process of determining what the actual outcomes are but it also involves judgement of desirability of whatever outcomes are demonstrated (Travers, 1955). (B) It is the process of ascertaining the decision of concern, selecting appropriate information and collecting and analysing information in order to report summary data useful to decision makers in selecting among alternatives (Alkin, 1970). (C) It is the process of delineating, obtaining and providing useful information for judging decision alternatives (Stufflebeam et al 1971). (D) It is the estimation of the worth of a thing, process or programme in order to reach meaningful decisions about that thing, process or programme. (E) It is the process of delineating, obtaining and providing useful information for judging decision alternatives.
Some educationists in contrasting assessment with evaluation opined that while evaluation is generally used when the subject is not persons or group of persons and it determines the effectiveness or otherwise of a course or programme of teaching or method of teaching. On the other hand, assessment is used generally for measuring or determining personal attributes (totality of the student, the environment of learning and the student’s accomplishments.

1 (b)

Purposes of evaluation or importance of evaluation (Oguniyi, 1984). Check YEAR 2023 Q1a, YEAR 2019 Q1(b), YEAR 2012 Q3(b)
(i) to provide an objective basis for determining the promotion of students from one class to another as well as the award of certificates;
(ii) to encourage students to develop a sense of discipline and systematic study habits;
(iii) to help teachers determine the effectiveness of their teaching techniques and learning materials;
(iv) to determine the relative effectiveness of the programme in terms of students’ behavioural output;
(v) to ascertain the worth of time, energy and resources invested in a programme;
(vi) to identify problems that might hinder or prevent the achievement of set goals;
(vii) to make reliable decisions about educational planning;
(viii) to identify students’ growth or lack of growth in acquiring desirable knowledge, skills, attitudes and societal values;
(ix) to help motivate students to want to learn more as they discover their progress or lack of progress in given tasks;
(x) to provide educational administrators with adequate information about teachers’ effectiveness and school need;
(xi) to acquaint parents or guardians with their children’s performances;
(xii) to predict the general trend in the development of the teaching-learning process;
(xiii) to ensure an economical and efficient management of scarce resources;
(xiv) to provide a just basis for determining at what level of education the possessor of a certificate should enter a career.

2

Differences between discrete point test and integrative test . Check YEAR 2013 Q6(a)
S/N Discrete point test integrative test
1 It measures or tests one item, structure, skill, or idea, at a time. It involves testing many skills at once (or simultaneously)
2 All tests involving fill in blanks, matching, completion, etc are often discrete point tests. Popular examples of integrative tests are essay tests, close tests, reading comprehension tests, working of a mathematical problem that requires the application of many skills, or construction types that require different skills and competencies .

3

Some of the methods used for estimating reliability of a test include : Check YEAR 2021 Q3, YEAR 2013 Q2(b)
a) Test-retest method: An identical test is administered to the same group of students on different occasions.
b) Alternate-Form method: Two equivalent tests of different contents are given to the same group of students on different occasions. However, it is often difficult to construct two equivalent tests.
c) Split-half method: A test is split into two equivalent sub tests using odd and even numbered items. However, the equivalence of this is often difficult to establish.
d) Inter-rate method: It is method that employs two or more different raters for a test.
e) Internal consistency method: It is a measure of the degree to which different examiners or test raters agree in their evaluation of the candidates’ ability.

4

Disadvantages of continuous assessment tests also mean abuse or wrong application of continuous assessment tests. Check YEAR 2013 Q1(b)
a) Making the test extremely cheap so that undeserving students in their school can pass;
b) Inflating the marks of the continuous assessment tests so that undeserving students can pass the final examinations and be given certificates not worked for.
c) Conducting few (less than appropriate) continuous assessment tests and thus making the process not a continuous or progressive one;
d) Reducing the quality of the tests simply because the classes are too large for a teacher to examine thoroughly;
e) Exposing such tests to massive examination malpractices, e.g. giving the test to favoured students before-hand, inflating marks, or recording marks for continuous assessment not conducted or splitting one continuous assessment test score to four or five to represent separate continuous assessment tests; etc

5

Stages in the Assessment of Cognitive Behaviours Check YEAR 2019 Q3(b)
A. Preparation:
i. Break curriculum into contents (tasks) to be dealt with weekly.
ii. Break contents into content elements
iii. Specify the performance objectives
B. Practice:
i. Give quality instruction
ii. Engage pupils in activities designed to achieve objectives or give them tasks to perform.
iii. Measure their performance and assess them in relation to set objectives.
C. Use of Outcome:
i. Take note of how effective the teaching has been; feedback to teacher and pupils.
ii. Record the result
iii. Cancel if necessary
iv. Result could lead to guidance and counselling and/or re-teaching.

6 (a)

Check GOOGLE CLASSROOM for the solution. WIPP

6 (b)

Check GOOGLE CLASSROOM for the solution. WIPP

" + mySubjectSelected + " " + myClassSelected + "

February 2022 (BAY States: Borno, Adamawa and Yobe)

1

" + weekNum + "

Distinguish clearly between Assessment, Measurement and Evaluation.

2

" + weekNum + "

Having studied the purposes of conducting tests, describe any four (4) objectives of classroom tests.

3

" + weekNum + "

How can a reliability of a test be obtained? Describe two possible ways.

4

" + weekNum + "

For evaluation to be successful, there are certain factors to be considered. Bring and explain any five (5) of these factors.

5

" + weekNum + "

Construct five (5) multiple-choice, short answers and essay-tests each in your subject area. Explain the basic principles of testing you considered in constructing the tests.

6

" + weekNum + "

Find the mean, and standard deviation of the following marks: 20, 45, 39, 40, 42, 48, 30, 46 and 41.

" + mySubjectSelected + " " + myClassSelected + "

1

Definitions of measurement, assessment and evaluation are given below. Check YEAR 2022 Q1(a), YEAR 2019 Q1(a), YEAR 2016 Q2(a)
a) Measurement: (A) It is a process of carrying out actual measurement in order to assign a quantitative meaning to a quality i.e. what is the length of the chalkboard? (B) It is also a process of assigning numerals to objects, quantities or events in order to give quantitative meaning to such qualities. it stops at ascribing the quantity but not making value judgement on the child’s performance .
b) Assessment: (A) It is a fact finding task carried out to describe the conditions of student performance that exist at a particular time. It often involves measurement to gather data. However, it is in the domain of assessment to organise the measured data into interpretable forms on a number of variables. (B) It involves deciding how well students have learnt a given content or how far the objective we earlier set out have been achieved quantitatively
c) Evaluation: (A) It is a process of ascertaining whether the objectives we set out to achieve were actually achieved. It is a systematic process of determining what the actual outcomes are but it also involves judgement of desirability of whatever outcomes are demonstrated (Travers, 1955). (B) It is the process of ascertaining the decision of concern, selecting appropriate information and collecting and analysing information in order to report summary data useful to decision makers in selecting among alternatives (Alkin, 1970). (C) It is the process of delineating, obtaining and providing useful information for judging decision alternatives (Stufflebeam et al 1971). (D) It is the estimation of the worth of a thing, process or programme in order to reach meaningful decisions about that thing, process or programme. (E) It is the process of delineating, obtaining and providing useful information for judging decision alternatives.
Some educationists in contrasting assessment with evaluation opined that while evaluation is generally used when the subject is not persons or group of persons and it determines the effectiveness or otherwise of a course or programme of teaching or method of teaching. On the other hand, assessment is used generally for measuring or determining personal attributes (totality of the student, the environment of learning and the student’s accomplishments.

2

Reasons for a test. Why do teachers have to test students. Why do examiners conduct tests . Check YEAR 2014 Q5, YEAR 2015 Q5(b)
(i) We conduct tests to find out whether the objectives we set for a particular course, lesson or topic have been achieved or not. Tests measure the performance of a candidate in a course, lesson, or topic and thus, tell the teacher or course developer that the objectives of the course or lesson have been achieved or not. If the person taught performed badly, we may have to take a second look at the objectives of the course of lesson.
(ii) We test students in the class to determine the progress made by the students. We want to know whether or not the students are improving in the course, lesson, or topic. If progress is made, we reinforce the progress so that the students can learn more. If no progress is made, we intensity teaching to achieve progress. If progress is slow, we slow down the speed of our teaching.
(iii) We use tests to determine what students have learnt or not learnt in the class. Tests show the aspects of the course or lesson that the students have learnt. They also show areas where learning has not taken place. Thus, the teacher can re-teach for more effective learning.
(iv) Tests are used to place students/candidates into a particular class, school, level, or employment. Such tests are called placement tests. The assumption here is that an individual who performs creditably well at a level can be moved to another level after testing. Thus, we use tests to place a pupil into primary two, after he/she has passed the test set for primary one, and so on.
(v) Tests can reveal the problems or difficulty areas of a learner. Thus, we say we use tests to diagnose or find out the problems or difficulty areas of a student or pupil. A test may reveal whether or not a learner, for example, has a problem with pronouncing a sound, solving a problem involving decimal, or constructing a basic shape, e.g. a triangle, etc.
Tests are used to predict outcomes. We use tests to predict whether or not a learner will be able to do a certain job, task, use language to study in a university or perform well in a particular school, college, or university. We assume that if Aliyu can pass this test or examination, he will be able to go to level 100 of a university and study engineering. This may not always be the case, though. There are other factors that can make a student do well other than high performance in a test.

3

Some of the methods used for estimating reliability of a test include : Check YEAR 2022 Q3, YEAR 2013 Q2(b)
a) Test-retest method: An identical test is administered to the same group of students on different occasions.
b) Alternate-Form method: Two equivalent tests of different contents are given to the same group of students on different occasions. However, it is often difficult to construct two equivalent tests.
c) Split-half method: A test is split into two equivalent sub tests using odd and even numbered items. However, the equivalence of this is often difficult to establish.
d) Inter-rate method: It is method that employs two or more different raters for a test.
e) Internal consistency method: It is a measure of the degree to which different examiners or test raters agree in their evaluation of the candidates’ ability.

4

Factors to be considered for successful evaluation
a) Sampling technique – Appropriate sampling procedure must be adopted.
b) Evaluation itself must be well organized.
c) Objectivity of the instrument
d) Rationale of the evaluation instrument
e) It must be ensured that the disparity in students’ performances are related to the content of the test rather than to the techniques used in administering the instrument.
f) The format used must be the most economical and efficient.
g) Teachers must have been adequately prepared. They must be qualified to teach the subjects allotted to them.

5

In constructing objective tests, the following basic principles must be borne in mind . Check YEAR 2023 Q3a, YEAR 2016 Q6c, YEAR 2015 Q3a
a) The instruction of what the candidate should do must be clear, unambiguous and precise. Do not confuse the candidates. Let them know whether they are to choose by ticking (√ ), by circling ( o ) or shading the box in the answer sheet
b) The options (or alternatives) must be discriminating.
c) Make alternatives difficult to guess. Guessing reduces the validity of the test and makes undeserved candidates pass with no academic effort. The distractions must be plausible, adequate and attractive.
d) Only one option must be correct (there must be only one correct answer). Do not set objective tests where two or more options are correct. You confuse a brilliant student and cause undeserved failure.
e) The objective tests should be based on the syllabus, what is taught, or expected to be taught. It must provoke deep reasoning, critical thinking, and value judgments.
f) The reading difficulty must be reduced and vocabulary level must be as simple as possible.

6

Check YEAR 2014 Q6

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Distinguish between measurement and evaluation.

1. (b)

" + weekNum + "

Enumerate any five (5) purposes of educational evaluation.

2. (a)

" + weekNum + "

Explain the concept 'Continuous Assessment'.

2. (b)

" + weekNum + "

Discuss any five (5) advantages of continuous assessment.

3. (a)

" + weekNum + "

List six (6) areas of the Bloom’s cognitive domain.

3. (b)

" + weekNum + "

State and explain three (3) stages in the assessment of cognitive behaviours.

4. (a)

" + weekNum + "

What do you understand by test validity?

4. (b)

" + weekNum + "

Write short notes on each of the following: i. Content validity ii. Face validity iii. Criterion referenced validity iv. Predictive validity

5. (a)

" + weekNum + "

What is a test?

5. (b)

" + weekNum + "

Enumerate four (4) factors that can affect the outcome of a test in the classroom.

6. (a)

" + weekNum + "

Define the following measures of central tendencies: i. Mean ii. Mode iii. Median

6. (b)

" + weekNum + "

The table below shows the two set of scores X and Y of the same individuals.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Definitions of measurement, assessment and evaluation are given below. Check YEAR 2022 Q1(a), YEAR 2021 Q1, YEAR 2016 Q2(a), YEAR 2019 Q1a
(i) Measurement: (A) It is a process of carrying out actual measurement in order to assign a quantitative meaning to a quality i.e. what is the length of the chalkboard? (B) It is also a process of assigning numerals to objects, quantities or events in order to give quantitative meaning to such qualities. it stops at ascribing the quantity but not making value judgement on the child’s performance .
(ii) Assessment: (A) It is a fact finding task carried out to describe the conditions of student performance that exist at a particular time. It often involves measurement to gather data. However, it is in the domain of assessment to organise the measured data into interpretable forms on a number of variables. (B) It involves deciding how well students have learnt a given content or how far the objective we earlier set out have been achieved quantitatively
(iii) Evaluation: (A) It is a process of ascertaining whether the objectives we set out to achieve were actually achieved. It is a systematic process of determining what the actual outcomes are but it also involves judgement of desirability of whatever outcomes are demonstrated (Travers, 1955). (B) It is the process of ascertaining the decision of concern, selecting appropriate information and collecting and analysing information in order to report summary data useful to decision makers in selecting among alternatives (Alkin, 1970). (C) It is the process of delineating, obtaining and providing useful information for judging decision alternatives (Stufflebeam et al 1971). (D) It is the estimation of the worth of a thing, process or programme in order to reach meaningful decisions about that thing, process or programme. (E) It is the process of delineating, obtaining and providing useful information for judging decision alternatives.
Some educationists in contrasting assessment with evaluation opined that while evaluation is generally used when the subject is not persons or group of persons and it determines the effectiveness or otherwise of a course or programme of teaching or method of teaching. On the other hand, assessment is used generally for measuring or determining personal attributes (totality of the student, the environment of learning and the student’s accomplishments.

1 (b)

Purposes of evaluation or importance of evaluation (Oguniyi, 1984). Check YEAR 2022 Q1(b), YEAR 2012 Q3(b), 2012 Q6, YEAR 2019 Q1b
(i) to provide an objective basis for determining the promotion of students from one class to another as well as the award of certificates;
(ii) to encourage students to develop a sense of discipline and systematic study habits;
(iii) to help teachers determine the effectiveness of their teaching techniques and learning materials;
(iv) to determine the relative effectiveness of the programme in terms of students’ behavioural output;
(v) to ascertain the worth of time, energy and resources invested in a programme;
(vi) to identify problems that might hinder or prevent the achievement of set goals;
(vii) to make reliable decisions about educational planning;
(viii) to identify students’ growth or lack of growth in acquiring desirable knowledge, skills, attitudes and societal values;
(ix) to help motivate students to want to learn more as they discover their progress or lack of progress in given tasks;
(x) to provide educational administrators with adequate information about teachers’ effectiveness and school need;
(xi) to acquaint parents or guardians with their children’s performances;
(xii) to predict the general trend in the development of the teaching-learning process;
(xiii) to ensure an economical and efficient management of scarce resources;
(xiv) to provide a just basis for determining at what level of education the possessor of a certificate should enter a career.

2 (a)

What is continuous assessment? Check YEAR 2014 Q1(a), YEAR 2019 Q2a
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;

2 (b)

Advantages of continuous assessment. That is, using continuous assessment to improve teaching and learning.
(i) Motivation
(ii) Individual differences
(iii) Record-keeping
(iv) Examination malpractice

3 (a)

Areas of Bloom’s cognitive domain .
(i) Knowledge of specifics
(ii) Comprehension
(iii) Application
(iv) Analysis
(v) Synthesis
(vi) Evaluation

3 (b)

Stages in the Assessment of Cognitive Behaviours Check YEAR 2022 Q5, YEAR 2019 Q3b
A. Preparation:
i. Break curriculum into contents (tasks) to be dealt with weekly.
ii. Break contents into content elements
iii. Specify the performance objectives .
B. Practice:
i. Give quality instruction
ii. Engage pupils in activities designed to achieve objectives or give them tasks to perform.
iii. Measure their performance and assess them in relation to set objectives.
C. Use of Outcome:
i. Take note of how effective the teaching has been; feedback to teacher and pupils.
ii. Record the result
iii. Cancel if necessary
iv. Result could lead to guidance and counselling and/or re-teaching.

4 (a)

What is validity of a test ? Check YEAR 2014 Q2, YEAR 2019 Q4a
Test validity simply means that a test measures what it is supposed to measure. In other words, test validity means that a test is suitable for the purposes for which it is intended.

4 (b)

What is validity of a test ? Check YEAR 2014 Q2, YEAR 2019 Q4b
(i) Content validity: To ensure content validity of a test, the content of what the test is to cover must be placed side-by-side with the test itself to see correlation or relationship. This validity suggests the degree to which a test adequately and sufficiently measures the particular skills, subject components, items function or behavior it sets out to measure
(ii) Face validity: It is the degree to which a test appears to measure the knowledge and ability based on the judgment of the external observer. This is a validity that depends on the judgment of the external observer of the test
(iii) Criterion referenced validity: This validity involves specifying the ability domain of the learner and defining the end points so as to provide absolute scale.
(iv) Predictive validity: Predictive validity suggests the degree to which a test accurately predicts future performance.

5 (a)

Tests', 'assessment' and 'evaluation' are terms people often use interchangeably. But in the real sense, they are not the same .
Tests are detailed or small-scale task carried out to identify the candidate’s level of performance and to find out how far the person has learnt what was taught or be able to do what he/she is expected to do after teaching.

5 (b)

Factors that affect the outcome of a classroom test : YEAR 2016 Q4(b), YEAR 2012 Q5, YEAR 2019 Q5b
(a) Student Factors
Socio-economic background
Health
Anxiety
Interest
Mood etc
(b) Teacher Factors
Teacher characteristics
Instructional Techniques
Teachers’ qualifications/knowledge
(c) Learning Materials
The nature of the materials
Appropriateness of the materials, etc.
(d) Environmental Factors
Time of day
Weather condition
Arrangement
Invigilation etc.

6 (a)

Measures of central tendency: Mean, Mode and Median
i. Mean: This is the average of all the scores and it is obtained by adding the scores together and dividing the sum by the number of scores.
ii. Mode: The mode is the most frequent or popular score in the population.
iii. Median: This is the middle score after all the scores have been arranged in order of magnitude i.e. 50% of the score are on either side of it.

6 (b)

Cases X Y
1 13 11
2 12 14
3 10 11
4 10 7
5 8 9
6 6 11
7 6 3
8 5 7
9 3 6
10 2 1
i. Calculate the mean of X cases and Y cases. Ii. Calculate the product moment correlation between the two sets of scores X and Y.
Test, Measurement, Assessment and Evaluation in Education

" + mySubjectSelected + " " + myClassSelected + "

Saurday 3rd August 2019

1. (a)

" + weekNum + "

Distinguish between measurement and evaluation.

1. (b)

" + weekNum + "

Enumerate any five (5) purposes of educational evaluation.

2. (a)

" + weekNum + "

Explain the concept 'Continuous Assessment'.

2. (b)

" + weekNum + "

Discuss any five (5) advantages of continuous assessment.

3. (a)

" + weekNum + "

List six (6) areas of the Bloom’s cognitive domain.

3. (b)

" + weekNum + "

State and explain three (3) stages in the assessment of cognitive behaviours.

4. (a)

" + weekNum + "

What do you understand by test validity?

4. (b)

" + weekNum + "

Write short notes on each of the following: i. Content validity ii. Face validity iii. Criterion referenced validity iv. Predictive validity

5. (a)

" + weekNum + "

What is a test?

5. (b)

" + weekNum + "

Enumerate four (4) factors that can affect the outcome of a test in the classroom.

6. (a)

" + weekNum + "

Define the following measures of central tendencies: i. Mean ii. Mode iii. Median

6. (b)

" + weekNum + "

The table below shows the two set of scores X and Y of the same individuals.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Definitions of measurement, assessment and evaluation are given below. Check YEAR 2022 Q1(a), YEAR 2021 Q1, YEAR 2016 Q2(a), YEAR 2019 Q1a
(i) Measurement: (A) It is a process of carrying out actual measurement in order to assign a quantitative meaning to a quality i.e. what is the length of the chalkboard? (B) It is also a process of assigning numerals to objects, quantities or events in order to give quantitative meaning to such qualities. it stops at ascribing the quantity but not making value judgement on the child’s performance .
(ii) Assessment: (A) It is a fact finding task carried out to describe the conditions of student performance that exist at a particular time. It often involves measurement to gather data. However, it is in the domain of assessment to organise the measured data into interpretable forms on a number of variables. (B) It involves deciding how well students have learnt a given content or how far the objective we earlier set out have been achieved quantitatively
(iii) Evaluation: (A) It is a process of ascertaining whether the objectives we set out to achieve were actually achieved. It is a systematic process of determining what the actual outcomes are but it also involves judgement of desirability of whatever outcomes are demonstrated (Travers, 1955). (B) It is the process of ascertaining the decision of concern, selecting appropriate information and collecting and analysing information in order to report summary data useful to decision makers in selecting among alternatives (Alkin, 1970). (C) It is the process of delineating, obtaining and providing useful information for judging decision alternatives (Stufflebeam et al 1971). (D) It is the estimation of the worth of a thing, process or programme in order to reach meaningful decisions about that thing, process or programme. (E) It is the process of delineating, obtaining and providing useful information for judging decision alternatives.
Some educationists in contrasting assessment with evaluation opined that while evaluation is generally used when the subject is not persons or group of persons and it determines the effectiveness or otherwise of a course or programme of teaching or method of teaching. On the other hand, assessment is used generally for measuring or determining personal attributes (totality of the student, the environment of learning and the student’s accomplishments.

1 (b)

Purposes of evaluation or importance of evaluation (Oguniyi, 1984). Check YEAR 2022 Q1(b), YEAR 2012 Q3(b), 2012 Q6, YEAR 2019 Q1b
(i) to provide an objective basis for determining the promotion of students from one class to another as well as the award of certificates;
(ii) to encourage students to develop a sense of discipline and systematic study habits;
(iii) to help teachers determine the effectiveness of their teaching techniques and learning materials;
(iv) to determine the relative effectiveness of the programme in terms of students’ behavioural output;
(v) to ascertain the worth of time, energy and resources invested in a programme;
(vi) to identify problems that might hinder or prevent the achievement of set goals;
(vii) to make reliable decisions about educational planning;
(viii) to identify students’ growth or lack of growth in acquiring desirable knowledge, skills, attitudes and societal values;
(ix) to help motivate students to want to learn more as they discover their progress or lack of progress in given tasks;
(x) to provide educational administrators with adequate information about teachers’ effectiveness and school need;
(xi) to acquaint parents or guardians with their children’s performances;
(xii) to predict the general trend in the development of the teaching-learning process;
(xiii) to ensure an economical and efficient management of scarce resources;
(xiv) to provide a just basis for determining at what level of education the possessor of a certificate should enter a career.

2 (a)

What is continuous assessment? Check YEAR 2014 Q1(a), YEAR 2019 Q2a
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;

2 (b)

Advantages of continuous assessment. That is, using continuous assessment to improve teaching and learning.
(i) Motivation
(ii) Individual differences
(iii) Record-keeping
(iv) Examination malpractice

3 (a)

Areas of Bloom’s cognitive domain .
(i) Knowledge of specifics
(ii) Comprehension
(iii) Application
(iv) Analysis
(v) Synthesis
(vi) Evaluation

3 (b)

Stages in the Assessment of Cognitive Behaviours Check YEAR 2022 Q5, YEAR 2019 Q3b
A. Preparation:
i. Break curriculum into contents (tasks) to be dealt with weekly.
ii. Break contents into content elements
iii. Specify the performance objectives .
B. Practice:
i. Give quality instruction
ii. Engage pupils in activities designed to achieve objectives or give them tasks to perform.
iii. Measure their performance and assess them in relation to set objectives.
C. Use of Outcome:
i. Take note of how effective the teaching has been; feedback to teacher and pupils.
ii. Record the result
iii. Cancel if necessary
iv. Result could lead to guidance and counselling and/or re-teaching.

4 (a)

What is validity of a test ? Check YEAR 2014 Q2, YEAR 2019 Q4a
Test validity simply means that a test measures what it is supposed to measure. In other words, test validity means that a test is suitable for the purposes for which it is intended.

4 (b)

What is validity of a test ? Check YEAR 2014 Q2, YEAR 2019 Q4b
(i) Content validity: To ensure content validity of a test, the content of what the test is to cover must be placed side-by-side with the test itself to see correlation or relationship. This validity suggests the degree to which a test adequately and sufficiently measures the particular skills, subject components, items function or behavior it sets out to measure
(ii) Face validity: It is the degree to which a test appears to measure the knowledge and ability based on the judgment of the external observer. This is a validity that depends on the judgment of the external observer of the test
(iii) Criterion referenced validity: This validity involves specifying the ability domain of the learner and defining the end points so as to provide absolute scale.
(iv) Predictive validity: Predictive validity suggests the degree to which a test accurately predicts future performance.

5 (a)

Tests', 'assessment' and 'evaluation' are terms people often use interchangeably. But in the real sense, they are not the same .
Tests are detailed or small-scale task carried out to identify the candidate’s level of performance and to find out how far the person has learnt what was taught or be able to do what he/she is expected to do after teaching.

5 (b)

Factors that affect the outcome of a classroom test : YEAR 2016 Q4(b), YEAR 2012 Q5, YEAR 2019 Q5b
(a) Student Factors
Socio-economic background
Health
Anxiety
Interest
Mood etc
(b) Teacher Factors
Teacher characteristics
Instructional Techniques
Teachers’ qualifications/knowledge
(c) Learning Materials
The nature of the materials
Appropriateness of the materials, etc.
(d) Environmental Factors
Time of day
Weather condition
Arrangement
Invigilation etc.

6 (a)

Measures of central tendency: Mean, Mode and Median
i. Mean: This is the average of all the scores and it is obtained by adding the scores together and dividing the sum by the number of scores.
ii. Mode: The mode is the most frequent or popular score in the population.
iii. Median: This is the middle score after all the scores have been arranged in order of magnitude i.e. 50% of the score are on either side of it.

6 (b)

Cases X Y
1 13 11
2 12 14
3 10 11
4 10 7
5 8 9
6 6 11
7 6 3
8 5 7
9 3 6
10 2 1
i. Calculate the mean of X cases and Y cases. Ii. Calculate the product moment correlation between the two sets of scores X and Y.
Test, Measurement, Assessment and Evaluation in Education

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Define a test and enumerate any five (5) purposes of a test. (10 marks)

1. (b)

" + weekNum + "

Discuss any five (5) qualities of a good test. (15 marks)

2. (a)

" + weekNum + "

Distinguish the following: (i) Measurement (ii) Assessment (iii) Evaluation). (15 marks)

2. (b)

" + weekNum + "

Explain the difference between Formative and Summative Evaluation. (10 marks)

3

" + weekNum + "

Write short notes on the following: (i) Criterion reference validity; (ii) Construct Validity; (iii) Intra-rater reliability; (iv) Consistency reliability; and (v) Inter-rater reliability. (25 marks)

4. (a)

" + weekNum + "

Enumerate and explain any five (5) guidelines for scoring a Test. (15 marks)

4. (b)

" + weekNum + "

Discuss four (4) factors that may affect the outcome of a classroom test. (10 marks)

5. (a)

" + weekNum + "

List and discuss any five (5) problems militating against the successful implementation of Continuous Assessment Practice in Nigeria. (15 marks)

5. (b)

" + weekNum + "

Suggest one way each of how the problems can be solved. (10 marks)

6. (a)

" + weekNum + "

Define a test. (5 marks)

6. (b)

" + weekNum + "

List five (5) types of objective test. (5 marks) WIPP

6. (c)

" + weekNum + "

Explain any five (5) general principles for constructing objective test. (15 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

It is a detailed or small scale task carried out to find out what a student knows, what he/she does not know, or even what he/she partially knows.
It is one of the assessment instruments. It is used in getting quantitative data.

1 (b)

Characteristics of a good test: A test is not something that is done in a haphazard manner.
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.
Variety is also a characteristic of a good test. This includes a variety of test type: multiple choice tests, subjective tests and so on. It also includes variety of tasks and so on. It also includes variety of tasks within each test: writing, reading, speaking, listening, re-writing, transcoding, solving, organizing and presenting extended information, interpreting, black filling, matching, extracting points, distinguishing, identifying, constructing, producing, designing, etc. In most cases, both the tasks and the materials to be used in the tests should be real to the life situation of what the learner is being trained for.

2 (a)

Definitions of measurement, assessment and evaluation are given below. Check YEAR 2023 Q1b, YEAR 2022 Q1a, YEAR 2021 Q1, YEAR 2019 Q1a
(i) Measurement: (A) It is a process of carrying out actual measurement in order to assign a quantitative meaning to a quality i.e. what is the length of the chalkboard? (B) It is also a process of assigning numerals to objects, quantities or events in order to give quantitative meaning to such qualities. it stops at ascribing the quantity but not making value judgement on the child’s performance .
(ii) Assessment: (A) It is a fact finding task carried out to describe the conditions of student performance that exist at a particular time. It often involves measurement to gather data. However, it is in the domain of assessment to organise the measured data into interpretable forms on a number of variables. (B) It involves deciding how well students have learnt a given content or how far the objective we earlier set out have been achieved quantitatively
(iii) Evaluation: (A) It is a process of ascertaining whether the objectives we set out to achieve were actually achieved. It is a systematic process of determining what the actual outcomes are but it also involves judgement of desirability of whatever outcomes are demonstrated (Travers, 1955). (B) It is the process of ascertaining the decision of concern, selecting appropriate information and collecting and analysing information in order to report summary data useful to decision makers in selecting among alternatives (Alkin, 1970). (C) It is the process of delineating, obtaining and providing useful information for judging decision alternatives (Stufflebeam et al 1971). (D) It is the estimation of the worth of a thing, process or programme in order to reach meaningful decisions about that thing, process or programme. (E) It is the process of delineating, obtaining and providing useful information for judging decision alternatives.
Some educationists in contrasting assessment with evaluation opined that while evaluation is generally used when the subject is not persons or group of persons and it determines the effectiveness or otherwise of a course or programme of teaching or method of teaching. On the other hand, assessment is used generally for measuring or determining personal attributes (totality of the student, the environment of learning and the student’s accomplishments.

2 (b)

Formative Evaluation Summative Evaluation
1 It enables the teacher to determine to a great extent the outcome of summative evaluation. (Ogunniyi, 1984) It is more objective than formative evaluation .

3

1. Criterion-referenced validity: This is a method in which an internal rater compares his rating with an external criterion in order to determine the correlation of the candidate’s ability.
2. Construct validity: This refers to how accurately a given test actually describes a candidate’s ability in terms of a stated psychological trait.
3. Intra-rater reliability: It employs one examiner to rate a test (or scripts) at different points in time.
4. Internal consistency reliability: It is a measure of the degree to which different examiners or test raters agree in their evaluation of the candidates’ ability.
5. Inter-rater reliability: It is a method that employs two or more different examiners to rate a test (or script). The reliability is said to be high when the degree of agreement between the raters of a test is high or very close.

4 (a)

Check YEAR 2023 Q6a
(i) You should remember that multiple-choice tests are difficult to design, difficult to administer, especially in a large class, but easy to score.
(ii) Essay or subjective tests are relatively easy to set and administer, especially in a large class.
(iii) Whether a multiple-choice or an essay test, all must have marking schemes. A marking scheme is a guide for marking any test.
(iv) Scoring may be done question-by-question or all questions at a time.
(v) Scoring or marking on an impression is dangerous.
(vi) Scores can be interpreted into grades, A, B, C, D, E and F.
(vii) Scores may be interpreted in terms of percentages: 10%, 20%, 50%, etc.
(viii) Scores may be presented in a comparative way in terms of 1st position, 2nd position, and 3rd position to the last.

4 (b)

Factors that affect the outcome of a classroom test : YEAR 2019 Q5(b), YEAR 2012 Q5
(i) Student Factors
a. Socio-economic background
b. Health
c. Anxiety
d. Interest
e. Mood etc
(ii) Teacher Factors
a. Teacher characteristics
b. Instructional Techniques
c. Teachers’ qualifications/knowledge
(iii) Learning Materials
a. The nature of the materials
b. Appropriateness of the materials, etc.
(iv) Environmental Factors
a. Time of day
b. Weather condition
c. Arrangement
d. Invigilation etc.

5 (a)

PROBLEMS OF CONTINUOUS ASSESSMENT: Check YEAR 2023 Q2b, YEAR 2013 Q3b
1. Inadequacy of qualified teachers in the respective fields to cope with the large number of students in our classroom. Some time ago, a Minister of Education lamented the population of students in classrooms in some parts of the country.
2. The pressure to cover a large part of the curricula, probably owing to the demand of external examinations, often makes teachers concentrate more on teaching than Continuous Assessment. There is no doubt that such teachings are not likely to be very effective without any form of formative evaluation.
3. The differences in the quality of tests and scoring procedures used by different teachers may render the results of Continuous Assessment incomparable.
4. Poor database in the school system.
5. Poor organization of students’ assessment tests.

5 (b)

1. Organizing professional training and re-training for teachers.
2. Defining the behavioral objectives appropriate for a topic to be taught at the beginning of the term.
3. Standardizing scoring procedures and carrying out quality control .
4. Providing adequate database in school system.
5. Improving on the organization of student’s assessment tests.

6 (a)

It is a detailed or small scale task carried out to find out what a student knows, what he/she does not know, or even what he/she partially knows.
It is carried out to identify the candidate’s level or performance.
It is done to measure the effort of the candidate and characterize the performance.
It is one of the assessment instruments. It is used in getting quantitative data.

6 (b)

WIPP705 Work in Progress

6 (c)

In constructing objective tests, the following basic principles must be borne in mind . Check YEAR 2021 Q5
(i) The instruction of what the candidate should do must be clear, unambiguous and precise. Do not confuse the candidates. Let them know whether they are to choose by ticking (√ ), by circling ( o ) or shading the box in the answer sheet
(ii) The options (or alternatives) must be discriminating.
(iii) Make alternatives difficult to guess. Guessing reduces the validity of the test and makes undeserved candidates pass with no academic effort. The distractions must be plausible, adequate and attractive.
(iv) Only one option must be correct (there must be only one correct answer). Do not set objective tests where two or more options are correct. You confuse a brilliant student and cause undeserved failure.
(v) The objective tests should be based on the syllabus, what is taught, or expected to be taught. It must provoke deep reasoning, critical thinking, and value judgments.
(vi) The reading difficulty must be reduced and vocabulary level must be as simple as possible.

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Explain the concept 'Measurement and Evaluation'. (7 marks) WIPP

1. (b)

" + weekNum + "

Enumerate any six (6) objectives of evaluation. (18 marks)

2. (a)

" + weekNum + "

Define curriculum in three ways. (10 marks) WIPP

2. (b)

" + weekNum + "

Explain any three (3) roles of the teacher in curriculum implementation. (15 marks) WIPP

3. (a)

" + weekNum + "

Explain five (5) principles for constructing short-answer tests. (15 marks)

3. (b)

" + weekNum + "

List five (5) principles for constructing essay tests. (10 marks)

4. (a)

" + weekNum + "

List five (5) parts of validity. (10 marks)

4. (b)

" + weekNum + "

Explain any three (3) methods that can be used to estimate reliability. (15 marks)

5. (a)

" + weekNum + "

List and explain any five (5) important characteristics of a good test. (15 marks)

5. (b)

" + weekNum + "

Enumerate five (5) uses of test to a classroom teacher. (10 marks)

6

" + weekNum + "

From these scores 65, 56, 45, 53, 50, 62, 60, 46, 52 obtained by students in a test, calculate (i) The mean of the scores (ii) The standard deviation of the scores. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Check YEAR

1 (b)

a) To help motivate students to want to learn more as they discover their progress or lack of progress in given tasks.
b) To identify students' growth or lack of growth in acquiring desirable knowledge, skills, attitudes and societal values.
c) To encourage students to develop a sense of discipline and a systematic study habit.
d) To help teachers determine the effectiveness of their teaching techniques and learning materials
e) To determine the relative effectiveness of the program in terms of students behavioural output.
f) To ascertain the worth of time, energy and resources invested in a programme.
g) To make reliable decisions about educational planning

2 (a)

Check YEAR WIP705

2 (b)

WIP705

3 (a)

They are:
(i) The instruction of what the candidate should do must be clear, unambiguous and precise. Do not confuse the candidates. Let them know whether they are to choose by ticking (√ ), by circling ( o ) or shading the box in the answer sheet
(ii) The options (or alternatives) must be discriminating.
(iii) Make alternatives difficult to guess. Guessing reduces the validity of the test and makes undeserved candidates pass with no academic effort. The distractions must be plausible, adequate and attractive.
(iv) Only one option must be correct. Do not set objective tests where two or more options are correct. You confuse a brilliant student and cause undeserved failure.
(v) The objective tests should be based on the syllabus, what is taught, or expected to be taught. It must provoke deep reasoning, critical thinking, and value judgments.
(vi) The reading difficulty must be reduced and vocabulary level must be as simple as possible.

3 (b)

Instructions of what to do should be clear, unambiguous and precise.
Your essay questions should be in layers. The first layer tests the concept, fact, its definition and characteristics. The second layer tests the interpretation of and inferences from the concept, fact or topic, concept, structure, etc to real life situation. In the third layer, you may be required to construct, consolidate, design, or produce your own structure, concept, fact, scenario or issue. Essays should not merely require registration of facts learnt in the class. They should not also be satisfied with only the examples given in class.
Some of the words that can be used in an essay type of test are: compare and contrast, criticize, critically examine, discuss, describe, outline, enumerate, define, state, relate, illustrate, explain, summarize, construct, produce, design, etc. Remember, some of the words are mere words that require regurgitation of facts, while others require application of facts.

4 (a)

Types of validity: Construct Validity, Content validity, Criterion-referenced validity, Face validity, Predictive validity and

4 (b)

Test-retest method An identical test is administered to the same group of students on different occasions.
Alternate-Form method Two equivalent tests of different contents are given to the same group of students on different occasions. However, it is often difficult to construct two equivalent tests.
Split-half method A test is split into two equivalent sub tests using odd and even numbered items. However, the equivalence of this is often difficult to establish.

5 (a)

Qualities of a good test: A test is not something that is done in a haphazard manner.
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 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
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.
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.
Variety is also a characteristic of a good test. This includes a variety of test type: multiple choice tests, subjective tests and so on. It also includes variety of tasks and so on. It also includes variety of tasks within each test: writing, reading, speaking, listening, re-writing, transcoding, solving, organizing and presenting extended information, interpreting, black filling, matching, extracting points, distinguishing, identifying, constructing, producing, designing, etc. In most cases, both the tasks and the materials to be used in the tests should be real to the life situation of what the learner is being trained for.

5 (b)

Reasons for a test. Why do teachers have to test students. Why do examiners conduct tests . Check YEAR 2021 Q2, YEAR 2014 Q5
(i) Inform teachers about the performance of the learners in their classes.
(ii) Shows that the learner is making progress in the class.
(iii) Compares the performance of one learner with the other.
(iv) Promote a pupil from one class to another.
(v) For certification
(vi) To conduct research
(vii) To reshape teaching items

6

WIPP

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Define continuous assessment. (5 marks)

1. (b)

" + weekNum + "

Explain any five (5) features of continuous assessment. (20 marks)

2

" + weekNum + "

Write short notes on each of the following: (a) Content validity (b) Face validity (c) Construct validity (d) Test-retest method (e) Alternate-form method. (25 marks)

3. (a)

" + weekNum + "

Explain the term 'evaluation'.

3. (b)

" + weekNum + "

Distinguish between formative and summative evaluation (25 marks)

4

" + weekNum + "

If in an objective test of 50 questions where guessing is prohibited, a candidate attempted all and got 40. Calculate the actual score of the candidate after correction formula is used. (25 marks)

5

" + weekNum + "

Identify and explain five (5) specific purposes of tests. (25 marks)

6

" + weekNum + "

Calculate: (i) the mean (ii) the median deviation (iii) the standard deviation of the following scores: 20, 35, 40, 50 and 65. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

What is continuous assessment?
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;

1 (b)

Features or characteristics of continuous assessment include: Check YEAR 2023 Q2b
a) They are periodical, systematic and well-planned.
b) They are part of the scores used to compute the overall performance of the students.
c) They are designed and produced by the classroom teacher.
d) They are often based on what has been learnt within a particular period.
e) They may be in any form: oral, written, practical, multiple-choice test, essay test, subjective test, announced or unannounced, and so on.
f) All continuous assessment tests should meet the criteria of a good test (characteristics of a good test): validity, reliability, variety, etc.

2

Check YEAR 2023 Q4b
a) Content validity: To ensure content validity of a test, the content of what the test is to cover must be placed side-by-side with the test itself to see correlation or relationship. This validity suggests the degree to which a test adequately and sufficiently measures the particular skills, subject components, items function or behavior it sets out to measure
b) Face validity: It is the degree to which a test appears to measure the knowledge and ability based on the judgment of the external observer. This is a validity that depends on the judgment of the external observer of the test
c) Construct validity: This refers to how accurately a given test actually describes a candidate’s ability in terms of a stated psychological trait.
d) Test-retest method: An identical test is administered to the same group of students on different occasions.
e) Alternate-Form method: Two equivalent tests of different contents are given to the same group of students on different occasions. However, it is often difficult to construct two equivalent tests.

3 (a)

It is the estimation of the worth of a thing, process or programme in order to reach meaningful decisions about that thing, process or programme.
The process of delineating, obtaining and providing useful information for judging decision alternatives.

3 (b)

Differences between formative and summative evaluations. Check YEAR 2023 Q1c, YEAR 2016 Q2b
S/N Formative evaluation Summative evaluation
1 The purpose of formative evaluation is to find out whether after a learning experience, students are able to do what they were previously unable to do. Summative evaluation often attempts to determine the extent the broad objectives of a programme have been achieved (i.e. SSSCE, (NECO or WAEC), PROMOTION, GRADE TWO, NABTEB Exams and other public examinations).
2 Its ultimate goal is usually to help students perform well at the end of a programme It is concerned with purposes, progress and outcomes of the overall teaching-learning process.
3 However, it is more objective than formative evaluation

1 (4b)

Objective scoring: Correction Formular
Assuming options per item = N = 5
Number of questions marked right = R = 40
Number of questions marked wrong = W = 50 – 40 = 10
Actual score, S = R –
Actual score, S = 40 –
Actual score, S = 40 – 2.5 = 37.5 = 38

5

Reasons for a test. Why do teachers have to test students. Why do examiners conduct tests . Check YEAR 2021 Q2, YEAR 2015 Q5(b)
a) We conduct tests to find out whether the objectives we set for a particular course, lesson or topic have been achieved or not. Tests measure the performance of a candidate in a course, lesson, or topic and thus, tell the teacher or course developer that the objectives of the course or lesson have been achieved or not. If the person taught performed badly, we may have to take a second look at the objectives of the course of lesson.
b) We test students in the class to determine the progress made by the students. We want to know whether or not the students are improving in the course, lesson, or topic. If progress is made, we reinforce the progress so that the students can learn more. If no progress is made, we intensity teaching to achieve progress. If progress is slow, we slow down the speed of our teaching.
c) We use tests to determine what students have learnt or not learnt in the class. Tests show the aspects of the course or lesson that the students have learnt. They also show areas where learning has not taken place. Thus, the teacher can re-teach for more effective learning.
d) Tests are used to place students/candidates into a particular class, school, level, or employment. Such tests are called placement tests. The assumption here is that an individual who performs creditably well at a level can be moved to another level after testing. Thus, we use tests to place a pupil into primary two, after he/she has passed the test set for primary one, and so on.
e) Tests can reveal the problems or difficulty areas of a learner. Thus, we say we use tests to diagnose or find out the problems or difficulty areas of a student or pupil. A test may reveal whether or not a learner, for example, has a problem with pronouncing a sound, solving a problem involving decimal, or constructing a basic shape, e.g. a triangle, etc.
f) Tests are used to predict outcomes. We use tests to predict whether or not a learner will be able to do a certain job, task, use language to study in a university or perform well in a particular school, college, or university. We assume that if Aliyu can pass this test or examination, he will be able to go to level 100 of a university and study engineering. This may not always be the case, though. There are other factors that can make a student do well other than high performance in a test.

6

WIPP

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Enumerate five (5) characteristics of a continuous assessment. (10 marks)

1. (b)

" + weekNum + "

Explain four (4) ways dishonest teachers can abuse the practice of continuous assessment. (15 marks)

2. (a)

" + weekNum + "

Outline four (4) steps necessary in planning a test. (8 marks)

2. (b)

" + weekNum + "

State and explain any four (4) method of estimating reliability. (17 marks)

3. (a)

" + weekNum + "

Define the term 'Continuous Assessment'. (5 marks)

3. (b)

" + weekNum + "

Explain any four (4) problems militating against the success of continuous assessment practice in Nigeria. (20 marks)

4

" + weekNum + "

Explain each of the following: (i) Construct Validity; (ii) Internal Consistency Reliability; (iii) Inter-rater reliability; (iv) Intra-rater reliability; and (v) Criterion-referenced reliability. (25 marks)

5

" + weekNum + "

Discuss the differences between traditional and modern practices of classroom assessment. (25 marks)

6. (a)

" + weekNum + "

Explain the difference between discrete point test and integrative test. (7 marks)

6. (b)

" + weekNum + "

Enumerate five (5) characteristics of a good test. (10 marks)

6. (c)

" + weekNum + "

Suggest any four (4) reasons why variety testing is important. (8 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Features or characteristics of continuous assessment include: Check YEAR 2023 Q2b, YEAR 2014 Q1b
(i) In most cases, continuous assessment tests are periodical, systematic, and well-planned. They should not be tests organized in a haphazard manner.
(ii) Continuous Assessment tests can be in any form. They may be oral, written, practical, announced, or unannounced, multiple-choice objective, essay, or subjective and so on.
(iii) Continuous assessment tests are often based on what has been learnt within a particular period. Thus, they should be a series of tests.
(iv) In Nigerian educational system, continuous assessment tests are part of the scores used to compute the overall performance of students. In most cases, they are 40% of the final score. The final examination often carries 60%.
(v) Invariably, continuous assessment tests are designed and produced by the classroom teacher. Some continuous assessment tests are centrally organized for a collection of schools or for a particular state.
(vi) All continuous assessment tests should meet the criteria stated in Units three and five for a good test: validity, reliability, variety of tests items and procedure, etc.

1 (b)

Disadvantages of continuous assessment tests also mean abuse or wrong application of continuous assessment tests. Check YEAR 2022 Q4
1. Making the test extremely cheap so that undeserving students in their school can pass;
2. Inflating the marks of the continuous assessment tests so that undeserving students can pass the final examinations and be given certificates not worked for.
3. Conducting few (or less than appropriate) continuous assessment tests and thus making the process not a continuous or progressive one;
4. Reducing the quality of the tests simply because the classes are too large for a teacher to examine thoroughly;
5. Exposing such tests to massive examination malpractices, e.g. giving the test to favoured students before-hand, inflating marks,
6. Recording marks for continuous assessment not conducted
7. Splitting one continuous assessment test score to four or five to represent separate continuous assessment tests; etc

2 (a)

Basic steps in planning for a test
Outline the content and process objectives You should determine the area of the content you want to test. It is through the content that you will know whether the objectives have been achieved or not.
Choose what will be covered under each combination of content and process objectives .
Assign percentage of the total test by content area and by process objectives and getting an estimate of the total number of items .
Choose the type of item format to be used and an estimate of the number of such items per cell of the test blue print.
Questions asked when planning for a test
1. What is the intended function of this test?
2. What are the specific objectives of the content area you are trying to achieve?
3. What type of test will be most suitable (in terms of effectiveness, cost and practicality) to achieve the intended objectives of the contents?
4. What content area has been taught?
5. How much emphasis has been given to each topic?

2 (b)

Some of the methods used for estimating reliability include Check YEAR 2022 Q3, YEAR 2021 Q3
1) Test-retest method: An identical test is administered to the same group of students on different occasions.
2) Alternate-Form method: Two equivalent tests of different contents are given to the same group of students on different occasions. However, it is often difficult to construct two equivalent tests.
3) Split-half method: A test is split into two equivalent sub tests using odd and even numbered items. However, the equivalence of this is often difficult to establish.
4) Inter-rate method: It is method that employs two or more different raters for a test.
5) Internal consistency method: It is a measure of the degree to which different examiners or test raters agree in their evaluation of the candidates’ ability.

3 (a)

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.

3 (b)

1. Inadequacy of qualified teachers in the respective fields to cope with the large number of students in our classroom. Some time ago, a Minister of Education lamented the population of students in classrooms in some parts of the country.
2. The pressure to cover a large part of the curricula, probably owing to the demand of external examinations, often makes teachers concentrate more on teaching than Continuous Assessment. There is no doubt that such teachings are not likely to be very effective without any form of formative evaluation.
3. The differences in the quality of tests and scoring procedures used by different teachers may render the results of Continuous Assessment incomparable.

4

1. Construct validity: This refers to how accurately a given test actually describes a candidate’s ability in terms of a stated psychological trait.
2. Internal consistency reliability: It is a measure of the degree to which different examiners or test raters agree in their evaluation of the candidates’ ability.
3. Inter-rater reliability: It is a method that employs two or more different examiners to rate a test (or script). The reliability is said to be high when the degree of agreement between the raters of a test is high or very close.
4. Intra-rater reliability: It employs one examiner to rate a test (or scripts) at different points in time.
5. Criterion-referenced reliability: This is a method in which an internal rater compares his rating with an external criterion in order to determine the correlation of the candidate’s ability.

5

S/N Traditional practice of classroom assessment Modern practice of classroom assessment
1 Teaching and learning are considered separate processes. Teaching and learning are often considered one activity.
2 Only learning activity is often evaluated. Therefore, both are usually evaluated at the same time.
3 Little or no guidance and counseling service is required. It usually requires the input of guidance and counseling.

6 (a)

Differences between discrete point test and integrative test . Check YEAR 2022 Q2
S/N Discrete point test integrative test
1 It measures or tests one item, structure, skill, or idea, at a time. It involves testing many skills at once (or simultaneously)
2 All tests involving fill in blanks, matching, completion, etc are often discrete point tests. Popular examples of integrative tests are essay tests, close tests, reading comprehension tests, working of a mathematical problem that requires the application of many skills, or construction types that require different skills and competencies .

6 (b)

Qualities of a good test: A test is not something that is done in a haphazard manner.
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 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
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.
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.
Variety is also a characteristic of a good test. This includes a variety of test type: multiple choice tests, subjective tests and so on. It also includes variety of tasks and so on. It also includes variety of tasks within each test: writing, reading, speaking, listening, re-writing, transcoding, solving, organizing and presenting extended information, interpreting, black filling, matching, extracting points, distinguishing, identifying, constructing, producing, designing, etc. In most cases, both the tasks and the materials to be used in the tests should be real to the life situation of what the learner is being trained for.

6 (c)

It helps to include a variety of test type: multiple choice tests, subjective tests and so on.
It also helps to include variety of tasks within each test: writing, reading, speaking, listening, re-writing, transcoding, solving, organizing and presenting extended information, interpreting, black filling, matching, extracting points, distinguishing, identifying, constructing, producing, designing, etc
It helps to bring out the candidate’s area of strength and area of weakness.

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Define a test and explain any five (5) different kinds of a classroom test.

2

" + weekNum + "

Write short notes on the following: (a) Item analysis; (b) Difficulty level; and (c) Item Discrimination

3. (a)

" + weekNum + "

Explain the concepts 'measurement and evaluation'

3. (b)

" + weekNum + "

Of what importance is educational evaluation to the classroom teacher?

4. (a)

" + weekNum + "

List and explain three basic functions that data obtained from assessment can serve in schools.

4. (b)

" + weekNum + "

Explain four (4) ways continuous assessment can improve teaching and learning.

5

" + weekNum + "

List and explain any four (4) factors that could affect the outcome of a test.

6

" + weekNum + "

Justify the inclusion of measurement and evaluation in teacher education programmes.

" + mySubjectSelected + " " + myClassSelected + "

1

It is a detailed or small scale task carried out to find out what a student knows, what he/she does not know, or even what he/she partially knows.
It is one of the assessment instruments. It is used in getting quantitative data.

2

Item analysis – It helps to decide whether a test is good or poor in two ways: i. It gives information about the difficulty level of a question. ii. It indicates how well each question shows the difference (discriminate) between the bright and dull students. In essence, item analysis is used for reviewing and refining a test.
In summary, to carry out item analysis:
Difficulty level: It is used to determine the number of candidates that got a particular item right in any given test.
For example, if in a class of 45 students, 30 of the students got a question correctly, then the difficulty level is 67% or 0.67. The proportion usually ranges from 0 to 1 or 0 to 100%. An item with an index of 0 is too difficult hence everybody missed it while that of 1 is too easy as everybody got it right. Items with index of 0.5 are usually suitable for inclusion in a test.
Item discrimination: The discrimination index shows how a test item discriminates between the bright and the dull students.

3 (a)

Measurement: It is a process of carrying out actual measurement in order to assign a quantitative meaning to a quality i.e. what is the length of the chalkboard? It is also a process of assigning numerals to objects, quantities or events in order to give quantitative meaning to such qualities. it stops at ascribing the quantity but not making value judgement on the child’s performance . It is the estimation of the worth of a thing, process or programme in order to reach meaningful decisions about that thing, process or programme.
Evaluation: It is the estimation of the worth of a thing, process or programme in order to reach meaningful decisions about that thing, process or programme .
Therefore, measurement and evaluation are techniques employed to assign quantitative meaning to a quality in order to estimate the worth of a thing, a process or programmme so that meaningful decision can be taken about that thing, process or programme. This explanation can also be used to justify the inclusion of measurement and evaluation in teacher education programme. Check YEAR 2012 Q6

3 (b)

Purposes of evaluation or importance of evaluation (Oguniyi, 1984). Check YEAR 2022 Q1(b), YEAR 2019 Q1(b)
1. to provide an objective basis for determining the promotion of students from one class to another as well as the award of certificates;
2. to encourage students to develop a sense of discipline and systematic study habits;
3. to help teachers determine the effectiveness of their teaching techniques and learning materials;
4. to determine the relative effectiveness of the programme in terms of students’ behavioural output;
5. to ascertain the worth of time, energy and resources invested in a programme;
6. to identify problems that might hinder or prevent the achievement of set goals;
7. to make reliable decisions about educational planning;
8. to identify students’ growth or lack of growth in acquiring desirable knowledge, skills, attitudes and societal values;
9. to help motivate students to want to learn more as they discover their progress or lack of progress in given tasks;
10. to provide educational administrators with adequate information about teachers’ effectiveness and school need;
11. to acquaint parents or guardians with their children’s performances;
12. to predict the general trend in the development of the teaching-learning process;
13. to ensure an economical and efficient management of scarce resources;
14. to provide a just basis for determining at what level of education the possessor of a certificate should enter a career.

4 (a)

Functions or purposes of assessment are grouped into three (3) viz: Check YEAR 2023 Q2a
(i) Classroom function: (i) determination of level of achievement (ii) effectiveness of the teacher, teaching method, learning situation and instructional materials (iii) motivating the child by showing him his progress i.e. success breeds success. (iv) it can be used to predict students’ performance in novel situations.
(ii) Guidance function: Assessment procedure can give the teacher diagnostic data about individual pupil in his class. These will show the pupils’ strength, weaknesses and interests. It can also help to decide on which method of teaching to use or what remedial activities that are necessary. Parents and pupils can also be rightly guided in terms of career choice.
(iii) Administrative function: (i) Assessing can serve as communication of information when data collected are used in reports to parents (ii) It could form the basis upon which streaming, grading, selection and placement are based (iii) Making appropriate decisions and recommendations on curricula packages and curricula activities.
For any form of assessment to be able to serve the above functions, it cannot be a one shot (or one-off) kind of assessment. It has to be an on-going exercise throughout the teaching and learning processes. This is why continuations assessment is advocated in the classroom.

4 (b)

Motivation The effectiveness of efforts to help people learn depends on the learner’s activities and the achievement that results. Feedback regarding one’s effectiveness is positively associated with perceived locus of causality, proficiency and intrinsic motivation (Deci, 1980). When assessment is carried out systematically and in a purposive manner and the feedback of such is given immediately, it can go a long way in correcting any anomaly in the teaching-learning continuum. In the past, students often do hasty and last minute preparation towards final examinations. This neither helps them to have a thorough grasp of the learning experiences nor does it allow the teacher to apply remedial measures to the areas of deficiency or improve on his teaching methods. However, using Continuous Assessment appropriately, students study more frequently and retain what they study for longer period of time. This generally improves their learning which goes a long way in motivating them to study further.
Individual Differences The classroom is an admixture of the slow learners, average, gifted, extroverts, introverts, early bloomers etc. Each of these categories of students should be given a particular attention by the teacher. Using Continuous Assessment, the teacher will be able to identify these differences and apply at the appropriate time, the necessary measure to improve not only his teaching but the learning of the students and hence their performances.
Record-Keeping Continuous Assessment affords the teacher the opportunity to compile and accumulate student’s record/performances over a given period of time. Such records are often essential not only in guidance and counselling but also in diagnosing any problem that may arise in future.
Examination Malpractice This is an endemic problem at all levels of our educational system. In practice, continuous assessment had been able to minimize this to a tolerable level and the fear of using one single examination to judge performance of a wide range of course(s) is removed.

5

Factors that affect the outcome of a classroom test : Check YEAR 2019 Q5(b), YEAR 2016 Q4(b)
(a) Student Factors
Socio-economic background
Health
Anxiety
Interest
Mood etc
(b) Teacher Factors
Teacher characteristics
Instructional Techniques
Teachers’ qualifications/knowledge
(c) Learning Materials
The nature of the materials
Appropriateness of the materials, etc.
(d) Environmental Factors
Time of day
Weather condition
Arrangement
Invigilation etc.

6

Purposes of evaluation or importance of evaluation (Oguniyi, 1984) . Check YEAR 2019 Q1(b), YEAR 2012 Q3(b)
a) to provide an objective basis for determining the promotion of students from one class to another as well as the award of certificates;
b) to encourage students to develop a sense of discipline and systematic study habits;
c) to help teachers determine the effectiveness of their teaching techniques and learning materials;
d) to determine the relative effectiveness of the programme in terms of students’ behavioural output;
e) to ascertain the worth of time, energy and resources invested in a programme;
f) to identify problems that might hinder or prevent the achievement of set goals;
g) to make reliable decisions about educational planning;
h) to identify students’ growth or lack of growth in acquiring desirable knowledge, skills, attitudes and societal values;
i) to help motivate students to want to learn more as they discover their progress or lack of progress in given tasks;
j) to provide educational administrators with adequate information about teachers’ effectiveness and school need;
k) to acquaint parents or guardians with their children’s performances;
l) to predict the general trend in the development of the teaching-learning process;
m) to ensure an economical and efficient management of scarce resources;
n) to provide a just basis for determining at what level of education the possessor of a certificate should enter a career.

" + mySubjectSelected + " " + myClassSelected + "

Saturday 20th July 2024, 3rd Paper out of 3 Papers per Day. (12th Paper in a Row).

1 (a)

" + weekNum + "

Explain the meaning of Stimulus Response (S-R).

1 (b)

" + weekNum + "

Enumerate any four (4) characteristics of Stimulus Response.

2

" + weekNum + "

Distinguish with concrete examples between punishment and negative reinforcement.

3

" + weekNum + "

Identify and comment on the basic physical changes that take place in boys and girls in secondary school period (12 years and above).

4

" + weekNum + "

As a student of Psychology of Education, explain how you will use behavior contract to help a pupil stop stealing habit.

5

" + weekNum + "

Learning is being influenced by a number of factors. Highlight and explain any five (5) factors that affect learning.

6

" + weekNum + "

Enumerate and explain five (5) general developmental problems and needs of adolescents.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

2nd September 2023 Saturday, Third Paper

1 (a)

" + weekNum + "

What are the aims of educational psychology?

1 (b)

" + weekNum + "

Discuss the roles of educational psychology in the education of the teacher.

2 (a)

" + weekNum + "

Differentiate between social and emotional developments.

2 (b)

" + weekNum + "

Identify any Three (3) theories of development, and explain any Two (2).

3 (a)

" + weekNum + "

Differentiate among the concepts of learning, maturation and imprinting.

3 (b)

" + weekNum + "

Discuss the basic characteristics of learning.

3 (c)

" + weekNum + "

Identify and explain any Five (5) of the functions of the teacher.

4 (a)

" + weekNum + "

Identify the characteristics of SR approaches to learning and explain in detail with relevant examples.

4 (b)

" + weekNum + "

Differentiate between classical and operant conditioning theories to learning.

5 (a)

" + weekNum + "

Differentiate between Gesttal and Piaget's theories of learning.

5 (b)

" + weekNum + "

Discuss the basis and process of social learning.

5 (c)

" + weekNum + "

Examine the educational implications of the theories of remembering and forgetting.

6 (a)

" + weekNum + "

Discuss the principles of learning.

6 (b)

" + weekNum + "

Outline the levels of Maslow's Hierarchy of Needs.

6 (c)

" + weekNum + "

Describe the terms, id, ego and super-ego. What are their implications to learning?

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

The aims of Educational Psychology are:
(i) improving learning and instruction in the expected direction.
(ii) seeking to understand the learner, the learning process and the specific techniques that can be applied in different settings so that the teaching-learning process can be more precisely controlled.
(iii) equipping the school psychologist and teachers with adequate tools to make students benefit from education to the maximum.

1 (b)

Roles of educational psychology in the school. Check YEAR 2017 Q1b, YEAR 2013 Q5b
1. It helps teachers to understand individual differences amongst students and cater for them accordingly.
2. It helps teachers understand methods of diagnosing learning difficulties.
3. It helps teachers improve on his administrative skills
4. It helps teachers understand the principles behind various teaching methods and when to use each. To argue that some teaching and learning strategies are ineffective does not mean that there is only one correct way to teach. While research suggests some practices are more effective than others, it also needs to be realised that teaching is a complex business. Teachers need various strategies. They must adapt their teaching to the situation and be flexible.
5. It helps teachers understand measurement of learning outcomes using various assessment methods.
6. He/she should understand the nature of learning and those conditions that make learning very effective.

2 (a)

The difference between social development and emotional development. WIP706
(i) Social development refers to the process of socialization whereby children also become more aware of whom they are. While emotional development refers to how well children get along with themselves and with others .
(ii) Social development is largely related to societal values, norms and morals. While emotional development is directly related to cognitive development.

2 (b)

Theories of development include Piaget’s theory (PDE706 Pg 105), etc. WIP706

3 (a)

Differences among the following terms: Check YEAR 2013 Q1
(i) Learning: It is a relatively permanent change in behavioural potentiality that occurs as a result of reinforced practice. It is a process which begins at birth and goes on until the end of an individual’s life.
(ii) Maturation: It is a programmed growth process which is relatively unaffected by environmental conditions (Gleitman, 1996). For example, walking in humans. For training to yield effective learning (or results), a definite level of maturation is required. Teachers and parent must not ignore the child’s level of maturation otherwise it would be a waste of time and effort to expect a child to perform a task or learn materials he/she is not matured to undertake.
(iii) Imprinting: It is an instinctive reaction an organism displays that capitalises on certain tendencies which appear whenever the time is ripe. It is an instinctive tendency (or reaction) of an organism that appears (or manifests itself) whenever the time is ripe.

3 (b)

Basic characteristics of learning. Check YEAR 2015 Q1b, YEAR 2011 Q1b
1. It is an internal process.
2. It brings about a change in behaviour.
3. The change is usually relatively permanent.
4. The change often results from experience (or reinforced practice). For example, people use past experiences for behavioural adjustment to the world. Piaget and others believed that when an individual is faced with a problem, that person uses previous experience to interpret aspects of the problem.
5. It occurs under conditions of directed attention and deliberate effort.

3 (c)

Functions of the teacher
1) To plan what to teach
2) To estimates the educational needs of each learner.
3) To establish the proper climate for learning to take place.
4) To maintain some contact with the home of each learner.
5) To motivate the learner.
6) To have an understanding of the individual differences in the physical psychological make-up of human beings.

4 (a)

(i) Stimulus-Response Interplay: It sees human learning as that type which consists of the ability of an individual to establish a link between a stimulus and a response (PDE706 Pg 145). For example, once a person is made to react to a stimulus in a given way, that person will react in exactly the same way if that stimulus reoccurs.
(ii) Reinforce-Repetition Interplay: Once a desirable behaviour is shown by an individual, such behaviour has to be encouraged through the use of reinforcement (PDE706 Pg 145). For example, something should be done to a learner to increase the chances of his/her repeating the behaviour when occasion calls for it.

4 (b)

Conditioning simply means learning or modification of behaviour as a result of the organism’s interaction with the physical or social environment . Learning is a process of conditioning in which the learner comes to associate a stimulus with an appropriate response. Check YEAR 2015 Q6a
S/N Classical conditioning (Ivan Pavlov 1849 – 1936) Operant or instrument conditioning
1 The person involved in learning is regarded as passive. The person involved in learning is active.
2 It uses a set of S-R theories that does not require reinforcement. It uses a set of S-R theories that require reinforcement.
3 It is less flexible. It is more flexible.
4 The response conditions are restricted to natural or innate responses. The response conditions are not restricted to natural or innate responses but to a variety of responses.
5 It requires the learner to employ generalisation and discrimination to enable him/her to differentiate between one object from another. Similarly, it enables us to establish similarities between objects.
6 It is the teacher’s duty to impress his pupils from the outset that he is their friend and helper whom they could trust.

5 (a)

How do children learn? How should information be organised for learning to take place'? These and similar questions are discussed under three theories of learning state below. WIP706
1. Behaviourist-Associationist
2. Cognitive-Gestaltists: They opined that the whole is more than just a group of separate parts.
3. Information-Processing approach

5 (b)

Social learning is primarily based on what a child learns in his environment as he interacts and observes others . WIP706
Social Learning Theory is based on three (3) principles according to Bandura. Check PDE702 Pg 162
i. Children learn new behaviours mainly by observing and imitating what others do, i.e, by modelling.
ii. Behaviour is strengthened by reinforcement. So, a child who relates to the father in a particular way and is rewarded either by a gift, a comment such as `thank you' or `well done,' or freedom from punishment is likely to continue behaving in the same way.
iii. When behaviour is reinforced on an irregualr basis, it tends to persist. The point is that for several reasons we fail to reward good or punish bad behaviour all the time. Often, when children help us to carry the books, we forget to say `thank you'. But the day they forget to offer to carry our books, we make a big fuss.

5 (c)

Detail Answers are listed and available on our website. WIP706
Causes Discussion Effect on learning
Poor rehearsal Not rehearsing well the materials for knowledge.
Poor organisation Making children to learn disjointed facts or unrelated materials. Children easily get confused and are unable to organise the information into their long-term memory (LTM).

6 (a)

The lessons or factors or principles that aid classroom learning and thus enhance remembering and transfer of learning include (PDE706 Pg 182):
(i) Reinforcement: Reinforcement implies the use of reward and punishment in teaching. Reward is found to be normally more effective in aiding learning. All the instrumental conditioning theories and even social learning theory have emphasized the significance of reinforcement. To encourage learning, psychologists, especially Skinner recommend that reward or positive reinforcement should be used minimally or just enough to ensure that the appropriate behaviour will be repeated.
(ii) Motivation: This refers to what energizes a person to behave in a particular way. It is a complex concept, which deals with people’s wants, needs, demands and desires. Motivation is central in energizing an individual to seek to learn or remain attentive and active in the learning process. A motivated learner strives to put greater effort in the classroom so as to achieve his or her goals. A detailed discussion of motivation and its relationship with classroom instruction will be presented in the next module of this volume.
(iii) Feedback: Theories of learning have for long emphasized the importance of knowledge of result or feedback as a factor aiding learning. Thorndike had emphasized this point when he modified his three famous laws. Evaluation of progress toward goals is very important. Practice works only if the learner sees the result of his practice. Feedback can be provided in cognitive learning by employing short, informal quizzes and then asking the learner to correct his own work. Knowledge of result in psychomotor learning is easier to provide.
(iv) Relevance: It is easier to learn and to remember something if it is related to what is familiar, and if it has meaning or importance to the life of the learner. Thus, teachers would facilitate classroom learning when the content of the lesson is related to what is significant or motivating to the learner.
(v) Experience: In as much as learning should be organized and be within the realm of the learner’s capability, it must also be experience centred. Teachers and instructors must make use of teaching aids and materials that are within the experience of the learner so as to enhance the rate of assimilation and retention.

6 (b)

Detail Answers are listed and available on our website. (PDE706 Pg 191) WIPP706

6 (c)

Detail Answers are listed and available on our website. WIPP706

" + mySubjectSelected + " " + myClassSelected + "

Saturday 29th October 2022

1

" + weekNum + "

Comment fully on the basic physical changes that take place in boys and girls in secondary schools’ period (12 years and above).

2

" + weekNum + "

Enumerate and explain in details any four (4) basis on which classification of psychology is done.

3

" + weekNum + "

Explain the meaning of 'Pattern of reasoning' at the formal operational state.

4

" + weekNum + "

Analyse the principles of teaching derived from stimulus response (S-R) that should guide the teacher.

5

" + weekNum + "

Examine the five (5) scopes of educational psychology.

6

" + weekNum + "

Outline and explain any three (3) factors that enhance intrinsic motivation.

" + mySubjectSelected + " " + myClassSelected + "

1

The physical changes that take place during adolescence include : Check YEAR 2019 Q1
a) Break in voice
b) Development of rounded hips
c) Development of secondary sexual characteristics
d) Interest in the opposite sex becomes more pronounced

2

Psychology is classified based on the following : Check YEAR 2019 Q2
a) The age group studied hence the Psychology of childhood, adolescence and adulthood
b) The Process studied – Perceiving, thinking, learning etc.
c) The Application – educational, industrial, Psychiatry etc.
d) The normality of the group studied – Psychology of insane, damaged brain etc.

3

Pattern of reasoning at the formal operational state refers to a child's ability for abstract thoughts and logical reasoning. That is, its ability to recognize hypotheses and assimilate assumptions, concepts, theories, relationships and so on. At this state, the child can also verify the result of his reasoning and at the same time is able to review his reasoning process . Check YEAR 2019 Q3(a)
The key patterns of reasoning at formal operational stage are :
a) Combinational Reasoning
b) Proportional Reasoning
c) Probabilistic Reasoning
d) Correlational Reasoning

4

Learning is a process of establishing a connection or association between a stimulus and a response. There are two broad theories of learning: stimulus-response (S-R) theory and cognitive theory of learning. Some principles of teaching derived from S-R Learning Theorists (or Theory) Check YEAR 2021 Q3, YEAR 2019 Q4a, YEAR 2017 Q3, YEAR 2013 Q4
a) Learning is a process of conditioning in which the learner comes to associate a stimulus with an appropriate response. Conditioning is a process of learning or modification of behaviour as a result of the interaction with the physical or social environment .
b) Learning is built on the basis of one starting from the simple learning and proceeding to the more complex. That is, the teaching process should start from the simple before going on to complex ones.
c) Learning should proceed from the known to what is unknown.
d) Learning is helped by reinforcement. Learning proceeds faster for the animals when it is reinforced. Reinforcement remains one of the cornerstones of learning.
e) Effective use of reinforcement increases the willingness to learn.
f) Learning depends on the nearness of stimulus and response. If we want a child to know that there is an object called ‘table’, rather than describe it, we present a table.

5

The scope of educational psychology can be expanded into five (5) broad areas as listed below. Check YEAR 2019 Q5, YEAR 2013 Q3, YEAR 2012 Q2(a)
a) Human Growth and Development: In order to get people to learn, we have to understand their capabilities, what they already know, how they think, etc. So, the various facets of human development - physical, intellectual, linguistic, moral, social etc. are of great interest. Besides, we do know that people are differently endowed and how their environments have made them different. Of special interest are the environmental factors that have been very beneficial in development.
b) Learning and Instruction: Educational Psychology is concerned with the general nature of the learning process, the factors that influence learning, how and when different types of materials are learnt. Do people learn skills? Of particular concern is how to ensure that knowledge acquired in school is transferred to life outside school not just immediately it is learnt but several years after the students have left school.
c) Personality and Adjustment: Educational Psychology is interested in how people develop and maintain healthy personalities and attitudes especially students and teachers. Social relationships and how students adjust to the school situation, make friends and interact with everyone in the educational setting as well as character formation.
d) Psychological Measurement: Educational psychology is interested in measuring those psychological characteristics on which individuals differ e.g. intelligence, learning ability, aptitude and in the applications of the results of the measurements to enhance learning and development.
e) Research, Techniques and Methods: The scientific study of educational problems and practices are of interest to Educational Psychologists. The implementation of research findings and techniques in the classroom settings is also of primary importance. Therefore, research interest is also focused on how to find.

6

Students who exhibit intrinsic motivation do not need to be forced or pressurised to be serious in their work. They do the right thing at the right time. Some factors that enhance intrinsic motivation include the following : Check YEAR 2019 Q6(b)
a) Curiosity
b) Goals set by individual
c) Interest
d) Mental stimulation
e) Greatness mentality (or desire to excel)

" + mySubjectSelected + " " + myClassSelected + "

February 2022 (BAY States: Borno, Adamawa and Yobe)

1

" + weekNum + "

Give five (5) significance of Educational Psychology in the training of teachers like you.

2

" + weekNum + "

As a student-teacher, how will you motivate your students in the classroom? Give five (5) ways.

3

" + weekNum + "

Write detailed explanatory notes on any one Stimulus-Response (S-R) Learning Theory you studied in this course.

4

" + weekNum + "

Learning is being influenced by a number of factors. State and discuss fully any five (5) factors that affect learning.

5

" + weekNum + "

As a student of Psychology of Education, describe how you will discourage your pupils from stealing behaviour.

6

" + weekNum + "

Memory and learning cannot be separated because memory is the reservoir of our accumulated learning. Account for five (5) major factors aiding memories.

" + mySubjectSelected + " " + myClassSelected + "

1

Educational psychology is important to the teacher for the following reasons: Check YEAR 2014 Q1(b)
a) It helps the teacher to understand the leaner.
b) It helps the teacher to improve learning and teaching.
c) It facilitates the teacher's understanding of himself.
d) It helps to advance the course of education through proper appreciation of its role and through research.
In specific terms, the knowledge of educational Psychology will help the teacher to understand the: Check YEAR 2014 Q1(b)
a) Individual differences among students and cater for them
b) Principles behind various teaching methods and when to use each
c) Measurement of learning outcomes using various assessment methods. The result of this will help to improve the learning strategies.
d) Methods of diagnosing learning difficulties. Students with special needs and adjustment problems will be helped appropriately.
e) The knowledge of educational Psychology also helps to develop research skills in the teacher and improves his administrative skills.

2

By using extrinsic motivation. Extrinsic motivation can be be achieved through the following ways :
a) Incentives or reward
b) Praises
c) Competition
d) Counselling
e) Punishment
f) Parental expectation
g) Availability of materials and interesting apparatus
h) Success challenge from friends
i) Previous performance

3

Learning is a process of establishing a connection or association between a stimulus and a response. There are two broad theories of learning: stimulus-response (S-R) theory and cognitive theory of learning. Some principles of teaching derived from S-R Learning Theorists (or Theory) Check YEAR 2022 Q4, YEAR 2019 Q4(a), YEAR 2017 Q3, YEAR 2013 Q4
a) Learning is a process of conditioning in which the learner comes to associate a stimulus with an appropriate response. Conditioning is a process of learning or modification of behaviour as a result of the interaction with the physical or social environment .
b) Learning is built on the basis of one starting from the simple learning and proceeding to the more complex. That is, the teaching process should start from the simple before going on to complex ones.
c) Learning should proceed from the known to what is unknown.
d) Learning is helped by reinforcement. Learning proceeds faster for the animals when it is reinforced. Reinforcement remains one of the cornerstones of learning.
e) Effective use of reinforcement increases the willingness to learn.
f) Learning depends on the nearness of stimulus and response. If we want a child to know that there is an object called ‘table’, rather than describe it, we present a table.

4

Factors that affect learning : Check YEAR 2015 Q4, YEAR 2012 Q3(b)
a) The learner: Age of the learner, Background of the learner (previous knowledge), Peer Group Influence, Level of ability of the learner, self-concept of the learner. The learner is the most important factor that affects learning because without him there will be no learning to do.
b) The teacher: Methods of teaching – lecture method, demonstration method, problem-solving method; knowledge of subject-matter; retaining an interest in learning; personal characteristics of the teacher. The above collectively form the characteristics of the teacher.
c) The learning environment: The family environment, the community environment, the classroom, the psychological environment, the larger Nigerian Society.
d) The psychological environment: The kind of atmosphere which the teacher creates for interaction between himself and his pupils can affect learning. It is more productive for the teacher to create a relationship that is non-threatening, warm and loving because this will make many students learn actively, smoothly and enthusiastically. Otherwise, the teaching-learning process will be counter-productive.
e) The larger Nigerian society: Sometimes, if there are major events in the country such as general elections that make some schools to temporarily shut down their facility, then the learning progress is also temporarily interrupted

5

No one wants to admit that he or she taught the most wanted criminal or one who lives a promiscuous life. Therefore, as a teacher, you have the power to help create productive, law-abiding citizens. First, let your students understand that stealing is taking someone's property without permission. Then the following steps should be taken to preventing students from becoming thieves .
(a) Teachers should include a section about respecting others' property into the class rules and be sure to introduce the rules at the beginning of the school term.
(b) Students should also be advised not to bring certain items to class so the potential for having items taken is eliminated.
(c) Students should be cautioned about bringing expensive electronic devices, as well as large amounts of cash.
(d) Students should also be encouraged to tell a teacher if they see or hear anything suspicious.
(e) Students should be made to think about how they would feel if their property was taken.

6

The factors are highlighted below. Check YEAR 2019 Q4(b)
a) Recognition: The product of two sets of information (i.e. stimulus-response) already existing in long term memory.
b) Rehearsal: This involves repeating or reciting the skill or information in order to store it in long term memory.
c) Organisation: If the information learned fits into an organised pattern, it may easily be remembered.
d) Meaningfulness: If the information learned fits into a meaningful pattern, it may easily be remembered.
e) Mnemonic devices: This involves using special phases of symbols to group information. For example, TV may stand for television, BBC for British Broadcasting Corporation, etc. Mnemonic devices help in the learning of unfamiliar information
f) Attention: This is the process of selecting vital information for further processing.
g) Re-learning: This is where a person is required to learn again information which was experienced before.

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Identify and comment on the basic physical changes that take place in boys and girls in secondary school period (year 12 and above).

2

" + weekNum + "

Enumerate any four (4) bases on which the classification of psychology (i.e. method of psychology) is done.

3. (a)

" + weekNum + "

State the meaning of ‘pattern of reasoning’ at the formal operational state.

3. (b)

" + weekNum + "

List and explain the pattern of reasoning at the formal operational state.

4. (a)

" + weekNum + "

Identify and examine the principles of teaching derived from stimulus-response (S-R) that should guide the teacher.

4. (b)

" + weekNum + "

Discuss five (5) factors that aid memory.

5

" + weekNum + "

Discuss the five (5) scopes of Educational Psychology.

6. (a)

" + weekNum + "

Define motivation.

6. (b)

" + weekNum + "

List and explain any three (3) factors that enhance intrinsic motivation.

" + mySubjectSelected + " " + myClassSelected + "

1

The physical changes that take place during adolescence include : Check YEAR 2022 Q1, YEAR 2019 Q1
a) Break in voice
b) Development of rounded hips
c) Development of secondary sexual characteristics
d) Interest in the opposite sex becomes more pronounced

2

Psychology is classified based on the following : Check YEAR 2022 Q2, YEAR 2019 Q2
a) The age group studied hence the Psychology of childhood, adolescence and adulthood
b) The Process studied – Perceiving, thinking, learning etc.
c) The Application – educational, industrial, Psychiatry etc.
d) The normality of the group studied – Psychology of insane, damaged brain etc.

3 (a)

Pattern of reasoning at the formal operational state refers to a child's ability for abstract thoughts and logical reasoning. That is, its ability to recognize hypotheses and assimilate assumptions, concepts, theories, relationships and so on. At this state, the child can also verify the result of his reasoning and at the same time is able to review his reasoning process . Check YEAR 2022 Q3, YEAR 2019 Q3a

3 (b)

The key patterns of reasoning at formal operational stage are :
Combinational Reasoning
Proportional Reasoning
Probabilistic Reasoning
Correlational Reasoning
(i) Combinational Reasoning: There is proper consideration of all possible relation of experimental or theoretical condition in a very systematic and orderly manner.
(ii) Proportional Reasoning: A child recognizes and at the same time interprets relationships that exist in any given situation that is described in observable or abstract terms.
(iii) Probabilistic Reasoning: The child recognizes the fact that natural phenomena are probabilistic. Therefore, before any conclusion or explanatory models are made, the probabilistic dimension has to be considered.
(iv) Co relational Reasoning: A child is able to decide whether events are related and can go together. They also understand that there might be some differences and the relationships may not always turn out to be so.

4 (a)

Learning is a process of establishing a connection or association between a stimulus and a response. There are two broad theories of learning: stimulus-response (S-R) theory and cognitive theory of learning. Some principles of teaching derived from S-R Learning Theorists (or Theory) Check YEAR 2022 Q4, YEAR 2021 Q3, YEAR 2017 Q3, YEAR 2013 Q4, YEAR 2019 Q4a
(i) Learning is a process of conditioning in which the learner comes to associate a stimulus with an appropriate response. Conditioning is a process of learning or modification of behaviour as a result of the interaction with the physical or social environment .
(ii) Learning is built on the basis of one starting from the simple learning and proceeding to the more complex. That is, the teaching process should start from the simple before going on to complex ones.
(iii) Learning should proceed from the known to what is unknown.
(iv) Learning is helped by reinforcement. Learning proceeds faster for the animals when it is reinforced. Reinforcement remains one of the cornerstones of learning.
(v) Effective use of reinforcement increases the willingness to learn.
(vi) Learning depends on the nearness of stimulus and response. If we want a child to know that there is an object called ‘table’, rather than describe it, we present a table.

4 (b)

Memory and learning cannot be separated because memory is the reservoir of our accumulated learning . A number of factors have been identified which enhance our ability to store and retrieve information already learned. The factors are highlighted below. Check YEAR 2021 Q6, YEAR 2019 Q4b
(i) Recognition: The product of two sets of information (i.e. stimulus-response) already existing in long term memory.
(ii) Rehearsal: This involves repeating or reciting the skill or information in order to store it in long term memory.
(iii) Organisation: If the information learned fits into an organised pattern, it may easily be remembered.
(iv) Meaningfulness: If the information learned fits into a meaningful pattern, it may easily be remembered.
(v) Mnemonic devices: This involves using special phases of symbols to group information. For example, TV may stand for television, BBC for British Broadcasting Corporation, etc. Mnemonic devices help in the learning of unfamiliar information
(vi) Attention: This is the process of selecting vital information for further processing.
(vii)Re-learning: This is where a person is required to learn again information which was experienced before.

5

The scope of educational psychology can be expanded into five (5) broad areas as listed below. Check YEAR 2022 Q5, YEAR 2013 Q3, YEAR 2012 Q2(a), YEAR 2019 Q5
a) Human Growth and Development: In order to get people to learn, we have to understand their capabilities, what they already know, how they think, etc. So, the various facets of human development - physical, intellectual, linguistic, moral, social etc. are of great interest. Besides, we do know that people are differently endowed and how their environments have made them different. Of special interest are the environmental factors that have been very beneficial in development.
b) Learning and Instruction: Educational Psychology is concerned with the general nature of the learning process, the factors that influence learning, how and when different types of materials are learnt. Do people learn skills? Of particular concern is how to ensure that knowledge acquired in school is transferred to life outside school not just immediately it is learnt but several years after the students have left school.
c) Personality and Adjustment: Educational Psychology is interested in how people develop and maintain healthy personalities and attitudes especially students and teachers. Social relationships and how students adjust to the school situation, make friends and interact with everyone in the educational setting as well as character formation.
d) Psychological Measurement: Educational psychology is interested in measuring those psychological characteristics on which individuals differ e.g. intelligence, learning ability, aptitude and in the applications of the results of the measurements to enhance learning and development.
e) Research, Techniques and Methods: The scientific study of educational problems and practices are of interest to Educational Psychologists. The implementation of research findings and techniques in the classroom settings is also of primary importance. Therefore, research interest is also focused on how to find.

6 (a)

What is motivation? Check YEAR 2014 Q5(a), YEAR 2015, Q5(a), YEAR 2019 Q6a
Motivation is a concept that describes a pushing or moving power that makes an individual to strive to achieve a set goal despite difficulties. It is a force acting on or within an individual to initiate and direct his or her behaviour towards achieving a set goal .

6 (b)

Students who exhibit intrinsic motivation do not need to be forced or pressurised to be serious in their work. They do the right thing at the right time. Some factors that enhance intrinsic motivation include the following : Check YEAR 2022 Q6, YEAR 2019 Q6b
(i) Curiosity
(ii) Goals set by individual
(iii) Interest
(iv) Mental stimulation
(v) Greatness mentality (or desire to excel)

" + mySubjectSelected + " " + myClassSelected + "

Friday 26th July 2019

1

" + weekNum + "

Identify and comment on the basic physical changes that take place in boys and girls in secondary school period (year 12 and above).

2

" + weekNum + "

Enumerate any four (4) bases on which the classification of psychology (i.e. method of psychology) is done.

3. (a)

" + weekNum + "

State the meaning of ‘pattern of reasoning’ at the formal operational state.

3. (b)

" + weekNum + "

List and explain the pattern of reasoning at the formal operational state.

4. (a)

" + weekNum + "

Identify and examine the principles of teaching derived from stimulus-response (S-R) that should guide the teacher.

4. (b)

" + weekNum + "

Discuss five (5) factors that aid memory.

5

" + weekNum + "

Discuss the five (5) scopes of Educational Psychology.

6. (a)

" + weekNum + "

Define motivation.

6. (b)

" + weekNum + "

List and explain any three (3) factors that enhance intrinsic motivation.

" + mySubjectSelected + " " + myClassSelected + "

1

The physical changes that take place during adolescence include : Check YEAR 2022 Q1, YEAR 2019 Q1
a) Break in voice
b) Development of rounded hips
c) Development of secondary sexual characteristics
d) Interest in the opposite sex becomes more pronounced

2

Psychology is classified based on the following : Check YEAR 2022 Q2, YEAR 2019 Q2
a) The age group studied hence the Psychology of childhood, adolescence and adulthood
b) The Process studied – Perceiving, thinking, learning etc.
c) The Application – educational, industrial, Psychiatry etc.
d) The normality of the group studied – Psychology of insane, damaged brain etc.

3 (a)

Pattern of reasoning at the formal operational state refers to a child's ability for abstract thoughts and logical reasoning. That is, its ability to recognize hypotheses and assimilate assumptions, concepts, theories, relationships and so on. At this state, the child can also verify the result of his reasoning and at the same time is able to review his reasoning process . Check YEAR 2022 Q3, YEAR 2019 Q3a

3 (b)

The key patterns of reasoning at formal operational stage are :
Combinational Reasoning
Proportional Reasoning
Probabilistic Reasoning
Correlational Reasoning
(i) Combinational Reasoning: There is proper consideration of all possible relation of experimental or theoretical condition in a very systematic and orderly manner.
(ii) Proportional Reasoning: A child recognizes and at the same time interprets relationships that exist in any given situation that is described in observable or abstract terms.
(iii) Probabilistic Reasoning: The child recognizes the fact that natural phenomena are probabilistic. Therefore, before any conclusion or explanatory models are made, the probabilistic dimension has to be considered.
(iv) Co relational Reasoning: A child is able to decide whether events are related and can go together. They also understand that there might be some differences and the relationships may not always turn out to be so.

4 (a)

Learning is a process of establishing a connection or association between a stimulus and a response. There are two broad theories of learning: stimulus-response (S-R) theory and cognitive theory of learning. Some principles of teaching derived from S-R Learning Theorists (or Theory) Check YEAR 2022 Q4, YEAR 2021 Q3, YEAR 2017 Q3, YEAR 2013 Q4, YEAR 2019 Q4a
(i) Learning is a process of conditioning in which the learner comes to associate a stimulus with an appropriate response. Conditioning is a process of learning or modification of behaviour as a result of the interaction with the physical or social environment .
(ii) Learning is built on the basis of one starting from the simple learning and proceeding to the more complex. That is, the teaching process should start from the simple before going on to complex ones.
(iii) Learning should proceed from the known to what is unknown.
(iv) Learning is helped by reinforcement. Learning proceeds faster for the animals when it is reinforced. Reinforcement remains one of the cornerstones of learning.
(v) Effective use of reinforcement increases the willingness to learn.
(vi) Learning depends on the nearness of stimulus and response. If we want a child to know that there is an object called ‘table’, rather than describe it, we present a table.

4 (b)

Memory and learning cannot be separated because memory is the reservoir of our accumulated learning . A number of factors have been identified which enhance our ability to store and retrieve information already learned. The factors are highlighted below. Check YEAR 2021 Q6, YEAR 2019 Q4b
(i) Recognition: The product of two sets of information (i.e. stimulus-response) already existing in long term memory.
(ii) Rehearsal: This involves repeating or reciting the skill or information in order to store it in long term memory.
(iii) Organisation: If the information learned fits into an organised pattern, it may easily be remembered.
(iv) Meaningfulness: If the information learned fits into a meaningful pattern, it may easily be remembered.
(v) Mnemonic devices: This involves using special phases of symbols to group information. For example, TV may stand for television, BBC for British Broadcasting Corporation, etc. Mnemonic devices help in the learning of unfamiliar information
(vi) Attention: This is the process of selecting vital information for further processing.
(vii)Re-learning: This is where a person is required to learn again information which was experienced before.

5

The scope of educational psychology can be expanded into five (5) broad areas as listed below. Check YEAR 2022 Q5, YEAR 2013 Q3, YEAR 2012 Q2(a), YEAR 2019 Q5
a) Human Growth and Development: In order to get people to learn, we have to understand their capabilities, what they already know, how they think, etc. So, the various facets of human development - physical, intellectual, linguistic, moral, social etc. are of great interest. Besides, we do know that people are differently endowed and how their environments have made them different. Of special interest are the environmental factors that have been very beneficial in development.
b) Learning and Instruction: Educational Psychology is concerned with the general nature of the learning process, the factors that influence learning, how and when different types of materials are learnt. Do people learn skills? Of particular concern is how to ensure that knowledge acquired in school is transferred to life outside school not just immediately it is learnt but several years after the students have left school.
c) Personality and Adjustment: Educational Psychology is interested in how people develop and maintain healthy personalities and attitudes especially students and teachers. Social relationships and how students adjust to the school situation, make friends and interact with everyone in the educational setting as well as character formation.
d) Psychological Measurement: Educational psychology is interested in measuring those psychological characteristics on which individuals differ e.g. intelligence, learning ability, aptitude and in the applications of the results of the measurements to enhance learning and development.
e) Research, Techniques and Methods: The scientific study of educational problems and practices are of interest to Educational Psychologists. The implementation of research findings and techniques in the classroom settings is also of primary importance. Therefore, research interest is also focused on how to find.

6 (a)

What is motivation? Check YEAR 2014 Q5(a), YEAR 2015, Q5(a), YEAR 2019 Q6a
Motivation is a concept that describes a pushing or moving power that makes an individual to strive to achieve a set goal despite difficulties. It is a force acting on or within an individual to initiate and direct his or her behaviour towards achieving a set goal .

6 (b)

Students who exhibit intrinsic motivation do not need to be forced or pressurised to be serious in their work. They do the right thing at the right time. Some factors that enhance intrinsic motivation include the following : Check YEAR 2022 Q6, YEAR 2019 Q6b
(i) Curiosity
(ii) Goals set by individual
(iii) Interest
(iv) Mental stimulation
(v) Greatness mentality (or desire to excel)

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Define educational psychology. (5 marks)

1. (b)

" + weekNum + "

State four (4) roles of educational psychology in the school. (20 marks)

2. (a)

" + weekNum + "

Identify and explain five (5) different forms of learning. (15 marks)

2. (b)

" + weekNum + "

What is the significance of learning to a teacher? (10 marks)

3

" + weekNum + "

Discuss the Stimulus-Response (S-R) Approach to learning, highlighting at least three (3) educational principles derived from it. (25 marks)

4

" + weekNum + "

Write short notes on the following, bringing out their major difference and similarity. (i) Motivation and Reinforcement (ii) Positive and Negative reinforcement. (25 marks)

5. (a)

" + weekNum + "

Mention three (3) stages of puberty. (12marks)

5. (b)

" + weekNum + "

Briefly explain the contributions of Jean Piaget to the understanding of cognitive development. (13 marks)

6. (a)

" + weekNum + "

Define Emotions. (5 marks)

6. (b)

" + weekNum + "

How would you help children to control their emotions? (20 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

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 .

1 (b)

Relevance of educational psychology to the teacher. Check YEAR 2023 Q1b, YEAR 2013 Q5b
1. It helps teachers to understand individual differences amongst students and cater for them accordingly.
2. It helps teachers understand methods of diagnosing learning difficulties.
3. It helps teachers improve on his administrative skills
4. It helps teachers understand the principles behind various teaching methods and when to use each.
5. It helps teachers understand measurement of learning outcomes using various assessment methods.
6. He/she should understand the nature of learning and those conditions that make learning very effective.

2 (a)

Simple versus complex learning
Whole versus part learning
Rote versus discovery learning

2 (b)

The significance of learning to a teacher include :
(i) It helps the teacher understand how to achieve the ultimate goal of engendering certain positive changes in the behaviour of the learners. If a teacher is not prospective in learning, he/she may not understand the basic operations and approaches to learning that will make him/her develop good instructional strategies that would deliver better results.
(ii) It helps the teacher facilitate the teaching-learning process more effectively and efficiently.
(iii) Through the process of learning theories, the teacher gets to understand the process of remembering and forgetting and how to minimise the incidence of forgetting learned things.
(iv) A prospective teacher would also understand how to diagnose and identify children and learners with special learning difficulties.
(v) It makes a teacher to be cautious of providing help in creating and sustaining a conducive physical and social environment necessary for smooth teaching and learning.

3

Learning is a process of establishing a connection or association between a stimulus and a response. There are two broad theories of learning: stimulus-response (S-R) theory and cognitive theory of learning. Some principles of teaching derived from S-R Learning Theorists (or Theory) Check YEAR 2022 Q4, YEAR 2021 Q3, YEAR 2019 Q4(a), YEAR 2013 Q4
a) Learning is a process of conditioning in which the learner comes to associate a stimulus with an appropriate response. Conditioning is a process of learning or modification of behaviour as a result of the interaction with the physical or social environment.
b) Learning is built on the basis of one starting from the simple learning and proceeding to the more complex. That is, the teaching process should start from the simple before going on to complex ones.
c) Learning should proceed from the known to what is unknown.
d) Learning is helped by reinforcement. Learning proceeds faster for the animals when it is reinforced. Reinforcement remains one of the cornerstones of learning.
e) Effective use of reinforcement increases the willingness to learn.
f) Learning depends on the nearness of stimulus and response. If we want a child to know that there is an object called ‘table’, rather than describe it, we present a table.

4

Difference between motivation and reinforcement Work In Progress
Motivation Reinforcement
Difference between positive and negative reinforcements
Positive reinforcement Negative reinforcement
It uses positive reinforcer It uses negative reinforcer
A positive reinforcer is a stimulus which when applied after a behaviour, tends to strengthen the chance of the behaviour being repeated in future. A negative reinforcer is a stimulus which when applied after a behaviour, tends to weaken the chance of the behaviour being repeated in future.

5 (a)

Three stages of puberty prepubescent, pubescent and post pubescent
Prepubescent stage: When the secondary sex characteristics start developing, though the reproductive organs do not have the capability of producing ova and sperm.
Pubescent stage: When the secondary sex characteristics have the capability to produce ova and sperm
Post pubescent: When the secondary sex characteristics have developed fully and have the capability of adult functioning.

5 (b)

Piaget theory argues that we have to conquer four stages of cognitive development. These are the sensory motor stage, the pre-operational stage, the concrete operational stage and the formal operational stage.
The sensory-motor stage
We start with simple reflexes and soon after we develop our own habits.
We become aware of things beyond our own body.
We learn to do things intentionally.
A key milestone is the development of working memory. In Piaget terms, our realisation of object permanence.
The pre-operational stage
We start becoming curious about everything. We want to taste things, smell things, etc.
We perceive the world only from our own point of view.
The Concrete operational stage
We believe a lot of fantasies.
We learn to speak and understand images and objects
We love to play pretend
We become very curious and ask many questions at about age 4
We want to know everything. This is the birth of primitive reasoning. Piaget calls it the intuitive age.
Our thinking at this stage is pretty egocentric. We think others see the world like we do and still don’t understand they see it differently.
We finally discover logic.
And, we develop concrete cognitive operations such as sorting objects in certain order. One of this is inductive reasoning.
Our brain learns how to rearrange our thought.
We now learn that we can reverse an action by doing the opposite.
The formal operational stage
We begin to understand abstract concepts such as success and failure; love and hate.
Our brain can now do deductive reasoning.
Which means we can compare two statements and reach a logical generalisation.
We can plan our life systematically and prioritise.
We can make assumptions.
We can philosophise
Piaget believed in lifelong learning but insists the formal operational stage is the final stage of our cognitive development.

6 (a)

WIPP
WIPP

6 (b)

WIPP

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

" + weekNum + "

Define learning. (5 marks)

1 (b)

" + weekNum + "

Explain five basic characteristics of learning. (20 marks)

2

" + weekNum + "

Explain any five (5) reasons why adolescent period is regarded as 'crisis period'. (25 marks)

3. (a)

" + weekNum + "

Discuss any five (5) implications of Thorndike's law of Connectionism for the classroom teacher. (15 marks)

3. (b)

" + weekNum + "

State and explain any two (2) theories of forgetting. (10 marks)

4

" + weekNum + "

Discuss any five (5) factors that can affect learning. (25 marks)

5. (a)

" + weekNum + "

Define motivation. (5 marks)

5. (b)

" + weekNum + "

Discuss five (5) ways of motivating learners in the classroom. (20 marks)

6. (a)

" + weekNum + "

State any five (5) major differences between Operant and Classical Conditioning. (10 marks)

6. (b)

" + weekNum + "

What three features distinguish trial and error learning from insight theory of learning? (15 marks) WIPP

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

What is learning? Explain the concept of learning. Check YEAR 2011 Q1a
Learning is a relatively permanent change in behavioural potentiality that occurs as a result of reinforced practice. It is a process which begins at birth and goes on until the end of an individual’s life.

1 (b)

Basic characteristics of learning. Check YEAR 2023 Q3b, YEAR 2011 Q1b
1. It is an internal process.
2. It brings about a change in behaviour.
3. The change is usually relatively permanent.
4. The change often results from experience (or reinforced practice). For example, people use past experiences for behavioural adjustment to the world. Piaget and others believed that when an individual is faced with a problem, that person uses previous experience to interpret aspects of the problem.
5. It occurs under conditions of directed attention and deliberate effort.

2

The period of adolescence is termed 'the Crisis period' because it comes with its attendant stress and conflicts which are exhibited in different forms of worries and concerns. Some of these concerns according to Havighurst (1972) are as listed below (PDE706 Pg 111).
a) Achieving new and more mature relation with age mates of both sexes
b) Achieving masculine and feminine social roles
c) Accepting ones’ physique and using the body effectively
d) Achieving emotional independence from parents and other adults
e) Achieving assurance of economic independence. Details in PDE702 Pg 173.
f) Selecting and preparation for an occupation
g) Preparing for marriage and family life
h) Developing intellectual skills and concepts necessary for civic competence
i) Desiring and achieving socially responsible behaviour. Details in PDE702 Pg 171.
j) Acquiring a set of values and ethical system as a guide to behaviour i.e developing an ideology. Details in PDE702 Pg 171.

3 (a)

Connectionism theory by Thorndike

3 (b)

Work in Progress WIPP706

4

Factors that affect learning : Check YEAR 2021 Q4, YEAR 2012 Q3(b)
1. The learner: Age of the learner, Background of the learner (previous knowledge), Peer Group Influence, Level of ability of the learner, self-concept of the learner. The learner is the most important factor that affects learning because without him there will be no learning to do .
2. The teacher: Methods of teaching – lecture method, demonstration method, problem-solving method; knowledge of subject-matter; retaining an interest in learning; personal characteristics of the teacher. The above collectively form the characteristics of the teacher.
3. The learning environment: The family environment, the community environment, the classroom, the psychological environment, the larger Nigerian Society.
4. The psychological environment: The kind of atmosphere which the teacher creates for interaction between himself and his pupils can affect learning. It is more productive for the teacher to create a relationship that is non-threatening, warm and loving because this will make many students learn actively, smoothly and enthusiastically. Otherwise, the teaching-learning process will be counter-productive.
5. The larger Nigerian society: Sometimes, if there are major events in the country such as general elections that make some schools to temporarily shut down their facility, then the learning progress is also temporarily interrupted.

5 (a)

What is motivation? Check YEAR 2019 Q6(a), YEAR 2014 Q5(a)
Motivation is a concept that describes a pushing or moving power that makes an individual to strive to achieve a set goal despite difficulties. It is a force acting on or within an individual to initiate and direct his or her behaviour towards achieving a set goal .

5 (b)

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

6 (a)

Conditioning simply means learning or modification of behaviour as a result of the organism’s interaction with the physical or social environment . Learning is a process of conditioning in which the learner comes to associate a stimulus with an appropriate response. Check YEAR 2023 Q4b
S/N Classical conditioning (Ivan Pavlov 1849 – 1936) Operant or instrument conditioning
1 The person involved in learning is regarded as passive. The person involved in learning is active.
2 It uses a set of S-R theories that does not require reinforcement. It uses a set of S-R theories that require reinforcement.
3 It is less flexible. It is more flexible.
4 The response conditions are restricted to natural or innate responses. The response conditions are not restricted to natural or innate responses but to a variety of responses.
5 It requires the learner to employ generalisation and discrimination to enable him/her to differentiate between one object from another. Similarly, it enables us to establish similarities between objects.
6 It is the teacher’s duty to impress his pupils from the outset that he is their friend and helper whom they could trust.

6 (b)

Work in Progress WIPP

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

How would you define ‘Psychology’ and ‘Psychology of Education'? (10 marks)

1. (b)

" + weekNum + "

Examine the scope and significance of educational psychology. (15 marks)

2

" + weekNum + "

Discuss Piaget’s stage theory of cognitive development pointing out the features of each stage. (25 marks)

3

" + weekNum + "

Discuss any five (5) implications of the cognitive learning theory for learning and teaching. (25 marks)

4

" + weekNum + "

Enumerate and explain any five (5) ways teachers can promote remembering among their pupils. (25 marks)

5. (a)

" + weekNum + "

Explain the term ‘motivation’. (5 marks)

5. (b)

" + weekNum + "

Discuss any five (5) ways you would foster motivation in classroom teaching. (20 marks)

6

" + weekNum + "

Write short notes on these (a) Transfer of learning (b) Reinforcement (c) Punishment (d) Premark principle (e) Social learning

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

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 .

1 (b)

Educational psychology is important to the teacher for the following reasons: Check YEAR 2021 Q1
(i) It helps the teacher to understand the leaner.
(ii) It helps the teacher to improve learning and teaching.
(iii) It facilitates the teacher's understanding of himself.
(iv) It helps to advance the course of education through proper appreciation of its role and through research.
In specific terms, the knowledge of educational Psychology will help the teacher to understand the: Check YEAR 2021 Q1
(i) Individual differences among students and cater for them
(ii) Principles behind various teaching methods and when to use each
(iii) Measurement of learning outcomes using various assessment methods. The result of this will help to improve the learning strategies.
(iv) Methods of diagnosing learning difficulties. Students with special needs and adjustment problems will be helped appropriately.
(v) The knowledge of educational Psychology also helps to develop research skills in the teacher and improves his administrative skills..

2

The four stages of cognitive development according to Jean Piaget are as follows:
Sensory-motor stage (0 – 2 years)
We start with simple reflexes and soon after we develop our own habits.
We become aware of things beyond our own body.
We learn to do things intentionally.
A key milestone is the development of working memory. In Piaget terms, our realisation of object permanence.
Pre-operational stage (2 – 7 years)
We start becoming curious about everything. We want to taste things, smell things, etc.
We perceive the world only from our own point of view.
Concrete operational stage (7 – 11 years)
We believe a lot of fantasies.
We learn to speak and understand images and objects
We love to play pretend
We become very curious and ask many questions at about age 4
We want to know everything. This is the birth of primitive reasoning. Piaget calls it the intuitive age.
Our thinking at this stage is pretty egocentric. We think others see the world like we do and still don’t understand they see it differently.
We finally discover logic.
And, we develop concrete cognitive operations such as sorting objects in certain order. One of this is inductive reasoning.
Our brain learns how to rearrange our thought.
We now learn that we can reverse an action by doing the opposite.
Formal operational stage (11 – 15 years)
We begin to understand abstract concepts such as success and failure; love and hate.
Our brain can now do deductive reasoning.
Which means we can compare two statements and reach a logical generalisation.
We can plan our life systematically and prioritise.
We can make assumptions.
We can philosophise

3

Transfer of learning PDE 706 P 163
Insightfulness and purposefulness
The human infant is extremely pliable and can be taught a variety of ideas and skills.
Emphasises the use of reinforcement.
Emphasises the use of experience.

4

Teachers can use the general principles of learning to promote remembering among their pupils (PDE706 Pg 182). The principles are discussed below.
(i) Reinforcement: If a learner shows a desirable behaviour, such behaviour has to be encouraged through the use of reinforcement (PDE706 Pg 145). For example, something should be done to a learner to increase the chances of his/her repeating the behaviour when occasion calls for it. Reinforcement implies the use of reward and punishment in teaching. Reward is found to be normally more effective in aiding learning. All the instrumental conditioning theories and even social learning theory have emphasized the significance of reinforcement. To encourage learning, psychologists, especially Skinner recommend that reward or positive reinforcement should be used minimally or just enough to ensure that the appropriate behaviour will be repeated.
(ii) Motivation: This refers to what energizes a person to behave in a particular way. It is a complex concept, which deals with people’s wants, needs, demands and desires. Motivation is central in energizing an individual to seek to learn or remain attentive and active in the learning process. A motivated learner strives to put greater effort in the classroom so as to achieve his or her goals. A detailed discussion of motivation and its relationship with classroom instruction will be presented in the next module of this volume.
(iii) Feedback: Theories of learning have for long emphasized the importance of knowledge of result or feedback as a factor aiding learning. Thorndike had emphasized this point when he modified his three famous laws. Evaluation of progress toward goals is very important. Practice works only if the learner sees the result of his practice. Feedback can be provided in cognitive learning by employing short, informal quizzes and then asking the learner to correct his own work. Knowledge of result in psychomotor learning is easier to provide.
(iv) Relevance: It is easier to learn and to remember something if it is related to what is familiar, and if it has meaning or importance to the life of the learner. Thus, teachers would facilitate classroom learning when the content of the lesson is related to what is significant or motivating to the learner.
(v) Experience: In as much as learning should be organized and be within the realm of the learner’s capability, it must also be experience centred. Teachers and instructors must make use of teaching aids and materials that are within the experience of the learner so as to enhance the rate of assimilation and retention.

5 (a)

What is motivation? Check YEAR 2019 Q6(a), YEAR 2015 Q5(a)
Motivation is a concept that describes a pushing or moving power that makes an individual to strive to achieve a set goal despite difficulties. It is a force acting on or within an individual to initiate and direct his or her behaviour towards achieving a set goal .

5 (b)

a) Reward positive behaviour and punish negative ones
b) Praise students in ways big and small. But lavish praise does no-one any good.
c) Track improvement and reinforce
d) Spread excitement like virus

6

(a) Transfer of learning: Transfer of learning involves the understanding of an issue or a thing and then using that knowledge to solve future problems, that is, problems the students have not encountered before.
(b) Reinforcement: It is the increase in the frequency of responses when it is followed by a contingent or associated stimulus. Note that this is different from reward which is defined as any complimentary remarks, gifts or marks given to students for their good performance, behavior, actions or services. Punishment is a discomfort or pain inflicted on an offender solely as a result of violating the rules and regulations of the school.
(c) Punishment: It is the decrease in the frequency of response when a positive reinforcer is withheld or a negative reinforcer is applied (Skinner).
(d) Premark principle
(e) Social learning: Social learning is primarily based on what a child learns in his environment as he interacts and observes others . See definition of conditioning.

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Write short notes on the following: (i) Maturation (ii) Imprinting (iii) Boredom (iv) Instinct (v) Reflex Action

2. (a)

" + weekNum + "

Discuss the stages of Human Memory System (HMS) (10 marks)

2. (b)

" + weekNum + "

Examine any FIVE (5) factors that aid Long-Term Memory (LTM) and retrieval.

3

" + weekNum + "

Explain how the following areas of Educational Psychology are related to the training teachers (a) Human Growth and Development (b) Learning and Instruction, and (c) Psychological Measurement

4

" + weekNum + "

Carefully examine any FIVE (5) contributions of Stimulus-Response Theorists to the Process of Education

5. (a)

" + weekNum + "

What do you understand by the concept educational psychology? (5 marks)

5. (b)

" + weekNum + "

Examine in any five (5) ways the relevance of educational psychology to the teacher. (20 marks)

6

" + weekNum + "

Discuss in any five (5) ways a teacher can create and sustain conducive physical and psychological learning environment in the classroom. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1

Short notes on the following terms: Check YEAR 2023 Q3a
(i) Maturation: It is a programmed growth process which is relatively unaffected by environmental conditions (Gleitman, 1996). For example, walking in humans. For training to yield effective learning (or results), a definite level of maturation is required. Teachers and parent must not ignore the child’s level of maturation otherwise it would be a waste of time and effort to expect a child to perform a task or learn materials he/she is not matured to undertake.
(ii) Imprinting: It is an instinctive reaction an organism displays that capitalises on certain tendencies which appear whenever the time is ripe. It is an instinctive tendency (or reaction) of an organism that appears (or manifests itself) whenever the time is ripe.
(iii) Boredom: It is a result of over-labouring of self with some physical and mental activities. It is not permanent. After taking enough rest, boredom is removed.
(iv) Instinct: It is an unlearned response. It is inborn. For example, sucking of mother’s breast by a new born baby, cock crowing and neonatal cry are not learning.
(v) Reflex action: These are some actions that the organisms does not have control over. For example, heartbeat, sneezing, coughing, breathing, etc. some are permanent while some are temporary. Yet they cannot be said to be learning.

2 (a)

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.

2 (b)

Stages of learning:
Acquisition: The process of receiving information by the learner.
Retention: This is the stage where mental processing begins in terms of meaningfulness, interpretation and encoding. Retention could be in in STM or LTM
Recall: This is the stage whereby information that had been acquired and retained/stored is subsequently retrieved.

3

The scope of educational psychology can be expanded into five (5) broad areas as listed below. Check YEAR 2022 Q5, YEAR 2019 Q5, YEAR 2012 Q1(b)
1. Human growth and development: In order to get people to learn, we have to understand their capabilities, what they already know and how they think.
2. Learning and instruction: Educational psychology is concerned with the general nature of the learning process and the factors that affect learning.
3. Psychological measurement: Educational psychology is interested in measuring those psychological characteristics on which individuals differ e.g. intelligence, learning ability, and aptitude.
4. Psychological measurement: Educational psychology is interested in measuring those psychological characteristics on which individuals differ e.g. intelligence, learning ability, aptitude and in the applications of the results of the measurements to enhance learning and development.

4

Learning is a process of establishing a connection or association between a stimulus and a response. There are two broad theories of learning: stimulus-response (S-R) theory and cognitive theory of learning. Some principles of teaching derived from S-R Learning Theorists (or Theory) Check YEAR 2022 Q4, YEAR 2021 Q3, YEAR 2019 Q4(a), YEAR 2017 Q3
a) S-R learning emphasises that the teacher should take the needs of the learner into account.
b) S-R also emphasises the importance of generalisation and discrimination.
c) S-R encourages the use of reinforcement for children for engaging in learning activities.
d) S-R encourages the use of reinforcement to promote a positive change in the behaviour of children in and outside the school.

5 (a)

Meaning of educational psychology. Check YEAR 2012 Q1a
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 .

5 (b)

Roles of educational psychology in the school. Check YEAR 2023 Q1b, YEAR 2017 Q1b
1. It helps teachers to understand individual differences amongst students and cater for them accordingly.
2. It helps teachers understand methods of diagnosing learning difficulties.
3. It helps teachers improve on his administrative skills
4. It helps teachers understand the principles behind various teaching methods and when to use each. To argue that some teaching and learning strategies are ineffective does not mean that there is only one correct way to teach. While research suggests some practices are more effective than others, it also needs to be realised that teaching is a complex business. Teachers need various strategies. They must adapt their teaching to the situation and be flexible.
5. It helps teachers understand measurement of learning outcomes using various assessment methods.
6. He/she should understand the nature of learning and those conditions that make learning very effective.

6

a. The physical setting for the learning should be attractive, e.g. classroom, library, laboratories, etc (The Ambassadors Schools).
b. A teacher should ensure that good seating arrangement is done in a classroom.
c. A Teacher should enforce discipline and control in the classroom.
d. A teacher should ensure that distraction, e.g. noise within and outside the classroom is controlled.
e. The psychological environment should create good interaction between the teacher and his pupils.
f. The psychological environment should create good relationship amongst the learners in a classroom.

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Define educational psychology

1. (b)

" + weekNum + "

Examine and discuss the role of educational psychology in the school.

2. (a)

" + weekNum + "

Explain three scopes of educational psychology.

2. (b)

" + weekNum + "

Summarise the importance of educational psychology to the teacher.

3. (a)

" + weekNum + "

Discuss (Piaget’s theory) of cognitive development.

3. (b)

" + weekNum + "

Outline and discuss five (5) factors that affect learning

4. (a)

" + weekNum + "

Define adolescence.

4. (b)

" + weekNum + "

List five (5) developmental tasks of Adolescence as suggested by Harvighurst (1972).

5

" + weekNum + "

Discuss the significance of studying learning theories to teaching and learning .

6. (a)

" + weekNum + "

Give any five (5) reasons why we forget.

6. (b)

" + weekNum + "

List and discuss five (5) ways of motivating learners in the classroom.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

See Year 2013, Question 5a
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, the learning and instructional processes and the different conditions of learning .

1 (b)

Relevance of educational psychology to the teacher.
(i) It helps teachers to understand individual differences amongst students and cater for them accordingly.
(ii) It helps teachers understand methods of diagnosing learning difficulties.
(iii) It helps teachers improve on his administrative skills
(iv) It helps teachers understand the principles behind various teaching methods and when to use each.
(v) It helps teachers understand measurement of learning outcomes using various assessment methods.
(vi) He/she should understand the nature of learning and those conditions that make learning very effective.

2 (a)

The scope of educational psychology can be expanded into five (5) broad areas as listed below. Check YEAR 2022 Q5, YEAR 2019 Q5, YEAR 2013 Q3
(i) Learning and instruction
(ii) Human growth and development
(iii) Psychology measurement
(iv) Personality adjustment
(i) Learning and instruction: Educational psychology is concerned with the general nature of the learning process and the factors that affect learning.
(ii) Human growth and development: In order to get people to learn, we have to understand their capabilities, what they already know and how they think.
(iii) Psychological measurement: Educational psychology is interested in measuring those psychological characteristics on which individuals differ e.g. intelligence, learning ability, and aptitude.
(iv) Personality adjustment: Educational psychology is interested in how people develop and maintain healthy personalities and attitudes, especially students and teachers.

2 (b)

1. He/she should encourage the learner to develop the ability to ask questions.
2. He creates the necessary condition that makes learning meaningful and pleasurable.
3. He/she guides the process of learning and makes it pleasurable.

3 (a)

The four stages of cognitive development according to Jean Piaget are as follows:
(i) Sensory-motor stage (0 – 2 years)
We start with simple reflexes (responses, reactions, impulses, spontaneous effects)) and soon after we develop our own habits.
We become aware of things beyond our own body.
We learn to do things intentionally.
A key milestone is the development of working memory. In Piaget terms, this is our realisation of object permanence.
(ii) Pre-operational stage (2 – 7 years)
We start becoming curious about everything. We want to taste things, smell things, etc.
We perceive the world only from our own point of view.
(iii) Concrete operational stage (7 – 11 years)
We believe a lot of fantasies.
We learn to speak and understand images and objects
We love to play pretend
We become very curious and ask many questions at about age 4
We want to know everything. This is the birth of primitive reasoning. Piaget calls it the intuitive age.
Our thinking at this stage is pretty egocentric. We think others see the world like we do and still don’t understand they see it differently.
We finally discover logic.
And, we develop concrete cognitive operations such as sorting objects in certain order. One of this is inductive reasoning.
Our brain learns how to rearrange our thought.
We now learn that we can reverse an action by doing the opposite.
(iv) Formal operational stage (11 – 15 years)
We begin to understand abstract concepts such as success and failure; love and hate.
Our brain can now do deductive reasoning.
Which means we can compare two statements and reach a logical generalisation.
We can plan our life systematically and prioritise.
We can make assumptions.
We can philosophise

3 (b)

Factors that affect learning : Check YEAR 2021 Q4, YEAR 2015 Q4
(i) The learner: Age of the learner, Background of the learner (previous knowledge), Peer Group Influence, Level of ability of the learner, self-concept of the learner. The learner is the most important factor that affects learning because without him there will be no learning to do .
(ii) The teacher: Methods of teaching – lecture method, demonstration method, problem-solving method; knowledge of subject-matter; retaining an interest in learning; personal characteristics of the teacher. The above collectively form the characteristics of the teacher.
(iii) The learning environment: The family environment, the community environment, the classroom, the psychological environment, the larger Nigerian Society.
(iv) The psychological environment: The kind of atmosphere which the teacher creates for interaction between himself and his pupils can affect learning. It is more productive for the teacher to create a relationship that is non-threatening, warm and loving because this will make many students learn actively, smoothly and enthusiastically. Otherwise, the teaching-learning process will be counter-productive.
(v) The larger Nigerian society: Sometimes, if there are major events in the country such as general elections that make some schools to temporarily shut down their facility, then the learning progress is also temporarily interrupted.

4 (a)

Adolescence is a stage that emerges from childhood and merges into adulthood.
It is also defined as a period in every person’s life that lies between the end of childhood and the beginning of adulthood .

4 (b)

See PDE 702, Year 2013, Question 1
a) Achieving new and more mature relation with mates of both sexes.
b) Achieving masculine and feminine social roles.
c) Accepting ones physique and using the body effectively.
d) Achieving emotional independence from parents and other adults.
e) Achieving assurance of economic independence.
f) Selection and preparation for an occupation.
g) Preparing for marriage and family life.
h) Developing intellectual skills and concepts necessary for civic competence.
i) Desiring and achieving responsible social behavio r.

5

(i) It helps in the understanding of the learning process.
(ii) It provides organised knowledge for the explanation of how behaviour develops in individual.
(iii) It attempts to explain the mechanisms (or aspects) of behaviour that is involved in the learning process.

6 (a)

a) Too much information at a time
b) Poor rehearsal
c) Poor organisation
d) Lack of attention
e) Serial position effect
f) Previous unpleasant experience

6 (b)

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

" + mySubjectSelected + " " + myClassSelected + "

1 a)

" + weekNum + "

Explain the concept of learning.

1 b)

" + weekNum + "

State and explain any five (5) of its characteristics.

2

" + weekNum + "

Identify and discuss any five (5) general principles of learning.

3

" + weekNum + "

Distinguish between physical and cognitive development of an adolescent and explain the factors that affect each development.

4

" + weekNum + "

Explain the following learning theories: (i) Stimulus–Response Theory (ii) Social Learning Theory

5

" + weekNum + "

What is learning environment? Explain the role of the teacher in facilitating a conducive learning environment as a necessary condition for effective learning.

6

" + weekNum + "

Identify and discuss any three (3) causes of forgetting and explain how they affect learning.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

What is learning? Check YEAR 2015 Q1a
Learning is a relatively permanent change in behavioural potentiality that occurs as a result of reinforced practice. It is a process that begins at birth and goes on until the end of an individual’s life.

1 *b)

Basic characteristics of learning. Check YEAR 2023 Q3b, YEAR 2015 Q1b
(i) It is an internal process.
(ii) It brings about a change in behaviour.
(iii) The change is usually relatively permanent.
(iv) The change often results from experience (or reinforced practice). For example, people use past experiences for behavioural adjustment to the world. Piaget and others believed that when an individual is faced with a problem, that person uses previous experience to interpret aspects of the problem.
(v) It occurs under conditions of directed attention and deliberate effort.

2

Learning exhibits itself as a change in behaviour. WIP706 Check YEAR 2023 Q6a

3

Factors that affect physical development: WIP706
Factors that affect cognitive development: Age range, adaptation to environment

4

(i) Stimulus-Response Theory: This theory sees human learning as that type which consists of the ability of an individual to establish a link between a stimulus and a response (PDE706 Pg 145). For example, once a person is made to react to a stimulus in a given way, that person will react in exactly the same way if that stimulus reoccurs.
(ii) Social Learning Theory: Social learning is primarily based on what a child learns in his environment as he interacts and observes others .

5

Learning environment is a physical space that provides the conditions for directed attention and deliberate effort for learning to occur .
Role of a teacher
a) He is a mediator in learning, that is, one who assists the learner to search for and utilize the information in ways which bring about observable benefits both to him and the larger society.
b) He provides leadership in the quest for knowing.
c) He/she should encourage the learner to develop the ability to ask questions.
d) He/she should understand the nature of learning and those conditions that make learning very effective.

6

Causes Discussion Effect on learning
Poor rehearsal Not rehearsing well the materials for knowledge.
Poor organisation Making children to learn disjointed facts or unrelated materials. Children easily get confused and are unable to organise the information into their long-term memory (LTM).

" + mySubjectSelected + " " + myClassSelected + "

Friday 19th July 2024, 2nd Paper out of 2 Papers per Day. (9th Paper in a Row).

1

" + weekNum + "

Identify and explain any five (5) relevance of philosophy of education to a Teacher Education.

2

" + weekNum + "

Highlight and explain any five (5) specific issues in the criticism against British System of Education that led to the evolution of Nigerian philosophy of Education.

3

" + weekNum + "

Discuss any five (5) relevance of pragmatism to education.

4

" + weekNum + "

Identify and examine the educational implications of existentialism to education in Nigeria.

5

" + weekNum + "

Expatiate why Philosophy was regarded as the mother of all disciplines of study.

6

" + weekNum + "

Discuss the reasons why philosophers disagree on the subject matter of meta-physics.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

1st September 2023 Friday, Second Paper

1 (a)

" + weekNum + "

Define the terms 'Philosophy and Philosophy of Education'. Enumerate some of the functions of philosophy.

1 (b)

" + weekNum + "

Discuss why is philosophy regarded as the mother of all disciplines.

2 (a)

" + weekNum + "

Distinguish between the common and technical senses of Philosophy of Education.

2 (b)

" + weekNum + "

Discuss the major justifications for the inclusion of Philosophy of Education into Teacher Education Programme.

3 (a)

" + weekNum + "

Explain the term Metaphysics and its subject matter of inquiry.

3 (b)

" + weekNum + "

Discuss the assertion that 'Man is inescapably a metaphysical being'.

4 (a)

" + weekNum + "

Is knowledge the same as Education? Discuss.

4 (b)

" + weekNum + "

Identify the various sources of knowledge, their characteristics and ways of cognition.

5 (a)

" + weekNum + "

Define the term axiology and its components.

5 (b)

" + weekNum + "

What Educational implications can you deduce from the study of ethics and aesthetic?

5 (c)

" + weekNum + "

Briefly trace the evolution of the Philosophy of Nigerian Education.

6 (a)

" + weekNum + "

What is 'School of Thought' in Philosophy? Discuss schools of thought you know.

6 (b)

" + weekNum + "

Write short notes on any Three (3) of the following: 1. Dualism exists in everything 2. True knowledge lies in the idea of reason 3. Ultimate reality is spiritual 4. The universe is not an illusion 5. Values are relative

6 (c)

" + weekNum + "

Discuss the Five (5) major national goals through which Nigeria's Philosophy of Education draws its strengths and inspiration.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Definition of Philosophy: Philosophy is more of an activity rather than a body of passive knowledge. That is, we learn philosophy by doing it on a daily basis by philosophizing. Thus, Philosophy may mean different thing to different people (PDE 707 Pg 5). In simple terms, Philosophy may be defined as pure reasoning. That is, it is a skill on critical reasoning (PDE 707 Pg 3).
Also, Philosophy has been defined by different authorities in different ways starting from ancient Greece. Some of the definitions are worth stating as below :
(i) A way of simplifying complex ideas and statements about our experiences in life in order to make sense out of (make us understand) them.
(ii) A rational attempt in finding solutions to fundamental problems of man.
(iii) A constant and endless quest by man in trying to find out many riddles of the universe so that he can find out a meaningful framework for the expression of all thoughts, actions and observable phenomena.
(iv) What an individual accepts as his guiding principles, which prompt him to act, in different ways at different times, places and circumstances.
(v) A rational investigation, which examines nature and the reasons behind events happening in the world.
Definition of Philosophy of education: It is defined as the technical or professional philosophical view of education aimed towards providing a thorough and hard look at the educational system, analyzing it, and after deep reflection, producing an alternative system. Check YEAR 2022 Q1, YEAR 2013 Q1, YEAR 2019 Q1a
Functions of Philosophy: WIP707

1 (b)

All disciplines were seen and understood from philosophical perspective . That is, knowledge in all the sciences as well as all the social sciences as we know them today i.e. physics, chemistry, biology, geography, sociology, economics, religion, etc, extends from Philosophy. Check YEAR 2021 Q6

2 (a)

Common sense Philosophy of Education is often equated vaguely with 'theory or reasons or general objectives' (Jaeas, 1960,p. 10). While technical Philosophy of Education is characterized by logical, consistent, and systematic thinking, towards reaching conclusions that are sound, coherent and consistent in all their parts .

2 (b)

Justification for the inclusion of Philosophy of Education in teacher education programme Check YEAR 2021 Q2, YEAR 2022 Q1, YEAR 2022 Q2, YEAR 2019 Q2, YEAR 2015 Q2(a), YEAR 2013 Q1
Philosophy of education refers to the technical or professional philosophical view of education. It provides a thorough and hard look at the educational system, to analyze it, and after deep reflection, to produce an alternative system.
Philosophy involves personal critical thinking rather than taking statements and recommendations from others for granted. When a teacher engages in thinking on the subject himself, he discovers other dimensions, which other educators have neglected.
Secondly, philosophy gives more weight to validity or soundness of an argument rather than to the authority of the person arguing the case. Therefore, it encourages the teacher to look at educational problems more critically, clearing them of the confusions that personal interests, prejudices and emotions usually introduce to educational discussions.
Again, philosophy has a humbling effect on those who pursue it, in that it forces one to keep an open mind on any subject, since new evidence may render one’s previous opinion less tenable. This is for good teachers who are traditionally regarded as conservative and dogmatic on educational matters. The hallmark of a scholar is humility. Socrates, the father of philosophy asserted that, 'it is not what wise men say that constitutes wisdom; rather the beginning of wisdom is when one knows how ignorant he/she is'. This humble attribute enables us to keep on learning even from our students and stops us from arrogating all knowledge and wisdom to ourselves.
Thirdly, philosophy of education helps at higher level of policy making and goal-setting for education. It makes the teacher not to be at the receiving end of the educational policies formulated by others. He will now be cooperating with others to formulate more adequate policies, which he will implement in the classroom. As it were, any educational policy formulated will be implemented by the teacher, but he is never part of the policy. Many policies suffer poor implementation because the implementers have not been part and parcel of the policy formulation.
Philosophy of Education offers personal intellectual education to the teacher. The teacher needs this type of education more than any one else. A teacher can never truly teach unless he is still learning. This means that a teacher needs to continue to develop himself intellectually if he will assist in the intellectual development of his students.
Philosophy of education helps to reduce the incidence of every one being his own philosopher of education.
The study of philosophy of education enables teachers to appraise their progress and shortcomings, against the background of the aims and objectives of an educational programme. It also helps educators to know their work and therefore do it better.
Finally, philosophy of education helps in the development of a critical mind in the teacher and promotes same in their students. As teachers, our objective is to produce students who should be better than us. Teachers should allow students to observe, explore their environment, formulate their own hypotheses and find ways of resolving their problems through unhindered inquiry.

3 (a)

Metaphysics is an enquiry into the world and the world beyond . It involves the study of theory beyond nature. Since no one can claim definite knowledge about the world beyond, philosophers therefore tend to disagree on the subject matter of metaphysics.
Note that it is Speculative philosophy that is sub-divided into Metaphysics and Epistemology.
Thus, thee word metaphysics has a simple or literal meaning and a technical meaning. It is a branch of philosophy that enquires into the problem of existence. It tries to resolve the issues of what is the ground and basis of all existence.

3 (b)

Man often resorts to philosophy when things do not go the way they were planned. The great books written in philosophy were authored by those who were either worried, disappointed, disillusioned or fascinated by the happenings during their times (PDE707 Pg 3).

4 (a)

To answer this question, please take some points from PDE 703 and PDE 706 as follow:
Education may be seen as the attempt to shape or modify behaviour of an individual with a view of equipping him or her with desirable skills, habits and attitudes to adequately adjust to the communal life and contribute effectively to its growth and preservation. PDE706 Pg 93
Describe what it is to be educated. PDE703 Pg 3.
What it means to be educated involves showing: PDE703 Pg 3
a. the evidence of knowledge and breadth of understanding;
b. a realization of self;
c. the growth of a person;
d. a cultivation and development of one’s own interest;
e. the development of a sense of individuality and historical perspective.
OUR ANSWER is stated below but you may have a contrary opinion.
Our view is that knowledge may be regarded as education. This is because when we say one is educated, we are invariably referring to that person as showing evidence of knowledge and breadth of understanding.

4 (b)

The various types of knowledge, their sources, their methods of acquisition and validation are discussed below . Check YEAR 2022 Q4, YEAR 2017 Q6a, YEAR 2016 Q4, YEAR 2012 Q5b
Empirical Knowledge: This is the type of knowledge we obtain through observation of the things around us, through our senses and through personal experiences from actions in which we are involved.
Rational Knowledge: It is a law of reasoning and argumentation, which applies to most school subjects. The hallmark of this type of knowledge is that the conclusions being inferred must logically follow from what went before. The fact that there is a teacher implies that there must be a learner. The mathematical subjects, philosophy and logic are good examples of rational knowledge.
Revealed Knowledge: This is a type of knowledge that just has to be accepted by faith. This type of knowledge is considered as the final word of God Almighty, which cannot be subjected to empirical tests or rational analyses. It is not open to observation, or empirical tests, nor can be proven by logic and human reasoning.
Intuitive or Insight Knowledge: It comes as a flash into the mind. Archimedes was reported to have had a vision of the law of floatation in a flash while taking his bath. He was so overwhelmed by the vision that he rushed naked to record such a very important insightful knowledge before it escaped his memory.

5 (a)

Branches of Philosophy are metaphysics, epistemology and axiology . Axiology is the study of values . It is a branch of philosophy that tries to evaluate the various basis or grounds of our interests, choices, preferences, wants and desires. Check YEAR 2017 Q4a
Axiology is divided into two components; ethics and aesthetic. Ethics is the systematic study of the norms of human behavior. It is a normative science of human conduct. It deals with the norms of right conduct. It describes the way things ought to be. Ethics can be equated with logic. Aesthetic deals with the norm of beauty.

5 (b)

Education is built on the principles of morality as its foundation. This is the meeting point between axiology, ethics and aesthetic on one hand, and education on the other hand. Check YEAR 2013 Q3b WIP707

5 (c)

Criticisms against the British system of education culminated in the 1969 National Conference on Curriculum Development. The aim of the conference was to fashion out the philosophy of Nigeria’s education that would respond to the needs and aspirations of Nigerians. The outcome of the conference was the emergence of the National Policy on Education (NPE) of 1977. The NPE was anchored on the current educational system, which is the 6 – 3 –3 –4. i.e six years primary, first three years junior secondary, followed by another three years senior secondary and the last four years tertiary education. Check YEAR 2015 Q6a

6 (a)

School of Thought refers to Scholars of Thought. Check YEAR 2021 Q4. Some of the Schools of Thought in Philosophy. Check YEAR 2012 Q1
(i) Idealism: This school of thought believes that 'ultimate reality is spiritual rather than physical, mental rather than material'. Reality is an activity of an individual’s mind and thoughts.
All that exists in the universe is a manifestation of the spirit. These proponents believe that man is a spiritual being who exercises free will and is responsible for all his actions and inactions.
(ii) Realism: Realism (or materialism) describes the universe as an entity that actually exists in concrete form. That is, ultimate reality exists in matter . This is contrary to the view of the idealism school of thought which argues that ultimate reality exists in the spiritual realm . Under the realism theory, something is real only when it is experienced, thus, the popular saying 'seeing is believing'. Value is permanent and objective .
(iii) Existentialism: This theory describes an individual as an entity that has a freedom to choose or not to. It argues that the ultimate reality exists in individual experiences that stem from his choice or failure to make a choice . Thus, it argues that education should develop in a child, the responsibility to own up to himself and the greater society .
(iv) Pragmatism: Pragmatism is often described as an action with utility value. Its central focus is on the practical and scientific utility of knowledge . Proponents of pragmatism theory believe that knowledge is only meaningful when it is put to use . Thus, practical ideas and experimentation preoccupies the pursuit of knowledge. It claims that nothing is permanent and that values are relative

6 (b)

1. Dualism exists in everything is a position maintained by the idealism school of thought. They believe that spirit and matter constitute the universe. In other words, all matters that exist in the universe are a manifestation of the spirit. Thus, man can therefore not be studied simply as an object because he is a spiritual being (PDE707 Pg 37).
2. True knowledge lies in the idea of reason is the position of Plato (PDE707 Pg 38).
3. This is the position maintained by the idealism school of thought. Ultimate reality is spiritual means that reality is nothing but an activity of an individual’s mind and thoughts (PDE707 Pg 37).
4. This is the position maintained by the realism school of thought. The universe is not an illusion means that the universe actually exists in concrete form, independent of being known (PDE707 Pg 38). That is, the universe actually and concretely exists, independent of human claim. That change, which is real, takes place according to natural laws.
5. Values are relative is the position maintained by pragmatism school of thought (PDE707 Pg 40).

6 (c)

The goals in the National Policy on Education provide a source through which Nigeria’s philosophy of education draws its strength . Check YEAR 2022 Q5, YEAR 2015 Q6b, YEAR 2012 Q2
1. A free and democratic society.
2. A just and egalitarian society.
3. A united, strong and self-reliant nation.
4. A great and dynamic economy.
5. A land full of bright opportunities for all citizens.

" + mySubjectSelected + " " + myClassSelected + "

Friday 28th October 2022

1

" + weekNum + "

Discuss on your understanding of philosophy of education.

2

" + weekNum + "

Of what relevance is the study of Philosophy of Education to a Teacher Education Programme? Discuss

3

" + weekNum + "

Highlight and discuss any five (5) basic issues in metaphysics.

4

" + weekNum + "

Examine four (4) sources of knowledge in philosophy.

5

" + weekNum + "

Elucidate on the educational implications of the statement 'A just and Egalitarian Society'.

6

" + weekNum + "

Examine any five (5) specific issues in the criticism against British Systems of Education that led to the evolution of Nigerian Philosophy of Education.

" + mySubjectSelected + " " + myClassSelected + "

1

Philosophy of education refers to the technical or professional philosophical view of education. It provides a thorough and hard look at the educational system, to analyze it, and after deep reflection, to produce an alternative system. Check YEAR 2019 Q1(a), YEAR 2013 Q1
Philosophy of Education offers personal intellectual education to the teacher. The teacher needs this type of education more than anyone else. A teacher can never truly teach unless he is still learning. This means that a teacher needs to continue to develop himself intellectually if he will assist in the intellectual development of his students .

2

Relevance of the study of Philosophy of Education to Teacher Education Programme. Check YEAR 2013 Q1, YEAR 2012 Q4(a)
Philosophy involves personal critical thinking rather than taking statements and recommendations from others for granted. When a teacher engages in thinking on the subject himself, he discovers other dimensions, which other educators have neglected.
Secondly, philosophy gives more weight to validity or soundness of an argument rather than to the authority of the person arguing the case. Therefore, it encourages the teacher to look at educational problems more critically, clearing them of the confusions that personal interests, prejudices and emotions usually introduce to educational discussions.
Again, philosophy has a humbling effect on those who pursue it, in that it forces one to keep an open mind on any subject, since new evidence may render one’s previous opinion less tenable. This is for good teachers who are traditionally regarded as conservative and dogmatic on educational matters. The hallmark of a scholar is humility. Socrates, the father of philosophy asserted that, 'it is not what wise men say that constitutes wisdom; rather the beginning of wisdom is when one knows how ignorant he/she is'. This humble attribute enables us to keep on learning even from our students and stops us from arrogating all knowledge and wisdom to ourselves.
Thirdly, philosophy of education helps at higher level of policy making and goal-setting for education. It makes the teacher not to be at the receiving end of the educational policies formulated by others. He will now be cooperating with others to formulate more adequate policies, which he will implement in the classroom. As it were, any educational policy formulated will be implemented by the teacher, but he is never part of the policy. Many policies suffer poor implementation because the implementers have not been part and parcel of the policy formulation.
Philosophy of Education offers personal intellectual education to the teacher. The teacher needs this type of education more than any one else. A teacher can never truly teach unless he is still learning. This means that a teacher needs to continue to develop himself intellectually if he will assist in the intellectual development of his students.
Philosophy of education helps to reduce the incidence of every one being his own philosopher of education.
The study of philosophy of education enables teachers to appraise their progress and shortcomings, against the background of the aims and objectives of an educational programme. It also helps educators to know their work and therefore do it better.
Finally, philosophy of education helps in the development of a critical mind in the teacher and promotes same in their students. As teachers, our objective is to produce students who should be better than us. Teachers should allow students to observe, explore their environment, formulate their own hypotheses and find ways of resolving their problems through unhindered inquiry.

3

Basic issues in metaphysics (Joseph Omoregbe, 1999) Check YEAR 2017 Q1(a), YEAR 2016 Q2, YEAR 2013 Q2(a)
a) The Problem of Essence and Existence: J.P. Sartre’s main contention is that existence precedes essence, as opposed to traditional western philosophy, which gives primacy to essence over existence. Philosophers are divided over which comes first? Is it existence or essence? This is the standing controversy.
b) The Problem of Appearance and Reality: It is a truism to say that appearance deceives, and that our senses often deceive us. We cannot therefore always take things as they appear to us, nor can we always rely on our senses, since they sometimes deceive us. Parmenides, Plato and Rene Descartes mistrust senses as a means of acquiring knowledge. For instance, Betrand Russell says, we assume as certain many things which on closer scrutiny are found to be so full of apparent contradictions that only a great amount of thought enables us to know what is it that we really may believe. The controversy here is whether appearance is the same thing as reality or appearance is one thing and reality is another.
c) Problem of Unity and Diversity: It is true that unity and diversity are observable in the universe. How is it that there is a basic unity in the midst of amazing diversity of things in the universe? The Ionians, the earliest philosophers in the West, were struck by the unity as well as diversity of things in the universe. These philosophers adopted a monistic explanation and held that all these are basically one though in various forms. In Western Philosophy, three approaches have been adopted, namely; the monistic, the dualistic and the pluralistic approaches so as to explain the problem of unity and diversity in metaphysics.
d) The Problem of Freedom and Determinism: It is commonly believed that man is free; that he makes use of his freedom the way he likes and is therefore held morally responsible for whatever he does. The theory of determinism however denies that man is really free. According to this theory, determinism also is known as fatalism. The future is irrevocably fixed and man can do very little to change it. Logical determinists claim that every future event is caused and so it must either occur or not occur and so what we call history is the manifestation of divine will. Albert Einsten, the greatest scientist of the last millennium, argued along these lines.
e) The Problem of Change and Permanence: One of the earliest problems in Western philosophy is the problem of change and permanence. Which of the two elements, i.e. change or permanence is primary? Heraclitus and Parmenides held extreme positions which subsequent philosophers tried to reconcile. While Heraclitus held that change was the basic feature of the universe, Parmenides held that permanence was the primary feature. Here lies the controversy.
f) The Problem of Being: For Parmenides whatever exists is being. To him, being is one, eternal and unchanging. Aristotle made reference to this being as God who is the pure being. St. Thomas Aquinas in a characteristic Christian metaphysics of being maintains that God is being par excellence. The Scholastic philosophers made a distinction between necessary being and contingent being. A necessary being owes his existence to no other being outside himself. A contingent being is not responsible for its own existence, and does not contain within itself the sufficient reason for its existence. Philosophers are divided over this metaphysical issue of reality. Some see being as whatever exists, while others take a mystical approach and see it as a hidden, mysterious reality which is both immanent and transcendent, and which is the source of all things.
g) The Problem of Substance: This metaphysical problem has continued to attract the attention of philosophers. Aristotle distinguished between substance and accident. Substance is whatever exists on its own, while its opposite, accident, is whatever cannot exist on its own but only inherent, in other things. According to John Locke, when we look at things what we see are actual qualities, colour, height, size etc. But we know qualities cannot exist on their own as they must be existing in something which supports them. This is how we come to form ideas of substance.
h) The Problem of Universals: Philosophers in succession hold that things such as beauty, justice, goodness, whiteness, humanity etc are universals. They are universal concepts and not just ideas in the mind. We recognize them in things that exhibit them, and this means that they are real, though they are not physical. Socrates was the first philosopher in the West to articulate the issues of universals. He insisted on the distinction between the universals and the things that exhibit them.
i) The Problem of Causality: Cause is that which is responsible for bringing something into existence. The statement, 'every thing has a cause' is taken to be of universal application. Since there is no event that has no cause, nothing ever happens without cause. Scientists tell us that the universe is an orderly cosmos, not chaotic universe where anything can happen. In other words it is a universe governed by laws and things happen only according to these laws. This is the basic presupposition of modern science, and all that scientists do, is to understand these laws so as to know the kind of causes that can produce certain kinds of desirable effects.
j) Problem of Mind-Body Interaction: The question of the nature of the human mind and its relation with the body has long been a controversial issue. Different philosophers have conceived mind differently. Plato, Augustine, Aquinas and Descartes conceive the mind as a separate substance that exists on its own without the body. Others like David Hume and Betrand Russsell have denied that the mind is a separate substance that can exist independently of the body. This problem, like other philosophical problems, still remains unsolved to the satisfaction of all philosophers.

4

The various types of knowledge, their sources, their methods of acquisition and validation are discussed below . Check YEAR 2023 Q4b, YEAR 2017 Q6a, YEAR 2016 Q4, YEAR 2012 Q5b
Empirical Knowledge: This is the type of knowledge we obtain through observation of the things around us, through our senses and through personal experiences from actions in which we are involved.
Rational Knowledge: It is a law of reasoning and argumentation, which applies to most school subjects. The hallmark of this type of knowledge is that the conclusions being inferred must logically follow from what went before. The fact that there is a teacher implies that there must be a learner. The mathematical subjects, philosophy and logic are good examples of rational knowledge.
Revealed Knowledge: This is a type of knowledge that just has to be accepted by faith. This type of knowledge is considered as the final word of God Almighty, which cannot be subjected to empirical tests or rational analyses. It is not open to observation, or empirical tests, nor can be proven by logic and human reasoning.
Intuitive or Insight Knowledge: It comes as a flash into the mind. Archimedes was reported to have had a vision of the law of floatation in a flash while taking his bath. He was so overwhelmed by the vision that he rushed naked to record such a very important insightful knowledge before it escaped his memory.

5

‘A just and Egalitarian Society’ is one of the clauses, intentions or goals in the National Policy on Education through which Nigeria’s philosophy of education draws its strength . Check YEAR 2015 Q6b, YEAR 2012 Q2
This is one of the goals which forms the basis of the Nigerian Philosophy of Education. It entails justice and fairness. In turn, the principle of fairness leads to the principle of equity. Equity demands fairness to all at times.

6

The specific issues in the criticism against the British system of education for Nigeria according to Nwangwu (2003) include : Check YEAR 2015 Q4
a) It laid emphasis on academic.
b) The educational opportunity was restricted at the upper level of the system.
c) British grammar school system of education was transimposed in Nigeria without due consideration to the culture, environment and the aspiration s of Nigeria as a country.
d) It laid emphasis on religion with bible and catechism forming the major substance of reading, writing and scripture.
e) Examples in Arithmetic and English had no relationship with Africa as a continent.
f) The medium of instruction was colonial language – English.
g) The system encouraged rote learning, which does not produce critical mind.

" + mySubjectSelected + " " + myClassSelected + "

February 2022 (BAY States: Borno, Adamawa and Yobe)

1

" + weekNum + "

Give three (3) branches of Philosophy and their bearings on the theory and practice of Education.

2

" + weekNum + "

As a teacher trainee, justify the inclusion of Philosophy of Education in teacher Education Programme.

3

" + weekNum + "

Discuss the reasons why Philosophers disagree on the subject matter of Metaphysics.

4

" + weekNum + "

List any two (2) Scholars of Thought you learnt in this course and explain their educational implications on the Nigerian school systems.

5

" + weekNum + "

Briefly trace the evolution of Philosophy of Nigerian Education.

6

" + weekNum + "

Expatiate why Philosophy is regarded as the mother of all disciplines of study.

" + mySubjectSelected + " " + myClassSelected + "

1

Branches of Philosophy are metaphysics, epistemology and axiology . Each of these branches has its bearings on the theory and practice of education as discussed below.
Metaphysics is a branch of philosophy that enquires into the problem of existence . Metaphysics has its bearings on the theory and practice of education because during our short stay here on earth, man will continue to ponder; continue to ask questions and continue to search for answers and solutions to the questions of wonders that surround man .
Epistemology literally means the study of knowledge. Epistemology has its bearings on the theory and practice of education because it is a branch of philosophy which is concerned with posing, reflecting and examining questions related to knowledge or knowing .
Axiology is the study of values . It is a branch of philosophy that tries to evaluate the various basis or grounds of our interests, choices, preferences, wants and desires.

2

Justification for the inclusion of Philosophy of Education in teacher education programme Check YEAR 2023 Q2b, YEAR 2022 Q1, YEAR 2022 Q2, YEAR 2019 Q2, YEAR 2015 Q2(a), YEAR 2013 Q1
Philosophy of education refers to the technical or professional philosophical view of education. It provides a thorough and hard look at the educational system, to analyze it, and after deep reflection, to produce an alternative system.
Philosophy involves personal critical thinking rather than taking statements and recommendations from others for granted. When a teacher engages in thinking on the subject himself, he discovers other dimensions, which other educators have neglected.
Secondly, philosophy gives more weight to validity or soundness of an argument rather than to the authority of the person arguing the case. Therefore, it encourages the teacher to look at educational problems more critically, clearing them of the confusions that personal interests, prejudices and emotions usually introduce to educational discussions.
Again, philosophy has a humbling effect on those who pursue it, in that it forces one to keep an open mind on any subject, since new evidence may render one’s previous opinion less tenable. This is for good teachers who are traditionally regarded as conservative and dogmatic on educational matters. The hallmark of a scholar is humility. Socrates, the father of philosophy asserted that, 'it is not what wise men say that constitutes wisdom; rather the beginning of wisdom is when one knows how ignorant he/she is'. This humble attribute enables us to keep on learning even from our students and stops us from arrogating all knowledge and wisdom to ourselves.
Thirdly, philosophy of education helps at higher level of policy making and goal-setting for education. It makes the teacher not to be at the receiving end of the educational policies formulated by others. He will now be cooperating with others to formulate more adequate policies, which he will implement in the classroom. As it were, any educational policy formulated will be implemented by the teacher, but he is never part of the policy. Many policies suffer poor implementation because the implementers have not been part and parcel of the policy formulation.
Philosophy of Education offers personal intellectual education to the teacher. The teacher needs this type of education more than any one else. A teacher can never truly teach unless he is still learning. This means that a teacher needs to continue to develop himself intellectually if he will assist in the intellectual development of his students.
Philosophy of education helps to reduce the incidence of every one being his own philosopher of education.
The study of philosophy of education enables teachers to appraise their progress and shortcomings, against the background of the aims and objectives of an educational programme. It also helps educators to know their work and therefore do it better.
Finally, philosophy of education helps in the development of a critical mind in the teacher and promotes same in their students. As teachers, our objective is to produce students who should be better than us. Teachers should allow students to observe, explore their environment, formulate their own hypotheses and find ways of resolving their problems through unhindered inquiry

3

Reasons why Philosophers disagree on the subject matter of Metaphysics.
Man is a metaphysical being . In other words, metaphysics is part and parcel of man. This makes every man think differently even on the same subject matter.
Metaphysics is an enquiry into the world and the world beyond . It involves the study of theory beyond nature. Since no one can claim definite knowledge about the world beyond, philosophers therefore tend to disagree on the subject matter of metaphysics.

4

Idealism: This school of thought believes that 'ultimate reality is spiritual rather than physical, mental rather than material'. Reality is an activity of an individual’s mind and thoughts. All that exists in the universe is a manifestation of the spirit. These proponents believe that man is a spiritual being who exercises free will and is responsible for all his actions and inactions. Check YEAR 2015 Q5
Existentialism and its educational implications . Check YEAR 2017 Q5
a) Individual responsibility: Education should provide for an individual to be able to be responsible for himself and the greater society.
b) Adaptive ability: Education should be able to equip the individual to be able to adapt to the natural phenomena of life.
c) Explorative capacity: Education should create in the individual an awareness, which stimulates him to explore the nature of his being.
d) Individual uniqueness: Education should develop in the child, the spirit of uniqueness.
e) Moral obligations: Education should develop in the child, moral obligations which create awareness for him to recognize the vanity and nothingness of being.

5

The lapses identified in the British system of education for Nigeria by Nwangwu (2003) necessitated Nigeria to develop the vision of a country it aspires to be and then fashioned out the type of education that can be used to realize it .
The criticisms culminated in the 1969 National Conference on Curriculum Development.

6

All disciplines were seen and understood from philosophical perspective . That is, knowledge in all the sciences as well as all the social sciences as we know them today i.e. physics, chemistry, biology, geography, sociology, economics, religion, etc, extends from Philosophy. Check YEAR 2023 Q1b

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Define philosophy of Education.

1. (b)

" + weekNum + "

Discuss the following senses of philosophy: i. Common or Popular senses ii. Professional or Technical senses

2

" + weekNum + "

Discuss the relevance of the study of philosophy of education to teacher in training.

3

" + weekNum + "

Assess the four (4) focus which was addressed by pragmatism as it relates to man and nature.

4

" + weekNum + "

Identify and examine the educational implications of existentialism to education in Nigeria.

5

" + weekNum + "

Identify and discuss three (3) educational implications of a great and Dynamic Economy as spelt out in the national policy on education.

6

" + weekNum + "

Examine five (5) criteria that should constitute knowledge.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Philosophy of education is defined as the technical or professional philosophical view of education aimed towards providing a thorough and hard look at the educational system, analyzing it, and after deep reflection, producing an alternative system. Check YEAR 2023 Q1a, YEAR 2022 Q1, YEAR 2013 Q1, YEAR 2019 Q1a
Philosophy of Education offers personal intellectual education to the teacher. The teacher needs this type of education more than anyone else. A teacher can never truly teach unless he is still learning. This means that a teacher needs to continue to develop himself intellectually if he will assist in the intellectual development of his students .

1 (b)

Check YEAR 2019 Q1b

2

Justification for the inclusion of Philosophy of Education in teacher education programme Check YEAR 2022 Q1, YEAR 2022 Q2, YEAR 2021 Q2, YEAR 2015 Q2(a), YEAR 2013 Q1, YEAR 2019 Q2
Philosophy of education refers to the technical or professional philosophical view of education. It provides a thorough and hard look at the educational system, to analyze it, and after deep reflection, to produce an alternative system.
Philosophy involves personal critical thinking rather than taking statements and recommendations from others for granted. When a teacher engages in thinking on the subject himself, he discovers other dimensions, which other educators have neglected.
Secondly, philosophy gives more weight to validity or soundness of an argument rather than to the authority of the person arguing the case. Therefore, it encourages the teacher to look at educational problems more critically, clearing them of the confusions that personal interests, prejudices and emotions usually introduce to educational discussions.
Again, philosophy has a humbling effect on those who pursue it, in that it forces one to keep an open mind on any subject, since new evidence may render one’s previous opinion less tenable. This is for good teachers who are traditionally regarded as conservative and dogmatic on educational matters. The hallmark of a scholar is humility. Socrates, the father of philosophy asserted that, 'it is not what wise men say that constitutes wisdom; rather the beginning of wisdom is when one knows how ignorant he/she is'. This humble attribute enables us to keep on learning even from our students and stops us from arrogating all knowledge and wisdom to ourselves.
Thirdly, philosophy of education helps at higher level of policy making and goal-setting for education. It makes the teacher not to be at the receiving end of the educational policies formulated by others. He will now be cooperating with others to formulate more adequate policies, which he will implement in the classroom. As it were, any educational policy formulated will be implemented by the teacher, but he is never part of the policy. Many policies suffer poor implementation because the implementers have not been part and parcel of the policy formulation.
Philosophy of Education offers personal intellectual education to the teacher. The teacher needs this type of education more than any one else. A teacher can never truly teach unless he is still learning. This means that a teacher needs to continue to develop himself intellectually if he will assist in the intellectual development of his students.
Philosophy of education helps to reduce the incidence of every one being his own philosopher of education.
The study of philosophy of education enables teachers to appraise their progress and shortcomings, against the background of the aims and objectives of an educational programme. It also helps educators to know their work and therefore do it better.
Finally, philosophy of education helps in the development of a critical mind in the teacher and promotes same in their students. As teachers, our objective is to produce students who should be better than us. Teachers should allow students to observe, explore their environment, formulate their own hypotheses and find ways of resolving their problems through unhindered inquiry

3

Basically, pragmatism addresses the following about man and nature :
a) That nothing is permanent and the only thing that is permanent is change.
b) That values are relative.
c) That man has both biological and social nature.
d) That man is very intelligent and calls for the use of his critical intellectual ability.

4

Existentialism and its educational implications . Check YEAR 2017 Q5, YEAR 2019 Q4
a) Individual responsibility: Education should provide for an individual to be able to be responsible for himself and the greater society.
b) Adaptive ability: Education should be able to equip the individual to be able to adapt to the natural phenomena of life.
c) Explorative capacity: Education should create in the individual an awareness, which stimulates him to explore the nature of his being.
d) Individual uniqueness: Education should develop in the child, the spirit of uniqueness.
e) Moral obligations: Education should develop in the child, moral obligations which create awareness for him to recognize the vanity and nothingness of being.

5

Educational implications of a great and dynamic economy
a) Design programmes that will encourage self-reliance for the beneficiaries.
b) Teach civic responsibilities that will orientate the attitudes of Nigerians towards uprightness, hardwork, honesty and satisfaction.
c) Provide conducive teaching/learning environment through democratic processes.

6

Criteria for knowledge / criteria of knowledge Check YEAR 2012 Q5(a), YEAR 2019 Q6
a) Certainty: This means that knowledge should be validly proved. We have treated this condition of knowledge earlier.
b) Existence: This means that knowledge should have existential reference. In other words, what should constitute knowledge should be that which exists. What does not exist should not constitute knowledge.
c) Validity: This means that knowledge should not be self-contradictory.
d) Veracity: This means knowledge expresses truth. Falsehood does not constitute knowledge. It is the truth inherent in knowledge that makes it reliable and certain.
e) Utility: This is to say knowledge is either useful in its direct benefit to the knower or in its potential for creating further knowledge.

" + mySubjectSelected + " " + myClassSelected + "

Saturday 3rd August 2019

1. (a)

" + weekNum + "

Define philosophy of Education.

1. (b)

" + weekNum + "

Discuss the following senses of philosophy: i. Common or Popular senses ii. Professional or Technical senses

2

" + weekNum + "

Discuss the relevance of the study of philosophy of education to teacher in training.

3

" + weekNum + "

Assess the four (4) focus which was addressed by pragmatism as it relates to man and nature.

4

" + weekNum + "

Identify and examine the educational implications of existentialism to education in Nigeria.

5

" + weekNum + "

Identify and discuss three (3) educational implications of a great and Dynamic Economy as spelt out in the national policy on education.

6

" + weekNum + "

Examine five (5) criteria that should constitute knowledge.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Philosophy of education is defined as the technical or professional philosophical view of education aimed towards providing a thorough and hard look at the educational system, analyzing it, and after deep reflection, producing an alternative system. Check YEAR 2023 Q1a, YEAR 2022 Q1, YEAR 2013 Q1, YEAR 2019 Q1a
Philosophy of Education offers personal intellectual education to the teacher. The teacher needs this type of education more than anyone else. A teacher can never truly teach unless he is still learning. This means that a teacher needs to continue to develop himself intellectually if he will assist in the intellectual development of his students .

1 (b)

Check YEAR 2019 Q1b

2

Justification for the inclusion of Philosophy of Education in teacher education programme Check YEAR 2022 Q1, YEAR 2022 Q2, YEAR 2021 Q2, YEAR 2015 Q2(a), YEAR 2013 Q1, YEAR 2019 Q2
Philosophy of education refers to the technical or professional philosophical view of education. It provides a thorough and hard look at the educational system, to analyze it, and after deep reflection, to produce an alternative system.
Philosophy involves personal critical thinking rather than taking statements and recommendations from others for granted. When a teacher engages in thinking on the subject himself, he discovers other dimensions, which other educators have neglected.
Secondly, philosophy gives more weight to validity or soundness of an argument rather than to the authority of the person arguing the case. Therefore, it encourages the teacher to look at educational problems more critically, clearing them of the confusions that personal interests, prejudices and emotions usually introduce to educational discussions.
Again, philosophy has a humbling effect on those who pursue it, in that it forces one to keep an open mind on any subject, since new evidence may render one’s previous opinion less tenable. This is for good teachers who are traditionally regarded as conservative and dogmatic on educational matters. The hallmark of a scholar is humility. Socrates, the father of philosophy asserted that, 'it is not what wise men say that constitutes wisdom; rather the beginning of wisdom is when one knows how ignorant he/she is'. This humble attribute enables us to keep on learning even from our students and stops us from arrogating all knowledge and wisdom to ourselves.
Thirdly, philosophy of education helps at higher level of policy making and goal-setting for education. It makes the teacher not to be at the receiving end of the educational policies formulated by others. He will now be cooperating with others to formulate more adequate policies, which he will implement in the classroom. As it were, any educational policy formulated will be implemented by the teacher, but he is never part of the policy. Many policies suffer poor implementation because the implementers have not been part and parcel of the policy formulation.
Philosophy of Education offers personal intellectual education to the teacher. The teacher needs this type of education more than any one else. A teacher can never truly teach unless he is still learning. This means that a teacher needs to continue to develop himself intellectually if he will assist in the intellectual development of his students.
Philosophy of education helps to reduce the incidence of every one being his own philosopher of education.
The study of philosophy of education enables teachers to appraise their progress and shortcomings, against the background of the aims and objectives of an educational programme. It also helps educators to know their work and therefore do it better.
Finally, philosophy of education helps in the development of a critical mind in the teacher and promotes same in their students. As teachers, our objective is to produce students who should be better than us. Teachers should allow students to observe, explore their environment, formulate their own hypotheses and find ways of resolving their problems through unhindered inquiry

3

Basically, pragmatism addresses the following about man and nature :
a) That nothing is permanent and the only thing that is permanent is change.
b) That values are relative.
c) That man has both biological and social nature.
d) That man is very intelligent and calls for the use of his critical intellectual ability.

4

Existentialism and its educational implications . Check YEAR 2017 Q5, YEAR 2019 Q4
a) Individual responsibility: Education should provide for an individual to be able to be responsible for himself and the greater society.
b) Adaptive ability: Education should be able to equip the individual to be able to adapt to the natural phenomena of life.
c) Explorative capacity: Education should create in the individual an awareness, which stimulates him to explore the nature of his being.
d) Individual uniqueness: Education should develop in the child, the spirit of uniqueness.
e) Moral obligations: Education should develop in the child, moral obligations which create awareness for him to recognize the vanity and nothingness of being.

5

Educational implications of a great and dynamic economy
a) Design programmes that will encourage self-reliance for the beneficiaries.
b) Teach civic responsibilities that will orientate the attitudes of Nigerians towards uprightness, hardwork, honesty and satisfaction.
c) Provide conducive teaching/learning environment through democratic processes.

6

Criteria for knowledge / criteria of knowledge Check YEAR 2012 Q5(a), YEAR 2019 Q6
a) Certainty: This means that knowledge should be validly proved. We have treated this condition of knowledge earlier.
b) Existence: This means that knowledge should have existential reference. In other words, what should constitute knowledge should be that which exists. What does not exist should not constitute knowledge.
c) Validity: This means that knowledge should not be self-contradictory.
d) Veracity: This means knowledge expresses truth. Falsehood does not constitute knowledge. It is the truth inherent in knowledge that makes it reliable and certain.
e) Utility: This is to say knowledge is either useful in its direct benefit to the knower or in its potential for creating further knowledge.

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Examine Metaphysics as a branch of Philosophy and six (6) basic issues involved therein. (15 marks)

1. (b)

" + weekNum + "

Examine any five (5) ways metaphysical issues shape and affect education. (10 marks)

2. (a)

" + weekNum + "

Knowledge is defined as 'justified true belief'. State three (3) conditions of knowledge. (6 marks)

2. (b)

" + weekNum + "

Distinguish between knowledge and belief. (3 marks)

2. (c)

" + weekNum + "

Discuss any four (4) implications of the conditions of knowledge for teaching and learning. (16 marks)

3

" + weekNum + "

Critically examine any five (5) obvious pragmatist features in education. (25 marks)

4. (a)

" + weekNum + "

Define the term 'Axiology'. (5 marks)

4. (b)

" + weekNum + "

Highlight four (4) reasons why axiology is important in education. (20 marks)

5

" + weekNum + "

Examine any five (5) postulates of existentialism and their educational implications. (25 marks)

6. (a)

" + weekNum + "

State and discuss four (4) main sources of knowledge. (12 marks)

6. (b)

" + weekNum + "

Discuss the relationship between knowledge and education. (13 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Speculative philosophy is sub-divided into Metaphysics and Epistemology.
The word metaphysics has a simple or literal meaning and a technical meaning. It is a branch of philosophy that enquires into the problem of existence. It tries to resolve the issues of what is the ground and basis of all existence.
Basic issues in metaphysics (Joseph Omoregbe, 1999) Check YEAR 2022 Q3, YEAR 2016 Q2, YEAR 2013 Q2(a)
1. The Problem of Essence and Existence: J.P. Sartre’s main contention is that existence precedes essence, as opposed to traditional western philosophy, which gives primacy to essence over existence. Philosophers are divided over which comes first? Is it existence or essence? This is the standing controversy.
2. The Problem of Appearance and Reality: It is a truism to say that appearance deceives, and that our senses often deceive us. We cannot therefore always take things as they appear to us, nor can we always rely on our senses, since they sometimes deceive us. Parmenides, Plato and Rene Descartes mistrust senses as a means of acquiring knowledge. For instance, Betrand Russell says, we assume as certain many things which on closer scrutiny are found to be so full of apparent contradictions that only a great amount of thought enables us to know what is it that we really may believe. The controversy here is whether appearance is the same thing as reality or appearance is one thing and reality is another.
3. Problem of Unity and Diversity: It is true that unity and diversity are observable in the universe. How is it that there is a basic unity in the midst of amazing diversity of things in the universe? The Ionians, the earliest philosophers in the West, were struck by the unity as well as diversity of things in the universe. These philosophers adopted a monistic explanation and held that all these are basically one though in various forms. In Western Philosophy, three approaches have been adopted, namely; the monistic, the dualistic and the pluralistic approaches so as to explain the problem of unity and diversity in metaphysics.
4. The Problem of Freedom and Determinism: It is commonly believed that man is free; that he makes use of his freedom the way he likes and is therefore held morally responsible for whatever he does. The theory of determinism however denies that man is really free. According to this theory, determinism also is known as fatalism. The future is irrevocably fixed and man can do very little to change it. Logical determinists claim that every future event is caused and so it must either occur or not occur and so what we call history is the manifestation of divine will. Albert Einsten, the greatest scientist of the last millennium, argued along these lines.
5. The Problem of Change and Permanence: One of the earliest problems in Western philosophy is the problem of change and permanence. Which of the two elements, i.e. change or permanence is primary? Heraclitus and Parmenides held extreme positions which subsequent philosophers tried to reconcile. While Heraclitus held that change was the basic feature of the universe, Parmenides held that permanence was the primary feature. Here lies the controversy.
6. The Problem of Being: For Parmenides whatever exists is being. To him, being is one, eternal and unchanging. Aristotle made reference to this being as God who is the pure being. St. Thomas Aquinas in a characteristic Christian metaphysics of being maintains that God is being par excellence. The Scholastic philosophers made a distinction between necessary being and contingent being. A necessary being owes his existence to no other being outside himself. A contingent being is not responsible for its own existence, and does not contain within itself the sufficient reason for its existence. Philosophers are divided over this metaphysical issue of reality. Some see being as whatever exists, while others take a mystical approach and see it as a hidden, mysterious reality which is both immanent and transcendent, and which is the source of all things.
7. The Problem of Substance: This metaphysical problem has continued to attract the attention of philosophers. Aristotle distinguished between substance and accident. Substance is whatever exists on its own, while its opposite, accident, is whatever cannot exist on its own but only inherent, in other things. According to John Locke, when we look at things what we see are actual qualities, colour, height, size etc. But we know qualities cannot exist on their own as they must be existing in something which supports them. This is how we come to form ideas of substance.
8. The Problem of Universals: Philosophers in succession hold that things such as beauty, justice, goodness, whiteness, humanity etc are universals. They are universal concepts and not just ideas in the mind. We recognize them in things that exhibit them, and this means that they are real, though they are not physical. Socrates was the first philosopher in the West to articulate the issues of universals. He insisted on the distinction between the universals and the things that exhibit them.
9. The Problem of Causality: Cause is that which is responsible for bringing something into existence. The statement, 'every thing has a cause' is taken to be of universal application. Since there is no event that has no cause, nothing ever happens without cause. Scientists tell us that the universe is an orderly cosmos, not chaotic universe where anything can happen. In other words it is a universe governed by laws and things happen only according to these laws. This is the basic presupposition of modern science, and all that scientists do, is to understand these laws so as to know the kind of causes that can produce certain kinds of desirable effects.
10. Problem of Mind-Body Interaction: The question of the nature of the human mind and its relation with the body has long been a controversial issue. Different philosophers have conceived mind differently. Plato, Augustine, Aquinas and Descartes conceive the mind as a separate substance that exists on its own without the body. Others like David Hume and Betrand Russsell have denied that the mind is a separate substance that can exist independently of the body. This problem, like other philosophical problems, still remains unsolved to the satisfaction of all philosophers.

1 (b)

Relevance of metaphysics to education
In what ways do metaphysical issues shape and affect education?
Contributions of metaphysics to education
Man is a metaphysical being. In other words, metaphysics is part and parcel of man. Man is always fascinated by his creation on earth, the universe, the existence of God and all he sees around. Therefore, educational policy, curriculum of study and teaching methodology, all have their manifestations in metaphysical beliefs. Therefore, the metaphysical beliefs of man are translated into education policy, curriculum content and teaching methodology.
Man through metaphysics search for coherence in the realm of knowledge and experience. He believes that education is the best instrument for development. As such, man’s concepts about the universe and its essence or purposes are the ones that he translates into education in order to better his life. Therefore, Modern nation states enshrined education in their constitutions as fundamental right of man by virtue of being born human.

2 (a)

CONDITIONS OF KNOWLEDGE A.J. Ayer (1955)
1. What one said to know be true
2. That one be sure of it (ability to justify)
3. That one should have the right to be sure.

2 (b)

S/N knowledge Belief
1 You can ascertain its truth, proven, justified and become acceptable. You can neither ascertain its truth nor reach conclusive evidence.
Knowledge, however, entails belief in the sense that a person cannot say that he knows something but that he does not believe it. I know it but I don’t believe it, is an incongruous statement for anybody to make. Belief can pass into knowledge. What was formerly an object of belief can become an object of knowledge. This happens when what was formerly believed becomes justified.

2 (c)

1. The inculcation of a strong knowledge base, which can be proven, justified and which is true and acceptable.
2. The teacher should help the learner to distinguish between knowledge and belief, knowledge and opinion.
3. The school stands out as the most formidable agency in the transmission of specialized knowledge to the learners.
4. Teachers in schools and colleges in the process of transmission of specialized knowledge should ensure that the conditions of knowledge highlighted are fulfilled and justified for reasonable acceptance by the learners.

3

1. Education should serve as an end and a means i.e. Education should improve man and serve as a means of doing things. In other words, education should serve as a tool for mobility and instrument for practical and successful living.
2. Education is life, hence it should be sort for/ and provided at all times adequately.
3. Teachers should always develop relevant scientific and practical approach/ methodology in imparting knowledge in their students.
4. Educational system should constantly reflect the rapid changes in the world of knowledge.
5. Education, which should be child-centred, should be systematically provided in such a way that it constantly challenges the intellectual ability of the learner through experiments.
6. Since man is a social animal and unique in nature, education should provide democratic setting to accommodate the individual differences in human nature.

4 (a)

It is the study of values. Man is a valuing animal. He prefers some things to others. Man has likes, dislikes, preferences. Check YEAR 2023 Q5a

4 (b)

Man has so many attributes, which include being a social animal, a rational being which has implications for axiology
However, it does not follow as of necessity that man will always behave rationally or take into consideration others in the society. This brings about the role of education . Education draws out and develops what is distinctively human in man.
Again, man is not capable of living a solitary life. Man therefore, inescapably (or inevitably) lives in the society and by implication must comply with the societal demands. Therefore, education provides a democratic setting to accommodate the individual differences in human nature.

5

Existentialism and its educational implications. Check YEAR 2019 Q4
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.

6 (a)

The various types of knowledge, their sources, their methods of acquisition and validation are discussed below . Check YEAR 2022 Q4, YEAR 2016 Q4, YEAR 2012 Q5(b)
Empirical Knowledge: This is the type of knowledge we obtain through observation of the things around us, through our senses and through personal experiences from actions in which we are involved.
Rational Knowledge: It is a law of reasoning and argumentation, which applies to most school subjects. The hallmark of this type of knowledge is that the conclusions being inferred must logically follow from what went before. The fact that there is a teacher implies that there must be a learner. The mathematical subjects, philosophy and logic are good examples of rational knowledge.
Revealed Knowledge: This is a type of knowledge that just has to be accepted by faith. This type of knowledge is considered as the final word of God Almighty, which cannot be subjected to empirical tests or rational analyses. It is not open to observation, or empirical tests, nor can be proven by logic and human reasoning.
Intuitive or Insight Knowledge: It comes as a flash into the mind. Archimedes was reported to have had a vision of the law of floatation in a flash while taking his bath. He was so overwhelmed by the vision that he rushed naked to record such a very important insightful knowledge before it escaped his memory.

6 (b)

The search for knowledge and truth is the most common task of both philosophy and education.
In the course of time, the human race has put together a stock of knowledge whose truth has repeatedly been confirmed. To impact a selection of this knowledge to the growing person is the school’s most important task. This makes the development of the intellect the primary concern of all educators, even though the social, physical and emotional aspects of human development are also included in the scheme of things.

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Outline the similarities and differences between Philosophy and Science. (15 marks)

1. (b)

" + weekNum + "

In your own view, why do you think philosophy is regarded as a child of failure? (10 marks)

2

" + weekNum + "

Write short notes on: (a) Essence and Existence (b) Appearance and Reality (c) Unity and Diversity (d) Freedom and Determination. (25 marks)

3

" + weekNum + "

Explain the meaning of metaphysics and its relevance to teacher education programme. (25 marks)

4

" + weekNum + "

Critically examine any four (4) sources of knowledge. (25 marks)

5. (a)

" + weekNum + "

Define logic. (10 marks)

5. (b)

" + weekNum + "

Discuss any three (3) methods of Logic. (15 marks)

6. (a)

" + weekNum + "

Define empirical knowledge and state any two (2) of its strength and two (2) of its weakness. (14 marks)

6. (b)

" + weekNum + "

Examine the relationship between empirical and rational knowledge. (11 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

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.

1 (b)

We resort to philosophy when things are wrong with us. That is why philosophy is said to be a child of failure. The great books written in philosophy were authored by those who were either worried, disappointed, disillusioned or fascinated by the happenings of their times.

2

Basic issues in metaphysics (Joseph Omoregbe, 1999) Check YEAR 2022 Q3, YEAR 2017 Q1(a), YEAR 2013 Q2(a)
a) Essence and Existence: J.P. Sartre’s main contention is that existence precedes essence, as opposed to traditional western philosophy, which gives primacy to essence over existence. Philosophers are divided over which comes first? Is it existence or essence? This is the standing controversy.
b) Appearance and Reality: It is a truism to say that appearance deceives, and that our senses often deceive us. We cannot therefore always take things as they appear to us, nor can we always rely on our senses, since they sometimes deceive us. Parmenides, Plato and Rene Descartes mistrust senses as a means of acquiring knowledge. For instance, Betrand Russell says, we assume as certain many things which on closer scrutiny are found to be so full of apparent contradictions that only a great amount of thought enables us to know what is it that we really may believe. The controversy here is whether appearance is the same thing as reality or appearance is one thing and reality is another.
c) Unity and Diversity: It is true that unity and diversity are observable in the universe. How is it that there is a basic unity in the midst of amazing diversity of things in the universe? The Ionians, the earliest philosophers in the West, were struck by the unity as well as diversity of things in the universe. These philosophers adopted a monistic explanation and held that all these are basically one though in various forms. In Western Philosophy, three approaches have been adopted, namely; the monistic, the dualistic and the pluralistic approaches so as to explain the problem of unity and diversity in metaphysics.
d) Freedom and Determinism: It is commonly believed that man is free; that he makes use of his freedom the way he likes and is therefore held morally responsible for whatever he does. The theory of determinism however denies that man is really free. According to this theory, determinism also is known as fatalism. The future is irrevocably fixed and man can do very little to change it. Logical determinists claim that every future event is caused and so it must either occur or not occur and so what we call history is the manifestation of divine will. Albert Einsten, the greatest scientist of the last millennium, argued along these lines.

3

Define metaphysics.
Relevance of metaphysics to education
In what ways do metaphysical issues shape and affect education?
Contributions of metaphysics to education
Man is a metaphysical being. In other words, metaphysics is part and parcel of man. Man is always fascinated by his creation on earth, the universe, the existence of God and all he sees around. Therefore, educational policy, curriculum of study and teaching methodology, all have their manifestations in metaphysical beliefs. Therefore, the metaphysical beliefs of man are translated into education policy, curriculum content and teaching methodology.
Man through metaphysics search for coherence in the realm of knowledge and experience. He believes that education is the best instrument for development. As such, man’s concepts about the universe and its essence or purposes are the ones that he translates into education in order to better his life. Therefore, Modern nation states enshrined education in their constitutions as fundamental right of man by virtue of being born human.

4

The various types of knowledge, their sources, their methods of acquisition and validation are discussed below . Check YEAR 2022 Q4, YEAR 2017 Q6(a), YEAR 2012 Q5(b)
Empirical Knowledge: This is the type of knowledge we obtain through observation of the things around us, through our senses and through personal experiences from actions in which we are involved.
Rational Knowledge: It is a law of reasoning and argumentation, which applies to most school subjects. The hallmark of this type of knowledge is that the conclusions being inferred must logically follow from what went before. The fact that there is a teacher implies that there must be a learner. The mathematical subjects, philosophy and logic are good examples of rational knowledge.
Revealed Knowledge: This is a type of knowledge that just has to be accepted by faith. This type of knowledge is considered as the final word of God Almighty, which cannot be subjected to empirical tests or rational analyses. It is not open to observation, or empirical tests, nor can be proven by logic and human reasoning.
Intuitive or Insight Knowledge: It comes as a flash into the mind. Archimedes was reported to have had a vision of the law of floatation in a flash while taking his bath. He was so overwhelmed by the vision that he rushed naked to record such a very important insightful knowledge before it escaped his memory.

5 (a)

Logic can be defined as a process of reasoning that helps one to think more correctly and avoids fallacies. Ethics can be equated with logic.

5 (b)

The study of ethics can be likened to the study of logic. The study of logic does help one to think more correctly and avoids fallacies. The study of ethics helps to elevate one’s moral standard.
Work in Progress WIPP

6 (a)

Empirical Knowledge: This is the type of knowledge we obtain through observation of the things around us, through our senses and through personal experiences from actions in which we are involved.
Strength
It endows mankind with scientific attitude, which is the attitude of subjecting any truth we know or hold to verification .
Weakness
The senses alone without the co-operation of reason cannot furnish us with knowledge . The senses alone without reason cannot furnish us with knowledge.

6 (b)

It must be noted that the senses alone without the co-operation of reason cannot furnish us with knowledge. Until reason interprets them and gives them meaning, they are simply raw data without meaning . Sense perception requires the cooperation of reason in order to produce knowledge. The teacher, in teaching and learning processes, should appeal to both sensation and reason of the learner to produce knowledge.

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Differentiate between Axiology, Ethics and Aesthetics. (15 marks)

1. (b)

" + weekNum + "

Discuss the relationship between Aesthetics and education. (10 marks)

2. (a)

" + weekNum + "

Justify the inclusion of philosophy of education in teacher education programme. (15 marks)

2. (b)

" + weekNum + "

Discuss the differences between Philosophy and Science. (10 marks)

3. (a)

" + weekNum + "

Discuss the positions taken by Existentialists on man and nature. (20 marks)

3. (b)

" + weekNum + "

What are the implications of Existentialism on education? (5 marks)

4

" + weekNum + "

List and discuss any five (5) of the criticisms against the British System of Education in Nigeria. (25 marks)

5

" + weekNum + "

Enumerate the features of Idealism and explain their educational implications. (25 marks)

6. (a)

" + weekNum + "

Briefly examine the evolution of Nigeria's Philosophy of Education. (15 marks)

6. (b)

" + weekNum + "

List the five (5) national goals from which Nigeria's philosophy of education draws its strength. (10 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

S/N Axiology Ethics Aesthetics
1 Axiology is divided into two components; ethics and aesthetic. It is a component of axiology. It is a branch of axiology.
2 It is the study of values. Man is a valuing animal. He prefers some things to others. Man has likes, dislikes, preferences. Ethics is the systematic study of the norms of human behavior. It is a normative science of human conduct. It deals with the norms of right conduct. It describes the way things ought to be. Ethics can be equated with logic. Aesthetic deals with the norm of beauty.

1 (b)

Education is built on the principles of morality as its foundation. This is the meeting point between axiology, ethics and aesthetic on one hand, and education on the other hand.

2 (a)

It is the technical or professional philosophical view of education. It provides a thorough and hard look at the educational system, to analyze it, and after deep reflection, to produce an alternative system.
To reduce the incidence of every one being his own philosopher of education.
Philosophy involves personal critical thinking rather than taking statements and recommendations from others for granted. When a teacher engages in thinking on the subject himself, he discovers other dimensions, which other educators have neglected.
Secondly, philosophy gives more weight to validity or soundness of an argument rather than to the authority of the person arguing the case. Therefore, it encourages the teacher to look at educational problems more critically, clearing them of the confusions that personal interests, prejudices and emotions usually introduce to educational discussions.
Again, philosophy has a humbling effect on those who pursue it, in that it forces one to keep an open mind on any subject, since new evidence may render one’s previous opinion less tenable. This is for good teachers who are traditionally regarded as conservative and dogmatic on educational matters. The hallmark of a scholar is humility. Socrates, the father of philosophy asserted that, 'it is not what wise men say that constitutes wisdom; rather the beginning of wisdom is when one knows how ignorant he/she is'. This humble attribute enables us to keep on learning even from our students and stops us from arrogating all knowledge and wisdom to ourselves.
Thirdly, philosophy of education helps at higher level of policy making and goal-setting for education. It makes the teacher not to be at the receiving end of the educational policies formulated by others. He will now be cooperating with others to formulate more adequate policies, which he will implement in the classroom. As it were, any educational policy formulated will be implemented by the teacher, but he is never part of the policy. Many policies suffer poor implementation because the implementers have not been part and parcel of the policy formulation.
Philosophy of Education offers personal intellectual education to the teacher. The teacher needs this type of education more than any one else. A teacher can never truly teach unless he is still learning. This means that a teacher needs to continue to develop himself intellectually if he will assist in the intellectual development of his students.
The study of philosophy of education enables teachers to appraise their progress and shortcomings, against the background of the aims and objectives of an educational programme. It also helps educators to know their work and therefore do it better.
Finally, philosophy of education helps in the development of a critical mind in the teacher and promotes same in their students. As teachers, our objective is to produce students who should be better than us. Teachers should allow students to observe, explore their environment, formulate their own hypotheses and find ways of resolving their problems through unhindered inquiry.

2 (b)

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.

3 (a)

Reality is what human beings experience. Therefore, they should recognize that life has its beauty, its joy and sorrow, happiness and sadness, success and failure, growth and decay etc. Thus, man must make the best out of any situation. Thus, if individual makes a choice he is responsible for this choice, if he fails to make a choice, he will of necessity take the risk and responsibility following his inaction.

3 (b)

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.

4

The specific issues in the criticism against the British system of education for Nigeria according to Nwangwu (2003) include : Check YEAR 2022 Q6
1. It laid emphasis on academic.
2. The system encouraged rote learning, which does not produce critical mind.
3. Examples in Arithmetic and English had no relationship with Africa as a continent.
4. The medium of instruction was colonial language – English.
5. The educational opportunity was restricted at the upper level of the system.
6. British grammar school system of education was transimposed in Nigeria without due consideration to the culture, environment and the aspiration s of Nigeria as a country.
7. It laid emphasis on religion with bible and catechism forming the major substance of reading, writing and scripture.

5

This school of thought believes that 'ultimate reality is spiritual rather than physical, mental rather than material'. Reality is an activity of an individual’s mind and thoughts. All that exists in the universe is a manifestation of the spirit. These proponents believe that man is a spiritual being who exercises free will and is responsible for all his actions and inactions. Check YEAR 2021 Q4
1. Idealism sees the pupil as a spiritual being whose purpose in life is to express his own nature and to develop in accordance with his own rate of potentiality. The mind of the child therefore is conceived as something towards which reference should be made. Education should therefore cater for the child. He should be allowed his personal freedom, because man is a fragment of the universe.
2. The teacher is very vital and has an important place in the proper education of the child. He is worth emulating. Teachers should therefore be role models.
3. The teacher draws and brings out approved knowledge for the pupil i.e. knowledge that is approved to be true.
4. True knowledge lies in the idea of reason ( Plato).
5. Hegel is of the opinion that knowledge is valid only to the extent that it forms a system- this statement is regarded as the Hegelian Coherent Theory of Truth i.e. knowledge is unified not fragmented. Thus, teaching must be systematic and unified. This has implications for curriculum development.
6. The purpose of teaching is to stimulate the pupil to discover the meaning of the information he is given.
7. To the idealist, values are absolute and unchanging. The child should learn to live by internal principles, which put him in harmony with the greater spiritual home to which he belongs.
8. The good life is possible only within a highly organized political environment. The school should therefore be democratic.

6 (a)

Criticisms against the British system of education culminated in the 1969 National Conference on Curriculum Development. The aim of the conference was to fashion out the philosophy of Nigeria’s education that would respond to the needs and aspirations of Nigerians. The outcome of the conference was the emergence of the National Policy on Education (NPE) of 1977. The NPE was anchored on the current educational system, which is the 6 – 3 –3 –4. i.e six years primary, first three years junior secondary, followed by another three years senior secondary and the last four years tertiary education. Check YEAR 2023 Q5c

6 (b)

The goals in the National Policy on Education provide a source through which Nigeria’s philosophy of education draws its strength . Check YEAR 2023 Q6c, YEAR 2022 Q5, YEAR 2012 Q2
1. A free and democratic society.
2. A just and egalitarian society.
3. A united, strong and self-reliant nation.
4. A great and dynamic economy.
5. A land full of bright opportunities for all citizens.

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Explain the term, 'Philosophy of Education' and justify the need for its study in teacher education programme. (25 marks)

2. (a)

" + weekNum + "

Define Metaphysics and examine its basic issues. (20 marks)

2. (b)

" + weekNum + "

Differentiate between permanence and change in Philosophy. (5 marks)

3. (a)

" + weekNum + "

Examine the meaning and scope of Axiology as a branch of Philosophy. (10 marks)

3. (b)

" + weekNum + "

What are the educational implications of Axiology? (15 marks)

4. (a)

" + weekNum + "

List five (5) philosophers whose ideas have positive impact on education in Nigeria. (5 marks)

4. (b)

" + weekNum + "

Discuss three (3) similarities and two (2) de-similarities between philosophy and science. (20)

5. (a)

" + weekNum + "

What do you understand by the term 'Philosophy'? (10 marks)

5. (b)

" + weekNum + "

List and discuss the three (3) modes of Philosophy you know. (15 marks)

6

" + weekNum + "

Explain the meaning of 'child centeredness' and outline three (3) roles of a teacher in the classroom that would bring about child centeredness. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1

Meaning of philosophy of education and justification for its study in teacher education programme Check YEAR 2022 Q1, YEAR 2022 Q2, YEAR 2021 Q2, YEAR 2019 Q1(a), YEAR 2015 Q2(a)
Philosophy of education refers to the technical or professional philosophical view of education. It provides a thorough and hard look at the educational system, to analyze it, and after deep reflection, to produce an alternative system.
Philosophy involves personal critical thinking rather than taking statements and recommendations from others for granted. When a teacher engages in thinking on the subject himself, he discovers other dimensions, which other educators have neglected.
Secondly, philosophy gives more weight to validity or soundness of an argument rather than to the authority of the person arguing the case. Therefore, it encourages the teacher to look at educational problems more critically, clearing them of the confusions that personal interests, prejudices and emotions usually introduce to educational discussions.
Again, philosophy has a humbling effect on those who pursue it, in that it forces one to keep an open mind on any subject, since new evidence may render one’s previous opinion less tenable. This is for good teachers who are traditionally regarded as conservative and dogmatic on educational matters. The hallmark of a scholar is humility. Socrates, the father of philosophy asserted that, 'it is not what wise men say that constitutes wisdom; rather the beginning of wisdom is when one knows how ignorant he/she is'. This humble attribute enables us to keep on learning even from our students and stops us from arrogating all knowledge and wisdom to ourselves.
Thirdly, philosophy of education helps at higher level of policy making and goal-setting for education. It makes the teacher not to be at the receiving end of the educational policies formulated by others. He will now be cooperating with others to formulate more adequate policies, which he will implement in the classroom. As it were, any educational policy formulated will be implemented by the teacher, but he is never part of the policy. Many policies suffer poor implementation because the implementers have not been part and parcel of the policy formulation.
Philosophy of Education offers personal intellectual education to the teacher. The teacher needs this type of education more than any one else. A teacher can never truly teach unless he is still learning. This means that a teacher needs to continue to develop himself intellectually if he will assist in the intellectual development of his students.
Philosophy of education helps to reduce the incidence of every one being his own philosopher of education.
The study of philosophy of education enables teachers to appraise their progress and shortcomings, against the background of the aims and objectives of an educational programme. It also helps educators to know their work and therefore do it better.
Finally, philosophy of education helps in the development of a critical mind in the teacher and promotes same in their students. As teachers, our objective is to produce students who should be better than us. Teachers should allow students to observe, explore their environment, formulate their own hypotheses and find ways of resolving their problems through unhindered inquiry.

2 (a)

Meaning of metaphysics.
Speculative philosophy is sub-divided into Metaphysics and Epistemology.
The word metaphysics has a simple or literal meaning and a technical meaning. It is a branch of philosophy that enquires into the problem of existence. It tries to resolve the issues of what is the ground and basis of all existence.
Epistemology is defined as the study of knowledge. It is the theory of knowledge. It is the branch of philosophy which is concerned with posing, reflecting and examining questions related to knowledge or knowing.
Basic issues in metaphysics (Joseph Omoregbe, 1999) Check YEAR 2022 Q3, YEAR 2017 Q1(a), YEAR 2016 Q2
(i) The Problem of Essence and Existence: J.P. Sartre’s main contention is that existence precedes essence, as opposed to traditional western philosophy, which gives primacy to essence over existence. Philosophers are divided over which comes first? Is it existence or essence? This is the standing controversy.
(ii) The Problem of Appearance and Reality: It is a truism to say that appearance deceives, and that our senses often deceive us. We cannot therefore always take things as they appear to us, nor can we always rely on our senses, since they sometimes deceive us. Parmenides, Plato and Rene Descartes mistrust senses as a means of acquiring knowledge. For instance, Betrand Russell says, we assume as certain many things which on closer scrutiny are found to be so full of apparent contradictions that only a great amount of thought enables us to know what is it that we really may believe. The controversy here is whether appearance is the same thing as reality or appearance is one thing and reality is another.
(iii) Problem of Unity and Diversity: It is true that unity and diversity are observable in the universe. How is it that there is a basic unity in the midst of amazing diversity of things in the universe? The Ionians, the earliest philosophers in the West, were struck by the unity as well as diversity of things in the universe. These philosophers adopted a monistic explanation and held that all these are basically one though in various forms. In Western Philosophy, three approaches have been adopted, namely; the monistic, the dualistic and the pluralistic approaches so as to explain the problem of unity and diversity in metaphysics.
(iv) The Problem of Freedom and Determinism: It is commonly believed that man is free; that he makes use of his freedom the way he likes and is therefore held morally responsible for whatever he does. The theory of determinism however denies that man is really free. According to this theory, determinism also is known as fatalism. The future is irrevocably fixed and man can do very little to change it. Logical determinists claim that every future event is caused and so it must either occur or not occur and so what we call history is the manifestation of divine will. Albert Einsten, the greatest scientist of the last millennium, argued along these lines.
(v) The Problem of Change and Permanence: One of the earliest problems in Western philosophy is the problem of change and permanence. Which of the two elements, i.e. change or permanence is primary? Heraclitus and Parmenides held extreme positions which subsequent philosophers tried to reconcile. While Heraclitus held that change was the basic feature of the universe, Parmenides held that permanence was the primary feature. Here lies the controversy.
(vi) The Problem of Being: For Parmenides whatever exists is being. To him, being is one, eternal and unchanging. Aristotle made reference to this being as God who is the pure being. St. Thomas Aquinas in a characteristic Christian metaphysics of being maintains that God is being par excellence. The Scholastic philosophers made a distinction between necessary being and contingent being. A necessary being owes his existence to no other being outside himself. A contingent being is not responsible for its own existence, and does not contain within itself the sufficient reason for its existence. Philosophers are divided over this metaphysical issue of reality. Some see being as whatever exists, while others take a mystical approach and see it as a hidden, mysterious reality which is both immanent and transcendent, and which is the source of all things.
(vii) The Problem of Substance: This metaphysical problem has continued to attract the attention of philosophers. Aristotle distinguished between substance and accident. Substance is whatever exists on its own, while its opposite, accident, is whatever cannot exist on its own but only inherent, in other things. According to John Locke, when we look at things what we see are actual qualities, colour, height, size etc. But we know qualities cannot exist on their own as they must be existing in something which supports them. This is how we come to form ideas of substance.
(viii) The Problem of Universals: Philosophers in succession hold that things such as beauty, justice, goodness, whiteness, humanity etc are universals. They are universal concepts and not just ideas in the mind. We recognize them in things that exhibit them, and this means that they are real, though they are not physical. Socrates was the first philosopher in the West to articulate the issues of universals. He insisted on the distinction between the universals and the things that exhibit them.
(ix) The Problem of Causality: Cause is that which is responsible for bringing something into existence. The statement, 'every thing has a cause' is taken to be of universal application. Since there is no event that has no cause, nothing ever happens without cause. Scientists tell us that the universe is an orderly cosmos, not chaotic universe where anything can happen. In other words it is a universe governed by laws and things happen only according to these laws. This is the basic presupposition of modern science, and all that scientists do, is to understand these laws so as to know the kind of causes that can produce certain kinds of desirable effects.
(x) Problem of Mind-Body Interaction: The question of the nature of the human mind and its relation with the body has long been a controversial issue. Different philosophers have conceived mind differently. Plato, Augustine, Aquinas and Descartes conceive the mind as a separate substance that exists on its own without the body. Others like David Hume and Betrand Russsell have denied that the mind is a separate substance that can exist independently of the body. This problem, like other philosophical problems, still remains unsolved to the satisfaction of all philosophers.

2 (b)

Parmenides held that permanence was primary feature of the universe while Heraclitus believes that change is basic feature of the universe.

3 (a)

It is the study of value and value in turn is what we want, cherish, desire, need, appreciate or our preference
Axiology is sub-divided into two components; ethics and aesthetic .

3 (b)

Education is built on the principles of morality as its foundation. This is the meeting point between axiology, ethics and aesthetic on one hand, and education on the other hand.

4 (a)

Philosopher Type of Philosophy
Blaise Pascal (French) Existentialism
Plato Idealism
John Locke Realism
Aristotle Realism
St Thomas Aquinas Realism

4 (b)

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.

5 (a)

Philosophy is derived from two Greek words: Philos meaning to 'love' and Sophia meaning 'wisdom'. Put together 'Philosophia' means the 'love of wisdom'.
The literal meaning of philosophy therefore is 'the love for a high degree of knowledge'.
Philosophy involves personal critical thinking rather than taking statements and recommendations from others for granted.
Some of the definitions are worth stating as below:
1. A way of simplifying complex ideas and statements about our experiences in life in order to make sense out of (make us understand) them.
2. A rational attempt in finding solutions to fundamental problems of man.
3. A constant and endless quest by man in trying to find out many riddles of the universe so that he can find out a meaningful framework for the expression of all thoughts, actions and observable phenomena.
4. What an individual accepts as his guiding principles, which prompt him to act, in different ways at different times, places and circumstances.
5. A rational investigation, which examines nature and the reasons behind events happening in the world.

5 (b)

Modes of philosophy:
Speculative Philosophy: Metaphysics and Epistemology.
Prescriptive Philosophy
Analytic Philosophy

6

Education, which should be child-centred, should be systematically provided in such a way that it constantly challenges the intellectual ability of the learner through experiments.

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Write short but concise notes on any three of the following schools of Philosophical thought: Idealism, Realism, Existentialism, Pragmatism

2

" + weekNum + "

Outline the national goals and articulate how education can assist in the utilisation of these goals.

3

" + weekNum + "

Extensively address five (5) issues in Metaphysics.

4. (a)

" + weekNum + "

Define education as the birth-child of Philosophy, and justify its study in the PGDE programme.

4. (b)

" + weekNum + "

Briefly trace the evolution of philosophy and identify its modes.

5. (a)

" + weekNum + "

Epistemology is defined as the theory of knowledge by which we pose, reflect and examine questions related to knowledge. Substantiate this and mention the criteria for knowledge.

5. (b)

" + weekNum + "

State and briefly explain the four (4) sources of knowledge.

6. (a)

" + weekNum + "

Explicate the term axiology and state its benefits to education.

6. (b)

" + weekNum + "

State its branches and explain how they relate to education.

" + mySubjectSelected + " " + myClassSelected + "

1

Schools of thought in Philosophy. Check YEAR 2023 Q6a
(i) Idealism: This school of thought believes that 'ultimate reality is spiritual rather than physical, mental rather than material'. Reality is an activity of an individual’s mind and thoughts.
All that exists in the universe is a manifestation of the spirit. These proponents believe that man is a spiritual being who exercises free will and is responsible for all his actions and inactions.
(ii) Realism: Realism (or materialism) describes the universe as an entity that actually exists in concrete form. That is, ultimate reality exists in matter . This is contrary to the view of the idealism school of thought which argues that ultimate reality exists in the spiritual realm . Under the realism theory, something is real only when it is experienced, thus, the popular saying 'seeing is believing'. Value is permanent and objective .
(iii) Existentialism: This theory describes an individual as an entity that has a freedom to choose or not to. It argues that the ultimate reality exists in individual experiences that stem from his choice or failure to make a choice . Thus, it argues that education should develop in a child, the responsibility to own up to himself and the greater society .
(iv) Pragmatism: Pragmatism is often described as an action with utility value. Its central focus is on the practical and scientific utility of knowledge . Proponents of pragmatism theory believe that knowledge is only meaningful when it is put to use . Thus, practical ideas and experimentation preoccupies the pursuit of knowledge. It claims that nothing is permanent and that values are relative

2

The goals in the National Policy on Education provide a source through which Nigeria’s philosophy of education draws its strength . Check YEAR 2022 Q5, YEAR 2015 Q6(b)
1. A free and democratic society.
2. A just and egalitarian society.
3. A united, strong and self-reliant nation.
4. A great and dynamic economy.
5. A land full of bright opportunities for all citizens.

3

Basic issues in metaphysics (Joseph Omoregbe, 1999)
1. The Problem of Essence and Existence: J.P. Sartre’s main contention is that existence precedes essence, as opposed to traditional western philosophy, which gives primacy to essence over existence. Philosophers are divided over which comes first? Is it existence or essence? This is the standing controversy.
2. The Problem of Appearance and Reality: It is a truism to say that appearance deceives, and that our senses often deceive us. We cannot therefore always take things as they appear to us, nor can we always rely on our senses, since they sometimes deceive us. Parmenides, Plato and Rene Descartes mistrust senses as a means of acquiring knowledge. For instance, Betrand Russell says, we assume as certain many things which on closer scrutiny are found to be so full of apparent contradictions that only a great amount of thought enables us to know what is it that we really may believe. The controversy here is whether appearance is the same thing as reality or appearance is one thing and reality is another.
3. Problem of Unity and Diversity: It is true that unity and diversity are observable in the universe. How is it that there is a basic unity in the midst of amazing diversity of things in the universe? The Ionians, the earliest philosophers in the West, were struck by the unity as well as diversity of things in the universe. These philosophers adopted a monistic explanation and held that all these are basically one though in various forms. In Western Philosophy, three approaches have been adopted, namely; the monistic, the dualistic and the pluralistic approaches so as to explain the problem of unity and diversity in metaphysics.
4. The Problem of Freedom and Determinism: It is commonly believed that man is free; that he makes use of his freedom the way he likes and is therefore held morally responsible for whatever he does. The theory of determinism however denies that man is really free. According to this theory, determinism also is known as fatalism. The future is irrevocably fixed and man can do very little to change it. Logical determinists claim that every future event is caused and so it must either occur or not occur and so what we call history is the manifestation of divine will. Albert Einsten, the greatest scientist of the last millennium, argued along these lines.
5. The Problem of Change and Permanence: One of the earliest problems in Western philosophy is the problem of change and permanence. Which of the two elements, i.e. change or permanence is primary? Heraclitus and Parmenides held extreme positions which subsequent philosophers tried to reconcile. While Heraclitus held that change was the basic feature of the universe, Parmenides held that permanence was the primary feature. Here lies the controversy.
6. The Problem of Being: For Parmenides whatever exists is being. To him, being is one, eternal and unchanging. Aristotle made reference to this being as God who is the pure being. St. Thomas Aquinas in a characteristic Christian metaphysics of being maintains that God is being par excellence. The Scholastic philosophers made a distinction between necessary being and contingent being. A necessary being owes his existence to no other being outside himself. A contingent being is not responsible for its own existence, and does not contain within itself the sufficient reason for its existence. Philosophers are divided over this metaphysical issue of reality. Some see being as whatever exists, while others take a mystical approach and see it as a hidden, mysterious reality which is both immanent and transcendent, and which is the source of all things.
7. The Problem of Substance: This metaphysical problem has continued to attract the attention of philosophers. Aristotle distinguished between substance and accident. Substance is whatever exists on its own, while its opposite, accident, is whatever cannot exist on its own but only inherent, in other things. According to John Locke, when we look at things what we see are actual qualities, colour, height, size etc. But we know qualities cannot exist on their own as they must be existing in something which supports them. This is how we come to form ideas of substance.
8. The Problem of Universals: Philosophers in succession hold that things such as beauty, justice, goodness, whiteness, humanity etc are universals. They are universal concepts and not just ideas in the mind. We recognize them in things that exhibit them, and this means that they are real, though they are not physical. Socrates was the first philosopher in the West to articulate the issues of universals. He insisted on the distinction between the universals and the things that exhibit them.
9. The Problem of Causality: Cause is that which is responsible for bringing something into existence. The statement, 'every thing has a cause' is taken to be of universal application. Since there is no event that has no cause, nothing ever happens without cause. Scientists tell us that the universe is an orderly cosmos, not chaotic universe where anything can happen. In other words it is a universe governed by laws and things happen only according to these laws. This is the basic presupposition of modern science, and all that scientists do, is to understand these laws so as to know the kind of causes that can produce certain kinds of desirable effects.
10. Problem of Mind-Body Interaction: The question of the nature of the human mind and its relation with the body has long been a controversial issue. Different philosophers have conceived mind differently. Plato, Augustine, Aquinas and Descartes conceive the mind as a separate substance that exists on its own without the body. Others like David Hume and Betrand Russsell have denied that the mind is a separate substance that can exist independently of the body. This problem, like other philosophical problems, still remains unsolved to the satisfaction of all philosophers.

4 (a)

Justification for the study of Philosophy of Education in Teacher Education Programme. Check YEAR 2022 Q2, YEAR 2021 Q2, YEAR 2015 Q2(a), YEAR 2013 Q1
Philosophy involves personal critical thinking rather than taking statements and recommendations from others for granted. When a teacher engages in thinking on the subject himself, he discovers other dimensions, which other educators have neglected.
Secondly, philosophy gives more weight to validity or soundness of an argument rather than to the authority of the person arguing the case. Therefore, it encourages the teacher to look at educational problems more critically, clearing them of the confusions that personal interests, prejudices and emotions usually introduce to educational discussions.
Again, philosophy has a humbling effect on those who pursue it, in that it forces one to keep an open mind on any subject, since new evidence may render one’s previous opinion less tenable. This is for good teachers who are traditionally regarded as conservative and dogmatic on educational matters. The hallmark of a scholar is humility. Socrates, the father of philosophy asserted that, 'it is not what wise men say that constitutes wisdom; rather the beginning of wisdom is when one knows how ignorant he/she is'. This humble attribute enables us to keep on learning even from our students and stops us from arrogating all knowledge and wisdom to ourselves.
Thirdly, philosophy of education helps at higher level of policy making and goal-setting for education. It makes the teacher not to be at the receiving end of the educational policies formulated by others. He will now be cooperating with others to formulate more adequate policies, which he will implement in the classroom. As it were, any educational policy formulated will be implemented by the teacher, but he is never part of the policy. Many policies suffer poor implementation because the implementers have not been part and parcel of the policy formulation.
Philosophy of Education offers personal intellectual education to the teacher. The teacher needs this type of education more than any one else. A teacher can never truly teach unless he is still learning. This means that a teacher needs to continue to develop himself intellectually if he will assist in the intellectual development of his students.
Philosophy of education helps to reduce the incidence of every one being his own philosopher of education.
The study of philosophy of education enables teachers to appraise their progress and shortcomings, against the background of the aims and objectives of an educational programme. It also helps educators to know their work and therefore do it better.
Finally, philosophy of education helps in the development of a critical mind in the teacher and promotes same in their students. As teachers, our objective is to produce students who should be better than us. Teachers should allow students to observe, explore their environment, formulate their own hypotheses and find ways of resolving their problems through unhindered inquiry

4 (b)

Philosophy all started by asking second–order questions and are of the nature: How do you know? What do you mean? and why is it so? All these questions demand reasons. They all appeal to reason in attempting to offer answers to the kind of questions they raised. In most cases, their approach was dialogical, whereby an individual presents a view and another questions it and vice versa. The kind of questions they all asked were only those that demanded for reasons. Philosophical questions only demand for reasons.
Second – order questions can be distinguished from first order questions, which require empirical answers such as what is this? Where is it? And when was it? But, first order questions are empirical or scientific in nature. They need definite and verifiable answers.
Modes of philosophy:
Speculative Philosophy: Metaphysics and Epistemology.
Prescriptive Philosophy
Analytic Philosophy

5 (a)

It helps teachers to appreciate the conceptual differences between knowledge and related terms like beliefs and opinions.
It helps teachers to understand the different sources of knowledge thereby greatly improving on their methods of teaching.
It enables the teacher to know the type of knowledge he imparts, the sources and how much relevance can be placed on them.
Criteria for knowledge / criteria of knowledge Check YEAR 2019 Q6
(i) Certainty: This means that knowledge should be validly proved. We have treated this condition of knowledge earlier.
(ii) Existence: This means that knowledge should have existential reference. In other words, what should constitute knowledge should be that which exists. What does not exist should not constitute knowledge.
(iii) Validity: This means that knowledge should not be self-contradictory.
(iv) Veracity: This means knowledge expresses truth. Falsehood does not constitute knowledge. It is the truth inherent in knowledge that makes it reliable and certain.
(v) Utility: This is to say knowledge is either useful in its direct benefit to the knower or in its potential for creating further knowledge.
Important implications of criteria for knowledge / criteria of knowledge in education
Content: It suggests that no item on the curriculum must be included that has no existential reference.
Relevance: Knowledge should be such that has utility value.
Method: Teachers should always be certain about what they teach as well as make themselves as explicit as possible rather than being contradictory. They should always be certain of what they say or write clearly.

5 (b)

The various types of knowledge, their sources, their methods of acquisition and validation are discussed below . Check YEAR 2022 Q4, YEAR 2017 Q6(a), YEAR 2016 Q4
Empirical Knowledge: This is the type of knowledge we obtain through observation of the things around us, through our senses and through personal experiences from actions in which we are involved.
Rational Knowledge: It is a law of reasoning and argumentation, which applies to most school subjects. The hallmark of this type of knowledge is that the conclusions being inferred must logically follow from what went before. The fact that there is a teacher implies that there must be a learner. The mathematical subjects, philosophy and logic are good examples of rational knowledge.
Revealed Knowledge: This is a type of knowledge that just has to be accepted by faith. This type of knowledge is considered as the final word of God Almighty, which cannot be subjected to empirical tests or rational analyses. It is not open to observation, or empirical tests, nor can be proven by logic and human reasoning.
Intuitive or Insight Knowledge: It comes as a flash into the mind. Archimedes was reported to have had a vision of the law of floatation in a flash while taking his bath. He was so overwhelmed by the vision that he rushed naked to record such a very important insightful knowledge before it escaped his memory.

6 (a)

It is the study of value and value in turn is what we want, cherish, desire, need, appreciate or our preference
Education is a value-laden enterprise, as such values abound everywhere in educational practice. That is, education is a value, both intrinsic and extrinsic
Values are the basis of any choice and decision making in all matters of education. Therefore, it will be worth a teacher’s time to be familiar with the value basis of the education, which he imparts to the child. Axiology provides the platform for teachers to familiarize with values.
Axiology is sub-divided into two components; ethics and aesthetic .

6 (b)

Axiology is sub-divided into two components; ethics and aesthetic .
Ethics: This is the systematic study of norms and ensuring that human beings conform to them. Human nature is neither totally good nor totally bad. Therefore, education comes in to prepare him for a useful living in the society. This stresses the importance of the study of ethics for the upliftment of high moral standard. He who knows is more likely disposed to doing the right thing than he who does not know.
Aesthetic: It deals with the norm of beauty. In other words, this branch of ideology is concerned with appreciating beauty in nature and art. In the same vein, beauty contests have become a common place in our modern world to satisfy the crave for beauty and its appreciation.

" + mySubjectSelected + " " + myClassSelected + "

Friday 19th July 2024, 1st Paper out of 2 Papers per Day. (8th Paper in a Row).

1

" + weekNum + "

In a logical order describe the eleven (11) steps to employ in educational research.

2

" + weekNum + "

Identify and explain six (6) ways of sourcing research topics.

3 (a)

" + weekNum + "

What do you understand by Research Hypothesis?

3 (b)

" + weekNum + "

List four (4) characteristics of a good research hypothesis.

3 (c)

" + weekNum + "

Enumerate four (4) uses of research in education.

4

" + weekNum + "

Highlight problems associated with education research and how they are abused.

5

" + weekNum + "

Bring and explain any four (4) basic types of educational research.

6 (a)

" + weekNum + "

Distinguish between Concept and Construct.

6 (b)

" + weekNum + "

Identify and discuss any five (5) different types of variables in educational research.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

1st September 2023 Friday, First Paper

1 (a)

" + weekNum + "

Define the concept of Educational Research.

1 (b)

" + weekNum + "

Identify the various types of variables in educational research and explain any Five (5).

1 (c)

" + weekNum + "

Discuss the various characteristics of educational research.

2 (a)

" + weekNum + "

Identify and discuss any Three (3) types of educational research.

2 (b)

" + weekNum + "

Discuss the stages of educational research.

3 (a)

" + weekNum + "

Enumerate and discuss any Five (5) sources of research topics.

3 (b)

" + weekNum + "

Write short notes on any Five (5) of the following: i. Reliability and validity of an instrument ii. Statement of the problem iii. Conceptual framework iv. Significance of the study v. Level of significance vi. Degree of freedom vii. Instrumentation

4 (a)

" + weekNum + "

Identify and discuss any Five (5) uses of research in Education.

4 (b)

" + weekNum + "

Outline the format of a research report.

5 (a)

" + weekNum + "

Differentiate among the following terms: i. Variable ii. Construct iii. Concept

5 (b)

" + weekNum + "

Identify any Six (6) basic methods of research in education and discuss any Three in full.

6

" + weekNum + "

Select any research topic of your choice and state the following: a. The problem of the study b. Objectives of the study (at least 2) c. Research questions d. Research hypothesis e. Research instrument f. Research design g. Scope and Delimitation of the study

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

What is research? Define educational research. Check YEAR 2019 Q2a, YEAR 2012 Q5a
Research is considered to be a more formal, systematic and intensive process of carrying on a scientific method of analysis (Best, 1977) . Research may be defined as the systematic and objective analysis and reporting of controlled observations with a view to arrive at the development of generalizations, principles, theories or explanation of phenomena (PDE708 Pg 1). The concept of educational research may be defined as the application of research in education.

1 (b)

Types of variables in educational research Check YEAR 2022 Q1, YEAR 2021 Q3, YEAR 2019 Q1b, YEAR 2016 Q2b, YEAR 2012 Q1
a) The independent variable is varied and has a presumed cause on another variable, the dependent variable. In an experiment, it is the manipulated variable. It is the variable under the control of the experimenter. In a non-experimental study, it is the variable that as a logical effect on the dependent variable.
b) The dependent variable’s effect alters concomitantly with changes or variations in the independent variable.
c) An active variable is manipulated. Manipulations mean that the experimenter has control over how the values change.
d) An attribute variable is measured and cannot be manipulated. A variable that cannot be manipulated is one where the experimenter has no control over the values of the variable.
e) A continuous variable is capable of taking on an ordered set of values within a certain range. Between two values there are an infinite number of other values. These variables reflect at least a rant order.
f) Categorical variables belong to a kind of measurement where objects are assigned to a subclass or subset. The subclasses are distinct and non-overlapping. All objects put into the same category are considered to have the same characteristic(s).
g) Latent variables are unobservable entities. They are assumed to underlie observed variables.
h) Intervening variables are constructs that account for internal unobservable psychological processes that account for behaviour. It cannot be seen but is inferred from behaviour, (Kerlinger, 1973)

1 (c)

Educational research possesses the following characteristics: Check YEAR 2016 Q1, YEAR 2013 Q1b
a) It is empirical: It involves the collection of data that can be used to draw conclusions. Conclusions are not based on what the author feels or think but on concrete evidence derived from data collected by careful observation of the events being investigated.
b) It is theoretical: Like scientific research, it also aims at building relevant theory that can explain certain phenomena among variables in educational situations.
c) It is cumulative: Each scientific investigation tries to build upon existing facts and theories and helps in refining and extending the existing principles.
d) It is non-ethical: They attempt to find a logical explanation for any action and avoid value judgement.
e) It is verifiable: The process adopted in any scientific investigation is such that it can be replicated by other researchers who invariably can get the same results, (Koleoso, 1999), all other things being equal.

2 (a)

The three basic types of educational research are historical, survey and experimental types. Check YEAR 2021 Q2, YEAR 2017 Q2b
a) Historical research: This type of research is based on oral evidence.
b) Survey type of research (or descriptive research): It is based on information gathered through questionnaires, interviews, inventories, rating scales, self-report, and observations.
c) Experimental (Empirical) Type: This type of research involves conducting experiments for research process.

2 (b)

Stages involved in executing an educational research . Check YEAR 2016 Q6b, YEAR 2015 Q6c. The logical steps you take when carrying out educational; research processes include (PDE708 Pg 9):
a. Identifying a researchable problem area, or need worth investigating;
b. reviewing related literature to the research topic;
c. Formulating research questions and hypotheses: This is done by formulating testable and measurable hypotheses and defining the basic concepts and variables.
d. Designing a study to collect pertinent data: This is by stating the underlying assumptions, which will govern the interpretations of results;
e. Collecting pertinent data for answering the research questions and testing the hypotheses;
f. Selecting the subjects using appropriate sampling procedures: This is by analyzing the data collected using appropriate statistics, to answer the research questions and testing the hypotheses of the study;
g. Controlling and/or manipulating relevant variables and establishing criteria to evaluate the outcome, identifying what variables can be measured and how to measure them;
h. Drawing necessary inferences or conclusions based on the results of the analysis;
i. Specifying the data collection procedure, that is, questionnaires, test construction and administration, interview and observations;
j. Selecting the data analysis methodology (this could be through manual or computer).

3 (a)

Sources of research problems or sources of research topics Check YEAR 2022 Q5, YEAR 2019 Q5a, YEAR 2017 Q4, YEAR 2016 Q5b
a) Academic adviser/project supervisor: An academic adviser or a project supervisor can be a source of research topic (Koleoso, 1999).
b) Personal experience: Serious students, through careful observations in his chosen field of study and interest, can identify a problem worthy of investigation.
c) Professional contact: A researcher can identify a researchable topic through contact with professional colleagues. Membership of professional associational and regular attendance at meetings, symposia, conferences, seminars and workshops, etc can serve as sources for research problems.
d) Previous studies: Recommendations and suggestions in previous studies can usually provide basis for a new research study. Recommendations and suggestions from previous research reports can be useful further research. Such recommendations and suggestions can usually provide bases for a researcher to select research problems.
e) Professional literature: A researcher needs to consult relevant textbooks, educational journals that are published in Nigeria, etc, to be able to conduct a good research work and effectively utilise the works.
f) Theory: A researcher can examine and use educational theories to basis for identifying worthwhile research problems.

3 (b)

Reliability and validity of an instrument: They are indicators that show what data to be gathered and hence how it will be gathered (PDE708 Pg 17).

4 (a)

The uses of research in education among all include the following: Check YEAR 2021 Q1, YEAR 2013 Q4
a) Assist to discover new ideas and relevant information on the identified problem.
b) Helps to establish creative and technological thinking.
c) Assists individuals and collective research work in solving local, state and national problems.
d) Helps to monitor the development and progress of education programmes.

4 (b)

Major components of education research. Essentially, a research project report comprises three major sections, viz: Check YEAR 2020 Q5b, YEAR 2019 Q5b, YEAR 2017 Q1a, YEAR 2012 Q3
(i) The preliminary section
(ii) The Main Body: The Main Body consists of the following sub-components: CHAPTER ONE – Introduction, CHAPTER TWO –Literature Review, CHAPTER THREE – Methodology, CHAPTER FOUR – Results and Discussion, CHAPTER FIVE – Summary, Conclusion and Recommendation
(iii) The References and the Appendices

5 (a)

Differences between concept and construct. Check YEAR 2019 Q1a, YEAR 2013 Q1a
S/N Variable Construct Concept
1 It is a property that can take on different values. It is a symbol to which values are assigned. It is a concept that has been formulated so that it can be used in science. It is an expression of an abstraction formed from generalization of particulars.

5 (b)

Basic methods of research / research methods Check YEAR 2022 Q2, YEAR 2019 Q2b, YEAR 2016 Q3
I. Descriptive Method: Describes systematically a situation or an area of interest factually and accurately, e.g. population census studies, public opinion surveys, fact-finding surveys, task analysis studies, questionnaire and interview studies, observation studies, job descriptions, etc
II. Case and Field Method: Studying intensively the current background status, and environmental interaction of a given social unit; an individual group, institution, or community, for example, the case study of a child whose IQ is above average, but who is having severe learning disabilities.
III. The Experimental Method: Investigates possible cause-and-effect relationships by exposing one or more experimental groups to one or more control groups not receiving the treatment.
IV. Survey Research Method: In a survey research method, you study large and small populations (or universes) by selecting and studying samples chosen from the populations to discover the relative incidence, distribution, and interrelations of sociological and psychological variables. Surveys covered by this definition are often called sample surveys. Probably because survey research developed as separate research activity, along with the development and improvement of sampling procedures. Survey research is considered to be a branch of social scientific research, which immediately distinguishes survey research from the status survey.
V. Applied Research: Applied research deals essentially with conducting research in an attempt to provide solutions. Under applied research, we have Action Research, Investigative Research, and Evaluation Research.

6

Select any research topic of your choice and state the following:
a. The problem of the study
b. Objectives of the study (at least 2)
c. Research questions
d. Research hypothesis
e. Research instrument
f. Research design
g. Scope and Delimitation of the study

" + mySubjectSelected + " " + myClassSelected + "

Friday 28th October 2022

1

" + weekNum + "

Identify and discuss any five (5) different types of variables in educational research.

2

" + weekNum + "

Explain in details the following methods of educational research: i. Descriptive method ii. Case and Field method iii. Experiment method iv. Survey research method v. Applied research method.

3

" + weekNum + "

Examine in a logical order, the five (5) steps to be employed in educational research.

4

" + weekNum + "

Give and discuss four (4) characteristics of a good research hypotheses.

5

" + weekNum + "

Identify and explain any five (5) ways of sourcing for research topics.

6

" + weekNum + "

Discuss five (5) criteria to be satisfied by research problem in order to justify its usefulness.

" + mySubjectSelected + " " + myClassSelected + "

1

Types of variables in educational research Check YEAR 2023 Q1b, YEAR 2021 Q3, YEAR 2019 Q1b, YEAR 2016 Q2b, YEAR 2012 Q1
a) The independent variable is varied and has a presumed cause on another variable, the dependent variable. In an experiment, it is the manipulated variable. It is the variable under the control of the experimenter. In a non-experimental study, it is the variable that as a logical effect on the dependent variable.
b) The dependent variable’s effect alters concomitantly with changes or variations in the independent variable.
c) An active variable is manipulated. Manipulations mean that the experimenter has control over how the values change.
d) An attribute variable is measured and cannot be manipulated. A variable that cannot be manipulated is one where the experimenter has no control over the values of the variable.
e) A continuous variable is capable of taking on an ordered set of values within a certain range. Between two values there are an infinite number of other values. These variables reflect at least a rant order.
f) Categorical variables belong to a kind of measurement where objects are assigned to a subclass or subset. The subclasses are distinct and non-overlapping. All objects put into the same category are considered to have the same characteristic(s).
g) Latent variables are unobservable entities. They are assumed to underlie observed variables.
h) Intervening variables are constructs that account for internal unobservable psychological processes that account for behaviour. It cannot be seen but is inferred from behaviour, (Kerlinger, 1973)

2

Basic methods of research / research methods Check YEAR 2023 Q5b, YEAR 2019 Q2b, YEAR 2016 Q3
I. Descriptive Method: Describes systematically a situation or an area of interest factually and accurately, e.g. population census studies, public opinion surveys, fact-finding surveys, task analysis studies, questionnaire and interview studies, observation studies, job descriptions, etc
II. Case and Field Method: Studying intensively the current background status, and environmental interaction of a given social unit; an individual group, institution, or community, for example, the case study of a child whose IQ is above average, but who is having severe learning disabilities.
III. The Experimental Method: Investigates possible cause-and-effect relationships by exposing one or more experimental groups to one or more control groups not receiving the treatment.
IV. Survey Research Method: In a survey research method, you study large and small populations (or universes) by selecting and studying samples chosen from the populations to discover the relative incidence, distribution, and interrelations of sociological and psychological variables. Surveys covered by this definition are often called sample surveys. Probably because survey research developed as separate research activity, along with the development and improvement of sampling procedures. Survey research is considered to be a branch of social scientific research, which immediately distinguishes survey research from the status survey.
V. Applied Research: Applied research deals essentially with conducting research in an attempt to provide solutions. Under applied research, we have Action Research, Investigative Research, and Evaluation Research.

3

The logical steps you take when carrying out educational research processes include: Check YEAR 2021 Q4, YEAR 2019 Q3, YEAR 2016 Q4, 2015 Q6(b)
a) identifying a researchable problem area, or need worth investigating;
b) reviewing or related literature to the research topic;
c) formulating research questions and hypotheses: This is by formulating testable and measurable hypotheses and define the basic concepts and variable.
d) Designing a study to collect pertinent data: This is by stating the underlying assumptions, which will govern the interpretations of results;
e) Collecting pertinent data for answering the research questions and testing the hypotheses;
f) Selecting the subjects using appropriate sampling procedures: This is by analyzing the data collected using appropriate statistics, to answer the research questions and testing the hypotheses of the study;
g) Control and/or manipulate relevant variables and established criteria to evaluate the outcome, identify what variable can be measured and how to measure them;
h) Drawing necessary inferences or conclusions based on the results of the analysis;
i) Specify the data collection procedure that is questionnaires, test construction and administration, interview and observations;
j) Select the data analysis methodology (this could be through manual or computer);
k) Evaluate results, draw conclusions, and make recommendations (Koleoso, 1999).

4

The characteristics of a good hypothesis are that it should be: Check YEAR 2019 Q4(b), YEAR 2017 Q1(b), YEAR 2016 Q5(a), YEAR 2012 Q4(b)
a) reasonable.
b) consistent with known facts or theories.
c) stated in such a way that it can be tested and found to be probably true or probably false.
d) stated in the simple possible terms.
e) it is a tentative answer to the question being investigated.

5

Sources of research problems or sources of research topics Check YEAR 2023 Q3a, YEAR 2019 Q5a, YEAR 2017 Q4, YEAR 2016 Q5b
a) Academic adviser/project supervisor: An academic adviser or a project supervisor can be a source of research topic (Koleoso, 1999).
b) Personal experience: Serious students, through careful observations in his chosen field of study and interest, can identify a problem worthy of investigation.
c) Professional contact: A researcher can identify a researchable topic through contact with professional colleagues. Membership of professional associational and regular attendance at meetings, symposia, conferences, seminars and workshops, etc can serve as sources for research problems.
d) Previous studies: Recommendations and suggestions in previous studies can usually provide basis for a new research study. Recommendations and suggestions from previous research reports can be useful further research. Such recommendations and suggestions can usually provide bases for a researcher to select research problems.
e) Professional literature: A researcher needs to consult relevant textbooks, educational journals that are published in Nigeria, etc, to be able to conduct a good research work and effectively utilise the works.
f) Theory: A researcher can examine and use educational theories to basis for identifying worthwhile research problems.

6

This also refers to evaluation of research problems A research problem must satisfy the following criteria in order to justify its usefulness. YEAR 2019 Q6, YEAR 2015 Q5(a)
a) Contribution to knowledge: The research problem and the solution should contribute to the body of knowledge in education.
b) Research-ability: The identified research problem must be researchable. The relationship between the school learning environment and students’ academic performance.
c) Suitability of the problem to current issues in education and the society at large.
d) The researcher must have interest in the problem
e) The research question (or problem) must be one that is feasible in the situation which the researcher find himself
f) Financial consideration: Many research studies have been abandoned half-way due to time and financial constraints (Koleoso, 1999).

" + mySubjectSelected + " " + myClassSelected + "

February 2022 (BAY States: Borno, Adamawa and Yobe)

1

" + weekNum + "

Give and explain fully four (4) reasons why research is relevant in Education.

2

" + weekNum + "

Briefly explain three (3) basic types of educational research.

3

" + weekNum + "

Identify and discuss five (5) different types of variables.

4

" + weekNum + "

Take a research topic of your choice and outline the steps you will take in carrying out the study.

5

" + weekNum + "

Highlight problems associated with educational research and how they are abused.

6

" + weekNum + "

Trace the historical development of educational research in Nigeria.

" + mySubjectSelected + " " + myClassSelected + "

1

The uses of research in education among all include the following: Check YEAR 2023 Q4a, YEAR 2013 Q4
a) Assist to discover new ideas and relevant information on the identified problem.
b) Helps to establish creative and technological thinking.
c) Assists individuals and collective research work in solving local, state and national problems.
d) Helps to monitor the development and progress of education programmes.

2

The three basic types of educational research are historical, survey and experimental types. Check YEAR 2023 Q2a, YEAR 2017 Q2b
a) Historical research: This type of research is based on oral evidence.
b) Survey type of research (or descriptive research): It is based on information gathered through questionnaires, interviews, inventories, rating scales, self-report, and observations.
c) Experimental (Empirical) Type: This type of research involves conducting experiments for research process.

3

Types of variables in educational research Check YEAR 2022 Q1, YEAR 2019 Q1(b), YEAR 2016 Q2(b), YEAR 2012 Q1
a) The independent variables: They vary and have a presumed cause on another variable, the dependent variable. In an experiment, they are the manipulated variables. They are variables under the control of the experimenter. In a non-experimental study, they are the variables that have a logical effect on the dependent variable.
b) The dependent variable: They are the variables whose behaviors under controlled conditions are allowed to change in an organised manner.
c) Continuous variables: They are capable of taking on an ordered set of values within a certain. Variables that can take on an infinite number of possible values are called continuous variables.
d) Discrete variable: It is defined as a variable that can only take on finite number of values. All qualitative variables are discrete. Examples are the number of goals scored in a football match, the number of teachers in a school, the number of boys and girls in a class.
e) Latent variables: They are unobservable entities.
f) Active variables: They are manipulated variables.

4

The logical steps you take when carrying out educational research processes include: Check YEAR 2022 Q3, YEAR 2019 Q3, YEAR 2016 Q4, YEAR 2015 Q6(b)
(i) identifying a researchable problem area, or need worth investigating;
(ii) reviewing or related literature to the research topic;
(iii) formulating research questions and hypotheses: This is by formulating testable and measurable hypotheses and define the basic concepts and variable.
(iv) Designing a study to collect pertinent data: This is by stating the underlying assumptions, which will govern the interpretations of results;
(v) Collecting pertinent data for answering the research questions and testing the hypotheses;
(vi) Selecting the subjects using appropriate sampling procedures: This is by analyzing the data collected using appropriate statistics, to answer the research questions and testing the hypotheses of the study;
(vii) Control and/or manipulate relevant variables and established criteria to evaluate the outcome, identify what variable can be measured and how to measure them;
(viii) Drawing necessary inferences or conclusions based on the results of the analysis;
(ix) Specify the data collection procedure that is questionnaires, test construction and administration, interview and observations;
(x) Select the data analysis methodology (this could be through manual or computer);
(xi) Evaluate results, draw conclusions, and make recommendations (Koleoso, 1999).

5

WIPP

6

WIPP

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Distinguish between Concept and Construct.

1. (b)

" + weekNum + "

Identify and discuss any five (5) different types of variables in educational research.

2. (a)

" + weekNum + "

Define Research.

2. (b)

" + weekNum + "

Explain the following methods of educational research: I Descriptive Method ii. Case and Field Method iii. Experimental Method iv. Survey Research Method v. Applied Research Method

3

" + weekNum + "

List and discuss in a logical order, the various steps to employ in educational research.

4. (a)

" + weekNum + "

What do you understand by Research Hypothesis?

4. (b)

" + weekNum + "

List four (4) characteristics of a good research hypothesis.

4. (c)

" + weekNum + "

Enumerate four (4) uses of research in education.

5. (a)

" + weekNum + "

Identify and explain any five (5) ways of sourcing for research topics.

5. (b)

" + weekNum + "

Discuss the format of a research report.

6

" + weekNum + "

Discuss five (5) criteria to be satisfied by research problem in order to justify its usefulness.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Differences between concept and construct . Check YEAR 2013 Q1(a), YEAR 2019 Q1a
S/N Concept Construct
1 It is an expression of an abstraction formed from generalization of particulars. It is a concept that has been formulated so that it can be used in science.

1 (b)

Types of variables in educational research Check YEAR 2022 Q1, YEAR 2021 Q3, YEAR 2016 Q2(b), YEAR 2012 Q1, YEAR 2019 Q1b
The types of variables in educational research are independent variable, dependent variable, active variable, attribute variable, continuous variable, etc
(i) The independent variable is varied and has a presumed cause on another variable, the dependent variable. In an experiment, it is the manipulated variable. It is the variable under the control of the experimenter. In a non-experimental study, it is the variable that as a logical effect on the dependent variable.
(ii) The dependent variable’s effect alters concomitantly with changes or variations in the independent variable.
(iii) An active variable is manipulated. Manipulations mean that the experimenter has control over how the values change.
(iv) An attribute variable is measured and cannot be manipulated. A variable that cannot be manipulated is one where the experimenter has no control over the values of the variable.
(v) A continuous variable is capable of taking on an ordered set of values within a certain range. Between two values there are an infinite number of other values. These variables reflect at least a rant order.
(vi) Categorical variables belong to a kind of measurement where objects are assigned to a subclass or subset. The subclasses are distinct and non-overlapping. All objects put into the same category are considered to have the same characteristic(s).
(vii) Latent variables are unobservable entities. They are assumed to underlie observed variables.
(viii) Intervening variables are constructs that account for internal unobservable psychological processes that account for behaviour. It cannot be seen but is inferred from behaviour, (Kerlinger, 1973)

2 (a)

What is research? Define educational research. Check YEAR 2023 Q1a, YEAR 2019 Q2a, YEAR 2012 Q5a
Research is considered to be a more formal, systematic and intensive process of carrying on a scientific method of analysis (Best, 1977) .

2 (b)

Basic methods of research or research methods Check YEAR 2022 Q2, YEAR 2016 Q3, YEAR 2019 Q2b
I. Descriptive Method: Describes systematically a situation or an area of interest factually and accurately, e.g. population census studies, public opinion surveys, fact-finding surveys, task analysis studies, questionnaire and interview studies, observation studies, job descriptions, etc
II. Case and Field Method: Studying intensively the current background status, and environmental interaction of a given social unit; an individual group, institution, or community, for example, the case study of a child whose IQ is above average, but who is having severe learning disabilities.
III. The Experimental Method: Investigates possible cause-and-effect relationships by exposing one or more experimental groups to one or more control groups not receiving the treatment.
IV. Survey Research Method: In a survey research method, you study large and small populations (or universes) by selecting and studying samples chosen from the populations to discover the relative incidence, distribution, and interrelations of sociological and psychological variables. Surveys covered by this definition are often called sample surveys. Probably because survey research developed as separate research activity, along with the development and improvement of sampling procedures. Survey research is considered to be a branch of social scientific research, which immediately distinguishes survey research from the status survey.
V. Applied Research: Applied research deals essentially with conducting research in an attempt to provide solutions. Under applied research, we have Action Research, Investigative Research, and Evaluation Research.

3

The logical steps you take when carrying out educational research processes include: Check YEAR 2022 Q3, YEAR 2021 Q4, YEAR 2016 Q4, YEAR 2015 Q6(b) , YEAR 2019 Q3
a) identifying a researchable problem area, or need worth investigating;
b) reviewing or related literature to the research topic;
c) formulating research questions and hypotheses: This is by formulating testable and measurable hypotheses and define the basic concepts and variable.
d) Designing a study to collect pertinent data: This is by stating the underlying assumptions, which will govern the interpretations of results;
e) Collecting pertinent data for answering the research questions and testing the hypotheses;
f) Selecting the subjects using appropriate sampling procedures: This is by analyzing the data collected using appropriate statistics, to answer the research questions and testing the hypotheses of the study;
g) Control and/or manipulate relevant variables and established criteria to evaluate the outcome, identify what variable can be measured and how to measure them;
h) Drawing necessary inferences or conclusions based on the results of the analysis;
i) Specify the data collection procedure that is questionnaires, test construction and administration, interview and observations;
j) Select the data analysis methodology (this could be through manual or computer);
k) Evaluate results, draw conclusions, and make recommendations (Koleoso, 1999).

4 (a)

Research Hypothesis is a tentative answer to the question being investigated . It usually emerges from a research question. It is mainly used in experimental quantitative studies. It is a prediction statement that includes variables and a measureable or testable scenario.

4 (b)

The characteristics of a good hypothesis are that it should be: Check YEAR 2022 Q4, YEAR 2017 Q1(b), YEAR 2016 Q5(a), YEAR 2012 Q4(b) , YEAR 2019 Q4b
(i) reasonable.
(ii) consistent with known facts or theories.
(iii) stated in such a way that it can be tested and found to be probably true or probably false.
(iv) stated in the simple possible terms.
(v) it is a tentative answer to the question being investigated.

4 (c)

The uses of research in education amongst others include: Check YEAR 2012 Q5a, YEAR 2019 Q4c
(i) Assist to discover new ideas and relevant information on the identified problem.
(ii) Helps to establish creative and technological thinking.
(iii) Assists individuals and collective research work in solving local, state and national problems.
(iv) Helps to monitor the development and progress of education programmes.

5 (a)

Sources of research problems or sources of research topics Check YEAR 2022 Q5, YEAR 2017 Q4, YEAR 2016 Q5(b) , YEAR 2019 Q5a
(i) Academic adviser/project supervisor: An academic adviser or a project supervisor can be a source of research topic (Koleoso, 1999).
(ii) Personal experience: Serious students, through careful observations in his chosen field of study and interest, can identify a problem worthy of investigation.
(iii) Professional contact: A researcher can identify a researchable topic through contact with professional colleagues. Membership of professional associational and regular attendance at meetings, symposia, conferences, seminars and workshops, etc can serve as sources for research problems.
(iv) Previous studies: Recommendations and suggestions in previous studies can usually provide basis for a new research study. Recommendations and suggestions from previous research reports can be useful further research. Such recommendations and suggestions can usually provide bases for a researcher to select research problems.
(v) Professional literature: A researcher needs to consult relevant textbooks, educational journals that are published in Nigeria, etc, to be able to conduct a good research work and effectively utilise the works.
(vi) Theory: A researcher can examine and use educational theories to basis for identifying worthwhile research problems.

5 (b)

Major components of education research. Essentially, a research project report comprises three major sections, viz: Check YEAR 2023 Q4b, YEAR 2019 Q5b, YEAR 2017 Q1a, YEAR 2012 Q3
(i) The preliminary section
(ii) The Main Body: The Main Body consists of the following sub-components: CHAPTER ONE – Introduction, CHAPTER TWO –Literature Review, CHAPTER THREE – Methodology, CHAPTER FOUR – Results and Discussion, CHAPTER FIVE – Summary, Conclusion and Recommendation
(iii) The References and the Appendices

6

his also refers to evaluation of research problems A research problem must satisfy the following criteria in order to justify its usefulness. Check YEAR 2022 Q6, YEAR 2015 Q5(a) , YEAR 2019 Q6
a) Contribution to knowledge: The research problem and the solution should contribute to the body of knowledge in education.
b) Research-ability: The identified research problem must be researchable. The relationship between the school learning environment and students’ academic performance.
c) Suitability of the problem to current issues in education and the society at large.
d) The researcher must have interest in the problem
e) The research question (or problem) must be one that is feasible in the situation which the researcher find himself
f) Financial consideration: Many research studies have been abandoned half-way due to time and financial constraints (Koleoso, 1999).

" + mySubjectSelected + " " + myClassSelected + "

Friday 16th August 2019)

1. (a)

" + weekNum + "

Distinguish between Concept and Construct.

1. (b)

" + weekNum + "

Identify and discuss any five (5) different types of variables in educational research.

2. (a)

" + weekNum + "

Define Research.

2. (b)

" + weekNum + "

Explain the following methods of educational research: I Descriptive Method ii. Case and Field Method iii. Experimental Method iv. Survey Research Method v. Applied Research Method

3

" + weekNum + "

List and discuss in a logical order, the various steps to employ in educational research.

4. (a)

" + weekNum + "

What do you understand by Research Hypothesis?

4. (b)

" + weekNum + "

List four (4) characteristics of a good research hypothesis.

4. (c)

" + weekNum + "

Enumerate four (4) uses of research in education.

5. (a)

" + weekNum + "

Identify and explain any five (5) ways of sourcing for research topics.

5. (b)

" + weekNum + "

Discuss the format of a research report.

6

" + weekNum + "

Discuss five (5) criteria to be satisfied by research problem in order to justify its usefulness.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Differences between concept and construct . Check YEAR 2013 Q1(a), YEAR 2019 Q1a
S/N Concept Construct
1 It is an expression of an abstraction formed from generalization of particulars. It is a concept that has been formulated so that it can be used in science.

1 (b)

Types of variables in educational research Check YEAR 2022 Q1, YEAR 2021 Q3, YEAR 2016 Q2(b), YEAR 2012 Q1, YEAR 2019 Q1b
The types of variables in educational research are independent variable, dependent variable, active variable, attribute variable, continuous variable, etc
(i) The independent variable is varied and has a presumed cause on another variable, the dependent variable. In an experiment, it is the manipulated variable. It is the variable under the control of the experimenter. In a non-experimental study, it is the variable that as a logical effect on the dependent variable.
(ii) The dependent variable’s effect alters concomitantly with changes or variations in the independent variable.
(iii) An active variable is manipulated. Manipulations mean that the experimenter has control over how the values change.
(iv) An attribute variable is measured and cannot be manipulated. A variable that cannot be manipulated is one where the experimenter has no control over the values of the variable.
(v) A continuous variable is capable of taking on an ordered set of values within a certain range. Between two values there are an infinite number of other values. These variables reflect at least a rant order.
(vi) Categorical variables belong to a kind of measurement where objects are assigned to a subclass or subset. The subclasses are distinct and non-overlapping. All objects put into the same category are considered to have the same characteristic(s).
(vii) Latent variables are unobservable entities. They are assumed to underlie observed variables.
(viii) Intervening variables are constructs that account for internal unobservable psychological processes that account for behaviour. It cannot be seen but is inferred from behaviour, (Kerlinger, 1973)

2 (a)

What is research? Define educational research. Check YEAR 2023 Q1a, YEAR 2019 Q2a, YEAR 2012 Q5a
Research is considered to be a more formal, systematic and intensive process of carrying on a scientific method of analysis (Best, 1977) .

2 (b)

Basic methods of research or research methods Check YEAR 2022 Q2, YEAR 2016 Q3, YEAR 2019 Q2b
I. Descriptive Method: Describes systematically a situation or an area of interest factually and accurately, e.g. population census studies, public opinion surveys, fact-finding surveys, task analysis studies, questionnaire and interview studies, observation studies, job descriptions, etc
II. Case and Field Method: Studying intensively the current background status, and environmental interaction of a given social unit; an individual group, institution, or community, for example, the case study of a child whose IQ is above average, but who is having severe learning disabilities.
III. The Experimental Method: Investigates possible cause-and-effect relationships by exposing one or more experimental groups to one or more control groups not receiving the treatment.
IV. Survey Research Method: In a survey research method, you study large and small populations (or universes) by selecting and studying samples chosen from the populations to discover the relative incidence, distribution, and interrelations of sociological and psychological variables. Surveys covered by this definition are often called sample surveys. Probably because survey research developed as separate research activity, along with the development and improvement of sampling procedures. Survey research is considered to be a branch of social scientific research, which immediately distinguishes survey research from the status survey.
V. Applied Research: Applied research deals essentially with conducting research in an attempt to provide solutions. Under applied research, we have Action Research, Investigative Research, and Evaluation Research.

3

The logical steps you take when carrying out educational research processes include: Check YEAR 2022 Q3, YEAR 2021 Q4, YEAR 2016 Q4, YEAR 2015 Q6(b) , YEAR 2019 Q3
a) identifying a researchable problem area, or need worth investigating;
b) reviewing or related literature to the research topic;
c) formulating research questions and hypotheses: This is by formulating testable and measurable hypotheses and define the basic concepts and variable.
d) Designing a study to collect pertinent data: This is by stating the underlying assumptions, which will govern the interpretations of results;
e) Collecting pertinent data for answering the research questions and testing the hypotheses;
f) Selecting the subjects using appropriate sampling procedures: This is by analyzing the data collected using appropriate statistics, to answer the research questions and testing the hypotheses of the study;
g) Control and/or manipulate relevant variables and established criteria to evaluate the outcome, identify what variable can be measured and how to measure them;
h) Drawing necessary inferences or conclusions based on the results of the analysis;
i) Specify the data collection procedure that is questionnaires, test construction and administration, interview and observations;
j) Select the data analysis methodology (this could be through manual or computer);
k) Evaluate results, draw conclusions, and make recommendations (Koleoso, 1999).

4 (a)

Research Hypothesis is a tentative answer to the question being investigated . It usually emerges from a research question. It is mainly used in experimental quantitative studies. It is a prediction statement that includes variables and a measureable or testable scenario.

4 (b)

The characteristics of a good hypothesis are that it should be: Check YEAR 2022 Q4, YEAR 2017 Q1(b), YEAR 2016 Q5(a), YEAR 2012 Q4(b) , YEAR 2019 Q4b
(i) reasonable.
(ii) consistent with known facts or theories.
(iii) stated in such a way that it can be tested and found to be probably true or probably false.
(iv) stated in the simple possible terms.
(v) it is a tentative answer to the question being investigated.

4 (c)

The uses of research in education amongst others include: Check YEAR 2012 Q5a, YEAR 2019 Q4c
(i) Assist to discover new ideas and relevant information on the identified problem.
(ii) Helps to establish creative and technological thinking.
(iii) Assists individuals and collective research work in solving local, state and national problems.
(iv) Helps to monitor the development and progress of education programmes.

5 (a)

Sources of research problems or sources of research topics Check YEAR 2022 Q5, YEAR 2017 Q4, YEAR 2016 Q5(b) , YEAR 2019 Q5a
(i) Academic adviser/project supervisor: An academic adviser or a project supervisor can be a source of research topic (Koleoso, 1999).
(ii) Personal experience: Serious students, through careful observations in his chosen field of study and interest, can identify a problem worthy of investigation.
(iii) Professional contact: A researcher can identify a researchable topic through contact with professional colleagues. Membership of professional associational and regular attendance at meetings, symposia, conferences, seminars and workshops, etc can serve as sources for research problems.
(iv) Previous studies: Recommendations and suggestions in previous studies can usually provide basis for a new research study. Recommendations and suggestions from previous research reports can be useful further research. Such recommendations and suggestions can usually provide bases for a researcher to select research problems.
(v) Professional literature: A researcher needs to consult relevant textbooks, educational journals that are published in Nigeria, etc, to be able to conduct a good research work and effectively utilise the works.
(vi) Theory: A researcher can examine and use educational theories to basis for identifying worthwhile research problems.

5 (b)

Major components of education research. Essentially, a research project report comprises three major sections, viz: Check YEAR 2023 Q4b, YEAR 2019 Q5b, YEAR 2017 Q1a, YEAR 2012 Q3
(i) The preliminary section
(ii) The Main Body: The Main Body consists of the following sub-components: CHAPTER ONE – Introduction, CHAPTER TWO –Literature Review, CHAPTER THREE – Methodology, CHAPTER FOUR – Results and Discussion, CHAPTER FIVE – Summary, Conclusion and Recommendation
(iii) The References and the Appendices

6

his also refers to evaluation of research problems A research problem must satisfy the following criteria in order to justify its usefulness. Check YEAR 2022 Q6, YEAR 2015 Q5(a) , YEAR 2019 Q6
a) Contribution to knowledge: The research problem and the solution should contribute to the body of knowledge in education.
b) Research-ability: The identified research problem must be researchable. The relationship between the school learning environment and students’ academic performance.
c) Suitability of the problem to current issues in education and the society at large.
d) The researcher must have interest in the problem
e) The research question (or problem) must be one that is feasible in the situation which the researcher find himself
f) Financial consideration: Many research studies have been abandoned half-way due to time and financial constraints (Koleoso, 1999).

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Explain the major parts of a research project report. (20 marks)

1. (b)

" + weekNum + "

What are the characteristics of a good hypothesis? (5 marks)

2. (a)

" + weekNum + "

Enumerate three (3) relevance of research in education. (10 marks)

2. (b)

" + weekNum + "

Briefly explain three (3) different types of educational research . (15 marks)

3

" + weekNum + "

Discuss the following types of research methods: (i) Quasi-experimental type of research method; (ii) Survey research method (iii) Action research (iv) Descriptive research method (25 marks)

4

" + weekNum + "

Identify and explain any five (5) sources of research problems or topics in education. (25 marks)

5. (a)

" + weekNum + "

List five (5) problems facing educational research in Nigeria. (5 marks)

5. (b)

" + weekNum + "

Discuss four (4) ways through which the problems could be solved. (20 marks)

6. (a)

" + weekNum + "

State the difference between delimitation and limitation of the study. (10 marks)

6. (b)

" + weekNum + "

Discuss the difference between summary and conclusion of the study. (15 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Major components of education research. Essentially, a research project report comprises three major sections, viz: Check YEAR 2019 Q5(b), YEAR 2012 Q3
(i) The preliminary section
(ii) The Main Body
(iii) The References and the Appendices

1 (b)

he characteristics of a good hypothesis are that it should be: Check YEAR 2022 Q4, YEAR 2019 Q4(b), YEAR 2016 Q5(a), YEAR 2012 Q4(b)
(i) reasonable.
(ii) consistent with known facts or theories.
(iii) stated in such a way that it can be tested and found to be probably true or probably false.
(iv) stated in the simple possible terms.
(v) it is a tentative answer to the question being investigated.

2 (a)

The uses of research in education among all include:
1. Assist to discover new ideas and relevant information on the identified problem.
2. Helps to establish creative and technological thinking.
3. Assists individuals and collective research work in solving local, state and national problems.
4. Helps to monitor the development and progress of education programmes.

2 (b)

The three basic types of educational research are historical, survey and experimental types. Check YEAR 2021 Q2
(i) Historical research: It is based on oral evidence.
(ii) Survey research/descriptive research: It is based on information gathered from questionnaires, interviews, inventories, etc.
(iii) Experimental research: It involves conducting experiments.

3

Methods of research or research methods
i. Quasi-experimental method: It approximates the conditions of the true experiment in a setting which does not allow the control and/or manipulation of all relevant variables.
ii. Survey research method: It involves studying large and small populations by selecting and studying samples chosen from the populations to discover the relative incidence, distribution, and interrelations of sociological and psychological variables.
iii. Action research method: It is often used by classroom teachers, office administrators, and policy makers. It attempts to develop new skills, new methods, and approaches and tries to solve problems with direct application to the classroom situations (Adewumi, 1988)
iv. Descriptive research method: It describes systematically a situation or an area of interest factually and accurately, e.g. population census studies, job description, etc

4

Sources of research problems or sources of research topics Check YEAR 2022 Q5, YEAR 2016 Q5(b)
a) Professional literature: A researcher needs to consult relevant textbooks, educational journals that are published in Nigeria, etc, to be able to conduct a good research work and effectively utilise the works.
b) Theory: A researcher can examine and use educational theories to basis for identifying worthwhile research problems.
c) Personal experience: Serious students, through careful observations in his chosen field of study and interest, can identify a problem worthy of investigation.
d) Previous studies: Recommendations and suggestions in previous studies can usually provide basis for a new research study. Recommendations and suggestions from previous research reports can be useful further research. Such recommendations and suggestions can usually provide bases for a researcher to select research problems.
e) Professional contact: A researcher can identify a researchable topic through contact with professional colleagues. Membership of professional associational and regular attendance at meetings, symposia, conferences, seminars and workshops, etc can serve as sources for research problems.
f) Academic adviser/project supervisor: An academic adviser or a project supervisor can be a source of research topic (Koleoso, 1999).

5 (a)

Some of the problems facing educational research are :
i. Inadequate funding
ii. Increase in the cases of examination malpractices in secondary schools.
iii. Large student population: Increase in the number of applicants to secondary schools with a disproportionate decrease in the number of public secondary schools.
iv. Good policy formulation but poor implementation: why the dichotomy?
v. Large student population
vi. Lack of infrastructural facilities
vii. Lack of laboratory personnel
viii. The problem of each subject curriculum

5 (b)

Inadequate funding: Government at all levels should make adequate budgetary provisions for educational research.
Large student population: Government should consistently and continuously build more schools to match the growing number of student enrolment.

6 (a)

S/N Delimitation Limitation
1 Delimitations are the scope or boundaries of a research project. Limitations are the constraints that are often beyond the control of a researcher.
2 It defines the scope of the research study. It represents the factor(s) that are often beyond the control of the researcher.

6 (b)

S/N Summary Conclusion
1 Research projects are usually concluded by making recommendations and suggestions for further research.

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Define educational research and explain any five (5) of its various characteristics. (25 marks)

2. (a)

" + weekNum + "

What is a variable? (5 marks)

2. (b)

" + weekNum + "

List and discuss five (5) different types of variables. (20 marks)

3

" + weekNum + "

Write short notes on each of the following: i) Descriptive research ii) Experiment research iii) Survey research iv) Action research.

4

" + weekNum + "

List and explain the logical steps to be taken when carrying out a research in Education . (25 marks)

5. (a)

" + weekNum + "

List five (5) major characteristics of a good hypothesis. (5 marks)

5. (b)

" + weekNum + "

Identify and discuss any five (5) major sources of educational research topic . (20 marks)

6. (a)

" + weekNum + "

What is 'Research Project Report'? (5 marks)

6. (b)

" + weekNum + "

Write short notes on the various stages of executing an educational research. (20 marks)

" + mySubjectSelected + " " + myClassSelected + "

1

Educational research possesses the following characteristics: Check YEAR 2023 Q1c, YEAR 2013 Q1b
a) It is empirical: It involves the collection of data that can be used to draw conclusions. Conclusions are not based on what the author feels or think but on concrete evidence derived from data collected by careful observation of the events being investigated.
b) It is theoretical: Like scientific research, it also aims at building relevant theory that can explain certain phenomena among variables in educational situations.
c) It is cumulative: Each scientific investigation tries to build upon existing facts and theories and helps in refining and extending the existing principles.
d) It is non-ethical: They attempt to find a logical explanation for any action and avoid value judgement.
e) It is verifiable: The process adopted in any scientific investigation is such that it can be replicated by other researchers who invariably can get the same results, (Koleoso, 1999), all other things being equal.

2 (a)

Define variables. Define a variable.
It is a property that can take on different values. It is a symbol to which values are assigned.

2 (b)

ypes of variables in educational research Check YEAR 2022 Q1, YEAR 2021 Q3, YEAR 2019 Q1(b), YEAR 2012 Q1
(i) The independent variables: It is what is being tested. They vary and have a presumed cause on another variable, the dependent variable. In an experiment, they are the manipulated variables. They are variables under the control of the experimenter. In a non-experimental study, they are the variables that have a logical effect on the dependent variable.
(ii) The dependent variable: It is what happens because of the independent variable. They are the variables whose behaviors under controlled conditions are allowed to change in an organised manner.
(iii) Continuous variables: They are capable of taking on an ordered set of values within a certain. Variables that can take on an infinite number of possible values are called continuous variables.
(iv) Discrete variable: It is defined as a variable that can only take on finite number of values. All qualitative variables are discrete. Examples are the number of goals scored in a football match, the number of teachers in a school, the number of boys and girls in a class.
(v) Latent variables: They are unobservable entities.
(vi) Active variables: They are manipulated variables.

3

Basic methods of research or research methods Check YEAR 2022 Q2, YEAR 2019 Q2(b)
i. Descriptive research method: It describes systematically a situation or an area of interest factually and accurately, e.g. population census studies, job description, etc
ii. Experimental method: It investigates possible cause-and-effect relationships by exposing one or more experimental groups to one or more groups not receiving the treatment.
iii. Survey research method: It involves studying large and small populations by selecting and studying samples chosen from the populations to discover the relative incidence, distribution, and interrelations of sociological and psychological variables.
iv. Action research method: It is often used by classroom teachers, office administrators, and policy makers. It attempts to develop new skills, new methods, and approaches and tries to solve problems with direct application to the classroom situations (Adewumi, 1988)

4

The logical steps you take when carrying out educational research processes include: Check YEAR 2022 Q3, YEAR 2021 Q4, YEAR 2019 Q3, YEAR 2015 Q6(b)
(i) identifying a researchable problem area, or need worth investigating;
(ii) reviewing or related literature to the research topic;
(iii) formulating research questions and hypotheses: This is by formulating testable and measurable hypotheses and define the basic concepts and variable.
(iv) Designing a study to collect pertinent data: This is by stating the underlying assumptions, which will govern the interpretations of results;
(v) Collecting pertinent data for answering the research questions and testing the hypotheses;
(vi) Selecting the subjects using appropriate sampling procedures: This is by analyzing the data collected using appropriate statistics, to answer the research questions and testing the hypotheses of the study;
(vii) Control and/or manipulate relevant variables and established criteria to evaluate the outcome, identify what variable can be measured and how to measure them;
(viii) Drawing necessary inferences or conclusions based on the results of the analysis;
(ix) Specify the data collection procedure that is questionnaires, test construction and administration, interview and observations;
(x) Select the data analysis methodology (this could be through manual or computer);
(xi) Evaluate results, draw conclusions, and make recommendations (Koleoso, 1999).

5 (a)

he characteristics of a good hypothesis are that it should be: Check YEAR 2022 Q4, YEAR 2019 Q4(b), YEAR 2017 Q1(b), YEAR 2012 Q4(b)
(i) reasonable
(ii) consistent with known facts or theories
(iii) stated in such a way that it can be tested and found to be probably true or probably false
(iv) stated in the simple possible terms
(v) it is a tentative answer to the question being investigated.

5 (b)

Sources of research problems or sources of research topics Check YEAR 2022 Q5, YEAR 2017 Q4
(i) Academic adviser/project supervisor: An academic adviser or a project supervisor can be a source of research topic (Koleoso, 1999).
(ii) Personal experience: Serious students, through careful observations in his chosen field of study and interest, can identify a problem worthy of investigation.
(iii) Professional contact: A researcher can identify a researchable topic through contact with professional colleagues. Membership of professional associational and regular attendance at meetings, symposia, conferences, seminars and workshops, etc can serve as sources for research problems.
(iv) Previous studies: Recommendations and suggestions in previous studies can usually provide basis for a new research study. Recommendations and suggestions from previous research reports can be useful further research. Such recommendations and suggestions can usually provide bases for a researcher to select research problems.
(v) Professional literature: A researcher needs to consult relevant textbooks, educational journals that are published in Nigeria, etc, to be able to conduct a good research work and effectively utilise the works.
(vi) Theory: A researcher can examine and use educational theories to basis for identifying worthwhile research problems.

6 (a)

It may consist of a term paper, thesis or dissertation. Research project report is usually written in past tense.

6 (b)

Stages involved in executing an educational research Check YEAR 2023 Q2b, YEAR 2015 Q6c
WIP708 Work in Progress WIPP

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Explain what 'research design' is. (5 marks)

1. (b)

" + weekNum + "

Discuss the following in relation to research design: i) System Variance; ii) Extraneous Variance; and iii) Error Variance. (25 marks)

3

" + weekNum + "

Distinguish between: i) Variables and Constants; ii) Discrete and continuous variables; iii) Population and sample; and iv) Statistic and Parameter (25 marks)

4. (a)

" + weekNum + "

Define the term 'correlation' and 'regression'. (5 marks)

4. (b)

" + weekNum + "

List and explain the types of correlation and regression. (15 marks)

4. (c)

" + weekNum + "

State the range of measure of correlation and regression. (5 marks)

5. (a)

" + weekNum + "

List and discuss three (3) criteria for justifying the usefulness of an educational research. (15 marks)

5. (b)

" + weekNum + "

Explain what you understand by a research question. (10 marks)

6. (a)

" + weekNum + "

Identify four (4) problem areas that could be investigated in education. (5 marks)

6. (b)

" + weekNum + "

Explain the logical steps involved in conducting an educational research. (20 marks)

6. (c)

" + weekNum + "

Write short notes on the various stages of executing an educational research. (20 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Define research design. What is research design?
It is the plan, structure and strategy operated by the researcher in order that the research question can be answered.

1 (b)

i. System Variance: This is associated with the main variable of the hypothesis and is maximized by ensuring that the methods, treatments, independent variables, etc, are not alike.
ii. Extraneous Variance: These are external factors to the study which can influence the dependent variable.
iii. Error Variance: This comes mainly from measurement and individual differences. It is often controlled with controlled experiments.

3

S/N Variables Constants
Define a variable It does not assume different values.
It is a property that can take on different values. It is a symbol to which values are assigned.
S/N Discrete variables Continuous variables
It is defined as a variable that can only take on finite number of values. All qualitative variables are discrete. Examples are the number of goals scored in a football match, the number of teachers in a school, the number of boys and girls in a class. Variables that can take on an infinite number of possible values are called continuous variables.
S/N Population Sample
Population is defined as all members of any well-defined class (or group) of people, events or objects. A sample is a subset of a population.
S/N Statistic Parameters
Define statistic. What is statistic? Define parameter. What is a parameter?
It is a descriptive measure or characteristic of a sample. It is a descriptive measure or characteristic or true value of a population. Examples are mean, variance, and standard deviation.

4 (a)

Correlation and regression imply relationships between two or among more than two variables.

4 (b)

1. Simple correlation: It is concerned with relationship between two variables.
2. Multiple correlation: It is concerned with relationship among two or more variables.
1. Simple linear regression
2. Multiple linear regression
3. Quadratic regression
4. Cubic regression
5. Exponential regression
6. Logrithmic regression

4 (c)

The range of measure of correlation and regression is on a scale that varies from +1 through 0 to -1.

5 (a)

This also refers to evaluation of research problems A research problem must satisfy the following criteria in order to justify its usefulness. Check YEAR 2022 Q6, YEAR 2019 Q6
i. Contribution to knowledge: The research problem and the solution should contribute to the body of knowledge in education.
ii. Research-ability: The identified research problem must be researchable. The relationship between the school learning environment and students’ academic performance.
iii. Suitability of the problem to current issues in education and the society at large.
iv. The researcher must have interest in the problem
v. The research question (or problem) must be one that is feasible in the situation which the researcher find himself
vi. Financial consideration: Many research studies have been abandoned half-way due to time and financial constraints (Koleoso, 1999).

5 (b)

What is research question? Define research question.
It is a question in a research topic that needs to be answered. It is inquisitive nature. It is often used in qualitative research, but it can also be used in quantitative studies. A properly constructed research question should always be clear and concise. It should include the variables, population and the topic being studied.

6 (a)

i. Increase in the cases of examination malpractices in secondary schools.
ii. Increase in the number of applicants to secondary schools with a disproportionate decrease in the number of public secondary schools.
iii. Good policy formulation but poor implementation: why the dichotomy?
iv. Large student population
v. Lack of infrastructural facilities
vi. Lack of laboratory personnel
vii. The problem of each subject curriculum

6 (b)

The logical steps you take when carrying out educational research processes include: Check YEAR 2022 Q3, YEAR 2021 Q4, YEAR 2019 Q3, YEAR 2016 Q4, 2015 Q6(b)
(i) Identify a researchable problem area or a need worth investigating
(ii) Reviewing of related literature to the research topic
(iii) Formulating research questions and hypothesis. This is by formulating testable and measurable hypothesis and define the basic concepts and variable
(iv) Designing a study to collect pertinent data. This is by stating the underlying assumptions which will govern the interpretation of results.
(v) Collecting pertinent data for answering the research questions and testing the hypotheses
(vi) Selecting the subjects using appropriate sampling procedures.
(vii) Controlling and/or manipulating relevant variables and established criteria to evaluate the outcome. Identify what variables can be measured and how to measure them.
(viii) Drawing necessary inferences or conclusions based on the results of the analysis.
(ix) Specifying the data collection procedures, that is, questionnaires, test construction and administration, interview and observations.
(x) Selecting the data analysis methodology (this could be through manual or computer)
(xi) Evaluating results, drawing conclusions, and making recommendations (Koleoso, 1999)

6 (c)

Stages involved in executing an educational research Check YEAR 2016 Q6(b)
Work in Progress
The Scientific research

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Differentiate between 'concept' and 'construct' in educational research. (5 marks)

1. (b)

" + weekNum + "

List and explain the five (5) characteristics of educational research. (20 marks)

2

" + weekNum + "

Define statistics and enumerate its four (4) primary purposes in education. (25 marks)

3. (a)

" + weekNum + "

Briefly explain the following: i) Data; ii) Mode; iii) Median; iv) Quartiles v) Class size

3. (b)

" + weekNum + "

Give one example each. (25 marks)

4

" + weekNum + "

Explain the term 'research' in education and discuss four (4) reasons for the relevance of research in education. (25 marks)

5. (a)

" + weekNum + "

Formulate one (1) research problem (topic) that could be investigated using experimental research design. (5 marks) WIPP

5. (b)

" + weekNum + "

For the research problem formulated above, i) Identify the dependent and the independent variables (5 marks) ii) Formulate two (2) research questions and one (1) research hypothesis. (14 marks) WIPP

6. (a)

" + weekNum + "

Differentiate between a survey and a casual-comparative research design. (5 marks)

6. (b)

" + weekNum + "

Outline the format of the main body of the research work, from chapters one (1) to five (5). (20 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Differences between concept and construct . Check YEAR 2023 Q5a, YEAR 2019 Q1a
S/N Concept Construct
1 It is an expression of an abstraction formed from generalization of particulars. It is a concept that has been formulated so that it can be used in science.

1 (b)

Educational research possesses the following characteristics: Check YEAR 2016 Q1
(i) It is empirical: It involves the collection of data that can be used to draw conclusions. Conclusions are not based on what the author feels or think but on concrete evidence derived from data collected by careful observation of the events being investigated.
(ii) It is theoretical: Like scientific research, it also aims at building relevant theory that can explain certain phenomena among variables in educational situations.
(iii) It is cumulative: Each scientific investigation tries to build upon existing facts and theories and helps in refining and extending the existing principles.
(iv) It is non-ethical: They attempt to find a logical explanation for any action and avoid value judgement.
(v) It is verifiable: The process adopted in any scientific investigation is such that it can be replicated by other researchers who invariably can get the same results, (Koleoso, 1999), all other things being equal.

2

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.
Statistics is needed in education for the following reasons. Reasons for studying statistics.
a) Daily use: They help the educator to get work done quickly and efficiently.
b) Problem solving: Curriculum improvement, better method of teaching and better method of predicting students’ enrollment are all problems that often require statistics for a quick and efficient solution.
c) Theoretical research: Statistical methods are often used to test the theories in education and social sciences.
d) It helps to inform educators.
e) It offers an opportunity to evaluate an uncertain future using limited information to assess the likelihood of future events occurring.
Others purposes include:
a) Determining the educational needs of the community.
b) Planning for physical resources (School Plant).
c) Planning for human resources.
d) For educational budgeting.
e) For inspection and school record/book keeping.
f) For test development, test scoring and test reporting.
g) For continuous assessment, record keeping and reporting.

3 (a)

(i) Data: It is a collection of facts, qualitative or quantitative.
(ii) Mode: This is the value with the highest frequency. That is, the value that occurs most.
(iii) Median: This is the middle value of a distribution when the set of numbers is arranged either in ascending order or descending order.
It is also defined as the middle value of a set when arranged in order of magnitude or the mean of the two middle values if the set has an even number of items.
(iv) Quartile: It divides a set of observations into four equal parts or groups with known proportions in each group.
(v) Class size: It shows the difference between the upper class limit and the lower class limit. It is the size or width of a class.

3 (b)

Examples include
Data: It can be figures or alphabets, nominal, ordinal, interval ratio, etc
Mode: 4, 5, 5, 5, 5, 7, 7. Mode is 5
Median: 4, 5, 5, 5, 5, 7, 7. Median is 5
Quartile: 4th quartile (100%), 3rd quartile (75% of values below), 2nd quartile (median with 50% of values) , 1st quartile (25% of values below)
Class size: Class size of the data (49 – 54) = upper class limit – lower class limit = 54 – 49 = 5

4

Define educational research. Define research. What is research? Check YEAR 2021 Q1
Research is considered to be a more formal, systematic and intensive process of carrying on a scientific method of analysis (Best, 1977) .
The uses of research in education among all include the following: Check YEAR 2021 Q1
a) Assist to discover new ideas and relevant information on the identified problem.
b) Helps to establish creative and technological thinking.
c) Assists individuals and collective research work in solving local, state and national problems.
d) Helps to monitor the development and progress of education programmes.

5 (a)

Work in Progress WIPP

5 (b)

Work in Progress WIPP

6 (a)

Survey research design Casual-comparative research design
It involves studying large and small populations It investigates the extent and possible cause-and-effect relationships.
It involves selecting and studying samples chosen from the populations to discover the relative incidence, distribution, and interrelations of sociological and psychological variables. It requires observing some existing consequences and searching back through the data for plausible causal factors

6 (b)

The main body of research work
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
1.2 Statement of the problem
CHAPTER TWO
LITERATURE REVIEW
CHAPTER THREE
METHODOLOGY
CHAPTER FOUR
RESULTS (OR RESULTS AND DSICUSSION)
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

List and discuss five (5) types of educational research variables.

2. (a)

" + weekNum + "

Explain the term 'Educational Research'.

2. (b)

" + weekNum + "

Educational Research is relevant in education'. Give three (3) reasons to justify this statement.

3

" + weekNum + "

List and describe the major components of a research report.

4. (a)

" + weekNum + "

Differentiate between research question and research hypothesis.

4. (b)

" + weekNum + "

Analyse the characteristics of a good hypothesis.

5. (a) (i)

" + weekNum + "

What is research?

5. (a) (ii)

" + weekNum + "

Give four (4) uses of research in education.

5. (b)

" + weekNum + "

How do we evaluate the usefulness of a research problem?

6. (a)

" + weekNum + "

Analysis the three (3) major components of education research.

6. (b)

" + weekNum + "

Select a research topic of your choice and outline the steps you would take in carrying out the study (using the components of research proposal in education)

" + mySubjectSelected + " " + myClassSelected + "

1

Types of variables in educational research Check YEAR 2022 Q1, YEAR 2021 Q3, YEAR 2019 Q1(b), YEAR 2016 Q2(b)
1. The independent variables: They vary and have a presumed cause on another variable, the dependent variable. In an experiment, they are the manipulated variables. They are variables under the control of the experimenter. In a non-experimental study, they are the variables that have a logical effect on the dependent variable.
2. The dependent variable: They are the variables whose behaviors under controlled conditions are allowed to change in an organised manner.
3. Continuous variables: They are capable of taking on an ordered set of values within a certain. Variables that can take on an infinite number of possible values are called continuous variables.
4. Discrete variable: It is defined as a variable that can only take on finite number of values. All qualitative variables are discrete. Examples are the number of goals scored in a football match, the number of teachers in a school, the number of boys and girls in a class.
5. Latent variables: They are unobservable entities.
6. Active variables: They are manipulated variables.

2 (a)

Define educational research.
Research is considered to be a more formal, systematic and intensive process of carrying on a scientific method of analysis (Best, 1977) .

2 (b)

Relevance of educational research
The uses of research in education among all include:
1. Assist to discover new ideas and relevant information on the identified problem.
2. Helps to establish creative and technological thinking.
3. Assists individuals and collective research work in solving local, state and national problems.
4. Helps to monitor the development and progress of education programmes.

3

Major components of education research. Essentially, a research project report comprises three major sections, viz: Check YEAR 2019 Q5(b), YEAR 2017 Q1a
1. The preliminary section
2. The Main Body: The Main Body consists of the following sub-components: CHAPTER ONE – Introduction, CHAPTER TWO –Literature Review, CHAPTER THREE – Methodology, CHAPTER FOUR – Results and Discussion, CHAPTER FIVE – Summary, Conclusion and Recommendation
3. The References and the Appendices

4 (a)

S/N Research question Research hypothesis
It is a question in a research topic that needs to be answered. It is a tentative answer to the question being investigated .
It usually emerges from a research question.
It is inquisitive in nature. It is a prediction statement that includes variables and a measureable or testable scenario.
Can be used in both quantitative and qualitative studies. 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.
It is stated in declarative or question form.
Are there sufficient laboratory equipment for Physics?
Are there enough textbooks for Physics teachers?

4 (b)

The characteristics of a good hypothesis are that it should be: Check YEAR 2022 Q4, YEAR 2019 Q4(b), YEAR 2017 Q1(b), YEAR 2016 Q5(a)
(i) reasonable.
(ii) consistent with known facts or theories.
(iii) stated in such a way that it can be tested and found to be probably true or probably false.
(iv) stated in the simple possible terms.
(v) a tentative answer to the question being investigated.
(vi) Prediction statement that includes variables, both dependent and independent variables.

5 (a) (i)

Define educational research. Define research. Check YEAR 2019 Q2(a)
Research is considered to be a more formal, systematic and intensive process of carrying on a scientific method of analysis (Best, 1977) .

5 (a) (ii)

The uses of research in education among others include:
1. Assist to discover new ideas and relevant information on the identified problem.
2. Helps to establish creative and technological thinking.
3. Assists individuals and collective research work in solving local, state and national problems.
4. Helps to monitor the development and progress of education programmes.

5 (b)

Evaluation of research problems
A research problem must satisfy the following criteria in order to justify its usefulness
i. Contribution to knowledge: The research problem and the solution should contribute to the body of knowledge in education.
ii. Research-ability: The identified research problem must be researchable. The relationship between the school learning environment and students’ academic performance.
iii. Suitability of the problem to current issues in education and the society at large.
iv. The researcher must have interest in the problem
v. The research question (or problem) must be one that is feasible in the situation which the researcher find himself
vi. Financial consideration: Many research studies have been abandoned half-way due to time and financial constraints (Koleoso, 1999).

6 (a)

Essentially, a research project report comprises three major sections, viz:
The preliminary section
The Main Body
The Appendix

6 (b)

CHAPTER ONE
INTRODUCTION
1.1 Background to the study
1.2 Statement of the problem
CHAPTER TWO
LITERATURE REVIEW
CHAPTER THREE
METHODOLOGY
CHAPTER FOUR
RESULTS (OR RESULTS AND DSICUSSION)
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION

" + mySubjectSelected + " " + myClassSelected + "

Saturday 13th July 2024, 1st Paper out of 2 Papers per Day. (6th Paper in a Row).

1 (a)

" + weekNum + "

Distinguish between vertical mobility and horizontal mobility on the social stratification structure.

1 (b)

" + weekNum + "

Explain any five (5) factors of family background that can affect children's education.

2 (a)

" + weekNum + "

What do you understand by the term 'society'?

2 (b)

" + weekNum + "

Identify and explain four (4) conditions that regulate the behaviour of members of a society to interact fully and co-exist harmoniously.

3 (a)

" + weekNum + "

Define Bureaucracy in the context of 'Sociology'.

3 (b)

" + weekNum + "

Identify and explain five (5) characteristics of bureaucracy.

4 (a)

" + weekNum + "

Distinguish between 'Sociology' and 'Sociology of Education'.

4 (b)

" + weekNum + "

Explain the concept of 'Education' from perspectives of Sociologists.

5

" + weekNum + "

Support the statement with concrete examples that 'there can be no education without culture'.

6 (a)

" + weekNum + "

Explain the concept of 'Symbolic interactionism'.

6 (b)

" + weekNum + "

Identify and explain any five (5) basic principles of symbolic interactionism.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

26th August 2023 Saturday, First Paper

1 (a)

" + weekNum + "

Define the terms 'Sociology' and 'Sociology of Education'.

1 (b)

" + weekNum + "

Write short notes on any Three (3) of the following: i. Concept of function ii. Value consensus iii. Functional prerequisites iv. Social stratification v. Perspective

2 (a)

" + weekNum + "

Explain action and functionalist perspective and state the central assumption of the conflict perspective.

2 (b)

" + weekNum + "

Discuss the differences between the arguments of the Marxists and the Action Theorists. What effects do these have on their perspectives of education?

3 (a)

" + weekNum + "

Define the terms society and culture and explain the features of a society.

3 (b)

" + weekNum + "

Do you agree that 'No Education without Culture.' Discuss.

4 (a)

" + weekNum + "

Examine the term socialisation and discuss briefly its importance.

4 (b)

" + weekNum + "

Identify and explain the agents of socialisation and explain the process of socialisation.

5 (a)

" + weekNum + "

Explain the concepts of 'School and Society' and state the links between school and society.

5 (b)

" + weekNum + "

Discuss any Five (5) Social functions of Education as outlined by Musgrave (1983).

6 (a)

" + weekNum + "

Define the concept 'Social Stratification'. Identify and explain Three (3) elements of social stratification.

6 (b)

" + weekNum + "

Outline and discuss the effects of social stratification on education in Nigeria.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

What is Sociology? Sociology may be defined as the 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. Check YEAR 2017 Q1a
Also, 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.
What is Sociology of Education ? Check YEAR 2021 Q1, YEAR 2019 Q1a, YEAR 2015 Q3a, YEAR 2011 Q1
Sociology of education is primarily concerned with the study of the relations between education and Society. It is an analysis of the sociological processes involved in an educational institution. For example, its emphasis on sociological aspects of educational phenomena and institutions.

1 (b)

(i) Concept of function:
(ii) Value consensus:
(iii) Functional prerequisites:
(iv) Social stratification: Generally speaking, people in the society are not equal. Social stratification simply means the way in which the society is divided into layers or social strata. Check YEAR 2023 Q6a
(v) Perspective: WIP709

2 (a)

The three main sociological perspectives which are represented by the three groups of theorists are consensus (functionalism), action and conflict perspectives.
Comparative view of action and functionalist perspectives . Check YEAR 2021 Q2
S/N Action perspectives Functionalist perspectives
1 It has a concern for the individual-level rather than the society-level approach. Pg 63 It views society as a system. Pg 57
2 The society is viewed as a product of man. That is, the basic unit of analysis is the human beings. Pg 63 The basic unit of analysis is the society. And the various parts that make up the society are then understood by their relationship to the whole. Pg 57
The central assumption of the conflict perspective is that WIP709

2 (b)

Detail Answers are listed and available on our website. WIP709

3 (a)

Culture is the total way of life of people in a given society . Culture forms the content of education. That is, education is dependent on the culture of the society for its contents.
Features of a society: Interaction in the society consists of a number of interrelated features such as: purposefulness, interpersonal, etc (PDE709 Pg 85).

3 (b)

Discuss why there can be no education without culture . Check YEAR 2021 Q5, YEAR 2016 Q4, YEAR 2011 Q3b
Culture is the total way of life of people in a given society . Culture forms the content of education. That is, education is dependent on the culture of the society for its contents. Education programmes draw from the contents of culture (Wisler, 1923) such as speech, art, warfare, governance, religious practices, family and social practices, property, mythology and scientific knowledge, food habits, material traits, etc

4 (a)

What is socialisation? Check YEAR 2020 Q3a, YEAR 2019 Q3a, YEAR 2017 Q4a
It is the process of acquisition of knowledge, skills, and disposition that makes the learner an integrated member of the society. It is through the process of socialization that members learn certain knowledge, skills, habits, traditions, norms, and values which the society considers important .
Peretomode (1995) listed the following as the importance of socialisation : Check YEAR 2022 Q4, YEAR 2017 Q4a, YEAR 2016 Q5, YEAR 2015 Q1, YEAR 2012 Q1a
a) it provides the foundation for the individual’s effective participation in society
b) it inculcates basic discipline in the individual such as respect for elders, toilet habits etc.
c) it instils aspiration in societal members.
d) it provides individuals with identities largely through the aspiration it encourages or discourages
e) it provides for the stability, persistence and continuity of society by communicating the contents of the culture from one generation to the other.
f) it makes minimum, initial communication and interaction possible by providing for members to possess specific skills, values, internal behavioural dispositions etc.

4 (b)

Agents of Socialisation . Check YEAR 2020 Q3b, YEAR 2019 Q3b, YEAR 2017 Q4b, YEAR 2012 Q1b
I. 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
II. 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.
III. 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.
IV. The church and the mosque
V. The mass media
VI. The social media
Process of socialisation: The functions of the family are childbearing, childrearing and primary socialization (PDE709 Pg 95). That is, the family is where the process of socialization starts. Then it continues through peer group, school, church, and then to the larger society.

5 (a)

The school is a formal and planned social institution with rules and regulations.
How society and school depend on each other . Check YEAR 2021 Q3, YEAR 2012 Q6b, YEAR 2011 Q3b, YEAR 2011 Q6
The society set goals for its educational system. Examples of these goals are acceptable code of conduct, ways of socialising children into the norms and values of the society, etc. In turn, the school teaches the young ones the way they will behave according to the accepted code of behaviour of the society. Schools are established to serve the society by creating activity centres for the young ones in the community to engage in productive tasks.

5 (b)

Musgrave (1978) focuses specifically on the social functions of schools or education as listed below.
(i) The school performs a political function.
(ii) The school supports the economic sector of the society with highly trained and educated manpower it requires for generating growth.
(iii) The school performs the function of social selection through which the more able of the society are sorted out of the population.
(iv) The school helps to reproduce society through its conservative function of cultural transmission from the older to the younger generations.
(v) The school provides society with innovators who are able to initiate and sustain desirable change vital for its survival within a rapidly changing world.

6 (a)

Generally speaking, people in the society are not equal. Social stratification is defined in various ways as follow: Check YEAR 2012 Q5a
(i) It simply means the way in which the society is divided into layers or social strata.
(ii) It also means the categorisation of individuals in different strata as well as the way in which members of each stratum relate with one another (Ezewu, 1983).
(iii) It is also the division of people into strata or hierarchy on the basis of variables such as: wealth, power, prestige, etc.
Elements of social stratification by Marx Weber (1947) Check YEAR 2020 Q6a, YEAR 2019 Q6a, YEAR 2012 Q5b
I. Class: Class refers to a group of people who have a similar level of wealth and income. For example, wage earners constitute a class because they share the same economic position and fate. This refers to a person’s location in a society’s economic system resulting in differences in the nature of work, income and wealth.
II. Power: It defines ones’ relationship with government and other political institutions which will affect other people
III. Status: Status refers to people who have the same prestige or lifestyle. It is not the same as economic class standing (wealth). For example, a very great prostitute might belong to the same income class as a teacher. A prostitute is widely regarded as holding low status, while a teacher holds high status. It concerns the respect and differences given to individuals and groups.

6 (b)

Effects of social stratification on Education . Check YEAR 2021 Q6
a) Social stratification promotes obvious class division in educational life chances.
It makes children of the middle and upper class parents better prepared for school education more adequately than children from the low social class structure.

" + mySubjectSelected + " " + myClassSelected + "

Saturday 22nd October 2022

1

" + weekNum + "

Distinguish with specific examples, between 'Sociology' and 'Sociology of Education'.

2

" + weekNum + "

Examine the concept of 'Education' from the perspective of Sociologists.

3

" + weekNum + "

Identify and explain any five (5) contents of a culture.

4

" + weekNum + "

Highlight and explain any five (5) importance of socialisation in the society.

5

" + weekNum + "

Discuss the concept of family in the African context.

6

" + weekNum + "

Explain how any five (5) factors of family background can affect children's education.

" + mySubjectSelected + " " + myClassSelected + "

1

Differences between ‘Sociology’ and ‘Sociology of Education’. Check YEAR
S/N Sociology Sociology of Education
1 Sociology primarily concerns itself with social relationships. Sociology of education is primarily concerned with the study of the relations between education and Society.
2 It is a scientific study of human behaviour in groups with the aim of discovery of regularities and order in such behaviour. It is an analysis of the sociological processes involved in an educational institution.
3 For example, its emphasis on the study of relationship of groups and group members with one another, noting that where there are groups there are tendencies for participation, cohesion and conflict. For example, its emphasis on sociological aspects of educational phenomena and institutions.

2

Concept of ‘Education’ from the perspective of Sociologists.
a) Sociologists regard education as part of the process of influencing men and women (Manheinn, 1940) .
b) Sociologists propose that educational programmes should be planned along the strengths and weaknesses of a society in which they are utilised.
c) Sociologists believe that the educational system of a society should relate to the level of culture, industrial development, rate of urbanization, political organization, religious climate, family structures, and stratification .

3

The content of socialization of the child is culture. Similarly, the content of education is culture. The content of the sociology of education includes the society itself, accommodation, assimilation, cultural lag, sub-culture, status etc . What are the contents of a culture?
The individual in the society can only be who he is, at any stage of his development, by interacting with the social and physical environment. Education can therefore not take place in a vacuum. Wisler (1923) classified the content of culture into the following :
a) Speech which includes languages and writing system;
b) Material traits and food habits, shelter, transportation, dress, utensils, tools, weapons, occupations and industries.
c) Art – carving, painting, drawing, music, dance;
d) Mythology and scientific knowledge;
e) Religious practices – ritualistic forms, care of the dead, etc;
f) Family and social practices – marriage, inheritance, social control, sports and games, method of reckoning relationships.
g) Property – real and personal; standards of value and exchange and trade;
h) Government, political and judicial forms;
i) Warfare

4

Peretomode (1995) listed the following as the importance of socialisation : Check YEAR 2023 Q4a, YEAR 2017 Q4a, YEAR 2016 Q5, YEAR 2015 Q1, YEAR 2012 Q1a
a) it provides the foundation for the individual’s effective participation in society
b) it inculcates basic discipline in the individual such as respect for elders, toilet habits etc.
c) it instils aspiration in societal members.
d) it provides individuals with identities largely through the aspiration it encourages or discourages
e) it provides for the stability, persistence and continuity of society by communicating the contents of the culture from one generation to the other.
f) it makes minimum, initial communication and interaction possible by providing for members to possess specific skills, values, internal behavioural dispositions etc.

5

The concept of family in the African context .
The family in the African setting includes the parents, brothers, and sisters of the couple and the children of their brothers and sisters. The concept of family embraces a whole lineage. Thus, the family is the fundamental biological and social institution into which a child is born and where the child’s primary socialization takes place. The family has a hold on the life of its members for life. Hence, a family in the African setting has the following characteristics:
a) it finds its origin in marriage;
b) it consists of husband, wife and their children, though it is conceivable that other relations may find their place close to that nuclear group;
c) the family members are united together by (a) legal bonds (b) economic, religious and other kinds of rights and obligations (c) a precise network of sexual rights and prohibitions and varying and diversified amount of feelings such as love, affection, respect, care, etc.

6

The effects of family background on children’s education .
a) The socio-economic status of the family: The higher the socio-economic status of the child’s home, the higher his educational life chances. Children from a lower socio-economic status are more likely to encounter problems such as: problem of accessibility/enrolment, lack of motivation and encouragement, drop-out, etc.
b) The parent’s economic position: This may determine the child’s chances of continuing in education or otherwise.
c) The parent's attitude to education: This may determine the child’s chances of continuing in education or otherwise.
d) Family size: Children from lower socio-economic status homes, where the family is large, start school with a verbal disadvantage.
e) Abuse or misuse of socio-economic status: Children from parents of higher socio-economic status who misuse the opportunities they got are unlikely to perform better.

" + mySubjectSelected + " " + myClassSelected + "

February 2022 (BAY States: Borno, Adamawa and Yobe)

1

" + weekNum + "

Describe fully your understanding of 'Sociology of Education'.

2

" + weekNum + "

Give a comparative view of action and functionalist perspectives.

3

" + weekNum + "

It is generally considered that the schools are created to serve the society. Discuss with examples the relationship between society and school.

4

" + weekNum + "

Every society needs certain codes of conduct that can hold it together. Identify and discuss three (3) of them.

5

" + weekNum + "

There can be no Education without culture'. Support this statement with concrete examples.

6

" + weekNum + "

Outline and discuss four (4) effects of social stratification on Education in Nigeria.

" + mySubjectSelected + " " + myClassSelected + "

1

What is Sociology of Education ? See YEAR 2023 Q1a, YEAR 2019 Q1a, YEAR 2015 Q3a, YEAR 2011 Q1
Sociology of education is primarily concerned with the study of the relations between education and Society. It is an analysis of the sociological processes involved in an educational institution. For example, its emphasis on sociological aspects of educational phenomena and institutions.

2

Comparative view of action and functionalist perspectives . Check YEAR 2023 Q2a
S/N Action perspectives Functionalist perspectives
1 It has a concern for the individual-level rather than the society-level approach. Pg 63 It views society as a system. Pg 57
2 The society is viewed as a product of man. That is, the basic unit of analysis is the human beings. Pg 63 The basic unit of analysis is the society. And the various parts that make up the society are then understood by their relationship to the whole. Pg 57

3

How society and school depend on each other . Check YEAR 2023 Q5a, YEAR 2012 Q6b, YEAR 2011 Q3b, YEAR 2011 Q6
The society set goals for its educational system. Examples of these goals are acceptable code of conduct, ways of socialising children into the norms and values of the society, etc. In turn, the school teaches the young ones the way they will behave according to the accepted code of behaviour of the society. Schools are established to serve the society by creating activity centres for the young ones in the community to engage in productive tasks.

4

Codes of conduct of a society include certain conditions and mores that regulate the behaviour of members of that society towards one another . They include the following: Check YEAR 2012 Q6(a), YEAR 2019 Q2(b)
a) Cohesion: Cohesion of a social unit or the entire society refers to the resistance to division.
b) Conformity: Members are expected to conform with the mores and regulatory conditions of the society to ensure harmony in the society.
c) Cooperation: Cooperation within the society is a deliberate and voluntary effort to facilitate the performance of tasks by others in return for similar services.
d) Participation: Collective and individual participation of members is necessary for the survival of the society.
e) Interaction: Interaction in the society consists of a number of interrelated features such as: purposefulness, interpersonal, etc.

5

Discuss why there can be no education without culture . Check YEAR 2023 Q3b, YEAR 2016 Q4, YEAR 2011 Q3b
Culture is the total way of life of people in a given society . Culture forms the content of education. That is, education is dependent on the culture of the society for its contents. Education programmes draw from the contents of culture (Wisler, 1923) such as speech, art, warfare, governance, religious practices, family and social practices, property, mythology and scientific knowledge, food habits, material traits, etc

6

Effects of social stratification on Education . Check YEAR 2023 Q6b
a) Social stratification promotes obvious class division in educational life chances.
b) It makes children of the middle and upper class parents better prepared for school education more adequately than children from the low social class structure.

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Define ‘Sociology of Education’.

1. (b)

" + weekNum + "

Explain three (3) functional prerequisites of society.

2. (a)

" + weekNum + "

What is the meaning of ‘society’?

2. (b)

" + weekNum + "

Identify and explain four (4) conditions that regulate the behaviour of members of a society to interact fully and co-exist harmoniously.

3. (a)

" + weekNum + "

How can you describe socialisation?

3. (b)

" + weekNum + "

List and explain five (5) agents of socialisation.

4. (a)

" + weekNum + "

Define ‘Culture’.

4. (b)

" + weekNum + "

Enumerate and explain five (5) characteristics of Culture.

5. (a)

" + weekNum + "

Define Bureaucracy in the context of ‘Sociology’.

5. (b)

" + weekNum + "

Identify and explain five (5) characteristics of bureaucracy.

6. (a)

" + weekNum + "

Distinguish between 'Class' and 'Power' in Social Stratification.

6. (b)

" + weekNum + "

Identify and explain five (5) types of status.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

What is Sociology of Education ? Check YEAR 2021 Q1, YEAR 2015 Q3(a), YEAR 2011 Q1, YEAR 2019 Q1a
Sociology of education is defined as the study of the relations between education and Society. It is an analysis of the sociological processes involved in an educational institution. For example, its emphasis on sociological aspects of educational phenomena and institutions. It focuses on the influence of social life and social relationship on the development of individual personality.

1 (b)

Functional prerequisites are the basic needs or necessary conditions of existence . They include the following: Work in Progress
Based on the conclusion that the family is found in every society and that all societies have some form or other of social stratification, the functional prerequisites that are associated with the universal presence of these two aspects of our existence are (PDE709 Pg 58):
I. the need to device a mechanism for ensuring that social positions are adequately and appropriately filled by motivated persons.
II. the need to device a mechanism for the reproduction and socialisation of new members of society for its renewal and continuity (Haralambos and Holborn, 2000)

2 (a)

Meaning of society .
A society is a sub-community whose members are socially conscious of their mode of life and are united by a common set of arms and values.

2 (b)

Codes of conduct of a society include certain conditions and mores that regulate the behaviour of members of that society towards one another . They include the following: Check YEAR 2021 Q4, YEAR 2012 Q6(a) , YEAR 2019 Q2b
I. Cohesion: Cohesion of a social unit or the entire society refers to the resistance to division.
II. Conformity: Members are expected to conform with the mores and regulatory conditions of the society to ensure harmony in the society.
III. Cooperation: Cooperation within the society is a deliberate and voluntary effort to facilitate the performance of tasks by others in return for similar services.
IV. Participation: Collective and individual participation of members is necessary for the survival of the society.
V. Interaction: Interaction in the society consists of a number of interrelated features such as: purposefulness, interpersonal, etc.

3 (a)

What is socialisation? Check YEAR 2023 Q4a, YEAR 2019 Q3a, YEAR 2017 Q4a
It is the process of acquisition of knowledge, skills, and disposition that makes the learner an integrated member of the society. It is through the process of socialization that members learn certain knowledge, skills, habits, traditions, norms, and values which the society considers important .

3 (b)

Agents of Socialisation . Check YEAR 2023 Q4b, YEAR 2019 Q3b, YEAR 2017 Q4b, YEAR 2012 Q1b
I. 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
II. 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.
III. 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.
IV. The church and the mosque
V. The mass media
VI. The social media

4 (a)

The concept of culture. Check YEAR 2011 Q3(a) , YEAR 2019 Q4a
Culture is not a given entity common to all societies. Thus, Linton (1947) defines culture as the configuration of learned behaviour and the results of behaviour, whose component elements are shared and transmitted by the member of a particular society

4 (b)

Ezewu (1983) identified six characteristics of culture as follows : Check YEAR 2017 Q3(b), YEAR 2011 Q3(a) , YEAR 2019 Q4b
I. Culture is organic and supra-organic: It is organic because it is made up of human beings and supra-organic because it transcends the life-span of any given individual of that society.
II. Culture is Overt and Covert: When the ideals, worldview and attitude towards nature of the culture is considered, it is covert. It is overt when its artefacts, speech forms, etc are considered.
III. Culture is explicit and implicit: When we consider things we do and believe in but can in no way be explained. Then that aspect of culture is implicit. However, there are some roles played and actions taken which participants can easily explain. Such actions make culture explicit.
IV. Culture is Ideal and Manifest: Ideal culture involves the way people ought to behave or what they believe they ought to do. The actions people take or things they do that people can recognise or see them do make culture to be manifest.
V. Culture is Stable and yet changing: In order to maintain the norms and values of the society, they are passed on from generation to generation. Often, some aspects of the culture are considered no longer relevant, or have to be changed when in contact with other cultures. In this situation, if the culture is stronger than the incoming culture, it absorbs it and make it part of its own but if the incoming culture is stronger, it will relegate the original culture to the background and take its place. However, if the two cultures are at par, they may fuse into one another.
VI. Culture is shared and learned: Individuals born into a culture through interaction imbibes that culture. The rate at which individuals imbibe culture is different even though it is a common right. This can be explained that they learnt at different rates. Culture can therefore be learnt.

5 (a)

What is bureaucracy? Check YEAR 2016 Q2(a), YEAR 2011 Q5(a) , YEAR 2019 Q5a
It is an organisational model rationally designed to perform complex tasks efficiently (or in an efficient manner).

5 (b)

Characteristics of bureaucracy. Check YEAR 2016 Q2(b), YEAR 2011 Q5(a) , YEAR 2019 Q5b
I. Division of labour: Specialised experts are employed in each position to perform specific tasks.
II. Hierarchy of authority: There is an administrative hierarchy with each position under the supervision of a higher authority or a structure of command.
III. Written rules and regulations: The responsibilities of each member of the organisation is defined in clear terms.
IV. Impartiality: There is a formalised and impartial method of dealing with clients.
V. Employment based on technical qualification: Employment or promotion of personnel is based on technical qualification rather than favouritism
VI. 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.

6 (a)

Elements of social stratification by Marx Weber (1947) Check YEAR 2023 Q6a, YEAR 2019 Q6a, YEAR 2012 Q5b
I. Class: Class refers to a group of people who have a similar level of wealth and income. For example, wage earners constitute a class because they share the same economic position and fate. This refers to a person’s location in a society’s economic system resulting in differences in the nature of work, income and wealth.
II. Power: It defines ones’ relationship with government and other political institutions which will affect other people

6 (b)

Kinds of status .
I. Family background status.
II. Ascribed status – old people have higher status than young ones. Males have high respect than females.
III. Religious leaders are accorded high status even if they are poor.
IV. Occupation e.g. University professors and Dons – have high status while labourers have not

" + mySubjectSelected + " " + myClassSelected + "

Saturday 27th July 2019

1. (a)

" + weekNum + "

Define ‘Sociology of Education’.

1. (b)

" + weekNum + "

Explain three (3) functional prerequisites of society.

2. (a)

" + weekNum + "

What is the meaning of ‘society’?

2. (b)

" + weekNum + "

Identify and explain four (4) conditions that regulate the behaviour of members of a society to interact fully and co-exist harmoniously.

3. (a)

" + weekNum + "

How can you describe socialisation?

3. (b)

" + weekNum + "

List and explain five (5) agents of socialisation.

4. (a)

" + weekNum + "

Define ‘Culture’.

4. (b)

" + weekNum + "

Enumerate and explain five (5) characteristics of Culture.

5. (a)

" + weekNum + "

Define Bureaucracy in the context of ‘Sociology’.

5. (b)

" + weekNum + "

Identify and explain five (5) characteristics of bureaucracy.

6. (a)

" + weekNum + "

Distinguish between 'Class' and 'Power' in Social Stratification.

6. (b)

" + weekNum + "

Identify and explain five (5) types of status.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

What is Sociology of Education ? Check YEAR 2021 Q1, YEAR 2015 Q3(a), YEAR 2011 Q1, YEAR 2019 Q1a
Sociology of education is defined as the study of the relations between education and Society. It is an analysis of the sociological processes involved in an educational institution. For example, its emphasis on sociological aspects of educational phenomena and institutions. It focuses on the influence of social life and social relationship on the development of individual personality.

1 (b)

Functional prerequisites are the basic needs or necessary conditions of existence . They include the following: Work in Progress
Based on the conclusion that the family is found in every society and that all societies have some form or other of social stratification, the functional prerequisites that are associated with the universal presence of these two aspects of our existence are (PDE709 Pg 58):
I. the need to device a mechanism for ensuring that social positions are adequately and appropriately filled by motivated persons.
II. the need to device a mechanism for the reproduction and socialisation of new members of society for its renewal and continuity (Haralambos and Holborn, 2000)

2 (a)

Meaning of society .
A society is a sub-community whose members are socially conscious of their mode of life and are united by a common set of arms and values.

2 (b)

Codes of conduct of a society include certain conditions and mores that regulate the behaviour of members of that society towards one another . They include the following: Check YEAR 2021 Q4, YEAR 2012 Q6(a) , YEAR 2019 Q2b
I. Cohesion: Cohesion of a social unit or the entire society refers to the resistance to division.
II. Conformity: Members are expected to conform with the mores and regulatory conditions of the society to ensure harmony in the society.
III. Cooperation: Cooperation within the society is a deliberate and voluntary effort to facilitate the performance of tasks by others in return for similar services.
IV. Participation: Collective and individual participation of members is necessary for the survival of the society.
V. Interaction: Interaction in the society consists of a number of interrelated features such as: purposefulness, interpersonal, etc.

3 (a)

What is socialisation? Check YEAR 2023 Q4a, YEAR 2019 Q3a, YEAR 2017 Q4a
It is the process of acquisition of knowledge, skills, and disposition that makes the learner an integrated member of the society. It is through the process of socialization that members learn certain knowledge, skills, habits, traditions, norms, and values which the society considers important .

3 (b)

Agents of Socialisation . Check YEAR 2023 Q4b, YEAR 2019 Q3b, YEAR 2017 Q4b, YEAR 2012 Q1b
I. 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
II. 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.
III. 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.
IV. The church and the mosque
V. The mass media
VI. The social media

4 (a)

The concept of culture. Check YEAR 2011 Q3(a) , YEAR 2019 Q4a
Culture is not a given entity common to all societies. Thus, Linton (1947) defines culture as the configuration of learned behaviour and the results of behaviour, whose component elements are shared and transmitted by the member of a particular society

4 (b)

Ezewu (1983) identified six characteristics of culture as follows : Check YEAR 2017 Q3(b), YEAR 2011 Q3(a) , YEAR 2019 Q4b
I. Culture is organic and supra-organic: It is organic because it is made up of human beings and supra-organic because it transcends the life-span of any given individual of that society.
II. Culture is Overt and Covert: When the ideals, worldview and attitude towards nature of the culture is considered, it is covert. It is overt when its artefacts, speech forms, etc are considered.
III. Culture is explicit and implicit: When we consider things we do and believe in but can in no way be explained. Then that aspect of culture is implicit. However, there are some roles played and actions taken which participants can easily explain. Such actions make culture explicit.
IV. Culture is Ideal and Manifest: Ideal culture involves the way people ought to behave or what they believe they ought to do. The actions people take or things they do that people can recognise or see them do make culture to be manifest.
V. Culture is Stable and yet changing: In order to maintain the norms and values of the society, they are passed on from generation to generation. Often, some aspects of the culture are considered no longer relevant, or have to be changed when in contact with other cultures. In this situation, if the culture is stronger than the incoming culture, it absorbs it and make it part of its own but if the incoming culture is stronger, it will relegate the original culture to the background and take its place. However, if the two cultures are at par, they may fuse into one another.
VI. Culture is shared and learned: Individuals born into a culture through interaction imbibes that culture. The rate at which individuals imbibe culture is different even though it is a common right. This can be explained that they learnt at different rates. Culture can therefore be learnt.

5 (a)

What is bureaucracy? Check YEAR 2016 Q2(a), YEAR 2011 Q5(a) , YEAR 2019 Q5a
It is an organisational model rationally designed to perform complex tasks efficiently (or in an efficient manner).

5 (b)

Characteristics of bureaucracy. Check YEAR 2016 Q2(b), YEAR 2011 Q5(a) , YEAR 2019 Q5b
I. Division of labour: Specialised experts are employed in each position to perform specific tasks.
II. Hierarchy of authority: There is an administrative hierarchy with each position under the supervision of a higher authority or a structure of command.
III. Written rules and regulations: The responsibilities of each member of the organisation is defined in clear terms.
IV. Impartiality: There is a formalised and impartial method of dealing with clients.
V. Employment based on technical qualification: Employment or promotion of personnel is based on technical qualification rather than favouritism
VI. 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.

6 (a)

Elements of social stratification by Marx Weber (1947) Check YEAR 2023 Q6a, YEAR 2019 Q6a, YEAR 2012 Q5b
I. Class: Class refers to a group of people who have a similar level of wealth and income. For example, wage earners constitute a class because they share the same economic position and fate. This refers to a person’s location in a society’s economic system resulting in differences in the nature of work, income and wealth.
II. Power: It defines ones’ relationship with government and other political institutions which will affect other people

6 (b)

Kinds of status .
I. Family background status.
II. Ascribed status – old people have higher status than young ones. Males have high respect than females.
III. Religious leaders are accorded high status even if they are poor.
IV. Occupation e.g. University professors and Dons – have high status while labourers have not

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Define and explain the term 'Sociology'. (10 marks)

1. (b)

" + weekNum + "

Differentiate between sociology of education and educational sociology. (15 marks)

2. (a)

" + weekNum + "

Define the term 'Society'. (5 marks)

2. (b)

" + weekNum + "

Advance Five (5) reasons why there can be no society without education. (20 marks)

3. (a)

" + weekNum + "

Define the concept 'Culture'. (5 marks)

3. (b)

" + weekNum + "

Explain Five (5) characteristics of culture. (20 marks)

4. (a)

" + weekNum + "

Examine the term 'socialisation' and its importance in education. (10 marks)

4. (b)

" + weekNum + "

Explain any Three (3) agents of socialisation. (15 marks)

5

" + weekNum + "

Discuss the teaching methodology of the action theorists and advance reasons why it is more profitable to the student than consensus methodology. (25 marks)

6

" + weekNum + "

Explain any Three manifest and Two (2) latent functions of education. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Sociology may be defined as the 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. Check YEAR 2023 Q1a
Also, 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.

1 (b)

It is defined as a study of the relations between education and society . It focuses on the influence of social life and social relationship on the development of individual personality.

2 (a)

Human beings do not live alone as individuals. They are always in groups and members of the groups do interact together. A society is a sub-community whose members are socially conscious of their mode of life and are united by a common set of aims and values.

2 (b)

When a child is born, he becomes an automatic member of the community. However, he is functionally not a member of the society. A society is a sub-community whose members are socially conscious of their mode of life and are united by a common set of aims and values.
Generally, children do not know their rights, duties and obligations as full members of their society.
They are equally oblivious of the way their society functions.
They are also not yet trained on the codes of conduct of a society such as cohesion, conformity, cooperation and participation and interaction . They are however, potential members of the society
Thus, every society is faced with the task of making the young children full members of that society.
The society wants its young ones to fit into the scheme of things properly. To be well adjusted to the life of the community, children therefore attend schools in order to learn.
Every society has a set of techniques for bringing up their children. This set of techniques forms a body of knowledge now called education. Therefore, as a society persists, education also exists along.

3 (a)

Concept of culture. Check YEAR 2019 Q4(a)
Culture is not a given entity common to all societies. Thus, Linton (1947) defines culture as the configuration of learned behaviour and the results of behaviour, whose component elements are shared and transmitted by the member of a particular society.

3 (b)

Ezewu (1983) identified six characteristics of culture as follows : Check YEAR 2019 Q4(b), YEAR 2011 Q3(a)
a. Culture is organic and supra-organic: It is organic because it is made up of human beings and supra-organic because it transcends the life-span of any given individual of that society.
b. Culture is Overt and Covert: When the ideals, worldview and attitude towards nature of the culture is considered, it is covert. It is overt when its artefacts, speech forms, etc are considered.
c. Culture is explicit and implicit: When we consider things we do and believe in but can in no way be explained. Then that aspect of culture is implicit. However, there are some roles played and actions taken which participants can easily explain. Such actions make culture explicit.
d. Culture is Ideal and Manifest: Ideal culture involves the way people ought to behave or what they believe they ought to do. The actions people take or things they do that people can recognise or see them do make culture to be manifest.
e. Culture is Stable and yet changing: In order to maintain the norms and values of the society, they are passed on from generation to generation. Often, some aspects of the culture are considered no longer relevant, or have to be changed when in contact with other cultures. In this situation, if the culture is stronger than the incoming culture, it absorbs it and make it part of its own but if the incoming culture is stronger, it will relegate the original culture to the background and take its place. However, if the two cultures are at par, they may fuse into one another.
f. Culture is shared and learned: Individuals born into a culture through interaction imbibes that culture. The rate at which individuals imbibe culture is different even though it is a common right. This can be explained that they learnt at different rates. Culture can therefore be learnt

4 (a)

It is the process of acquisition of knowledge, skills, and disposition that makes the learner an integrated member of the society. It is through the process of socialization that members learn certain knowledge, skills, habits, traditions, norms, and values which the society considers important .
Peretomode (1995) listed the following as the importance of socialisation : Check YEAR 2022 Q4, YEAR 2016 Q5, YEAR 2015 Q1, YEAR 2012 Q1(a)
I. it provides the foundation for the individual’s effective participation in society
II. it inculcates basic discipline in the individual such as respect for elders, toilet habits etc.
III. it instils aspiration in societal members.
IV. it provides individuals with identities largely through the aspiration it encourages or discourages
V. it provides for the stability, persistence and continuity of society by communicating the contents of the culture from one generation to the other.
VI. it makes minimum, initial communication and interaction possible by providing for members to possess specific skills, values, internal behavioural dispositions etc.

4 (b)

Agents of Socialisation . Check YEAR 2019 Q3(b), YEAR 2012 Q1(b)
I. 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
II. 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.
III. 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.
IV. The church and the mosque
V. The mass media
VI. The social media

5

The three main sociological perspectives which are represented by the three groups of theorists enumerated above are consensus, action and conflict perspectives.

6

Manifest functions of education (Swift, 1969)
a. Inculcation of values and standards of the society.
b. Maintenance of social solidarity by developing in children a sense of belonging to the society together with a commitment to its way of life, as they understand it.
c. Transmission of knowledge, which comprises the social heritage.
d. Development of new knowledge.
e. Education is an agent of upward social mobility in society.
f. Expansion of student’s intellectual horizons.
Latent functions of education
a. It is useful market for marriage.
b. It is also a means by which the supply of labour is reduced.

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Enumerate and explain the three (3) goals or objectives of the school as an institution. (25 marks)

2. (a)

" + weekNum + "

Describe the concept, 'bureaucracy'. (5 marks)

2. (b)

" + weekNum + "

State and explain five (5) characteristics of bureaucracy according to Marx Weber (1967). (20 marks)

3. (a)

" + weekNum + "

Identify and describe three (3) varieties of Action Perspective. (15 marks)

3. (b)

" + weekNum + "

Highlight any five basic principles of symbolic interactionism as summarised by Ritzer (1986). (10 marks)

4

" + weekNum + "

Explain the relationship between culture and education. (25 marks)

5

" + weekNum + "

Examine the concept 'socialisation' and five (5) of its importance. (25 marks)

6. (a)

" + weekNum + "

Explain the term 'family' and highlight its distinguishing characteristics from other social groupings. (10 marks)

6. (b)

" + weekNum + "

Discuss the role of the family in the education of a child. (15 marks)

" + mySubjectSelected + " " + myClassSelected + "

1

The school is a formal and planned social institution with rules and regulations. Its goals/objectives are: CHECK YEAR 2012 Q4a
a) Cognitive goals: The school is expected to produce individuals equipped with empirical knowledge and mastery of technology.
b) Moral or value goals: The school is expected to produce citizens who are equipped with the proper values for their participation in the development of the society;
c) Integrative goals: The school is expected to produce well-adjusted individuals, skilled in inter personal relations.
d) Social mobility goals: The school is expected to promote upward mobility and social betterment of the individual. The social mobility goals are capable of over-coming the disadvantages of poverty, socio-cultural and ethnic backgrounds.

2 (a)

What is bureaucracy? Check YEAR 2019 Q5(a), YEAR 2011 Q5(a)
It is an organisational model rationally designed to perform complex tasks efficiently (or in an efficient manner).

2 (b)

a. Division of labour: Specialised experts are employed in each position to perform specific tasks.
b. Hierarchy of authority: There is an administrative hierarchy with each position under the supervision of a higher authority or a structure of command.
c. Written rules and regulations: The responsibilities of each member of the organisation is defined in clear terms.
d. Impartiality: There is a formalised and impartial method of dealing with clients.
e. Employment based on technical qualification: Employment or promotion of personnel is based on technical qualification rather than favouritism
f. 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.

3 (a)

They are interactionism, phenomenology, and ethnomethodology

3 (b)

Ritzer (1996) has summarized seven distinct but interrelated principles of symbolic interactionism:
a. Human beings, unlike lower animals, are endowed with the capacity for thought.
b. The capacity for thought is shaped by social interaction.
c. In social interaction people learn the meanings and the symbols that allow them to exercise their distinctively human capacity for thought.
d. Meanings and symbols allow people to carry on distinctively human action and interaction.
e. People are able to modify or alter the meanings and symbols that they use in action and interaction on the basis of their interpretation of the situation.
f. People are able to make these modifications and alterations because, in part, of their ability to interact with themselves, which allows them to examine possible course of action, assess their relative advantages and disadvantages, and then choose one.
g. The intertwined patterns of action and interaction make up groups and societies

4

Discuss why there can be no education without culture . Check YEAR 2021 Q5, YEAR 2011 Q3(b)
Culture is the total way of life of people in a given society . Culture forms the content of education. That is, education is dependent on the culture of the society for its contents. Education programmes draw from the contents of culture (Wisler, 1923) such as speech, art, warfare, governance, religious practices, family and social practices, property, mythology and scientific knowledge, food habits, material traits, etc

5

It is the process of acquisition of knowledge, skills, and disposition that makes the learner an integrated member of the society. It is through the process of socialization that members learn certain knowledge, skills, habits, traditions, norms, and values which the society considers important .
Peretomode (1995) listed the following as the importance of socialisation : Check YEAR 2022 Q4, YEAR 2017 Q4(a), YEAR 2015 Q1, YEAR 2012 Q1(a)
a. providing the foundation for the individual’s effective participation in society
b. it inculcates in members basic discipline. it inculcates basic discipline in the individual such as respect for elders, toilet habits etc.
c. it instils in members progressive aspirations. it instils aspiration in societal members.
d. It provides individual members and identity. it provides individuals with identities largely through the aspiration it encourages or discourages
e. it provides for the stability, persistence and continuity of society by communicating the contents of the culture from one generation to the other.
f. it makes minimum, initial communication and interaction possible by providing for members to possess specific skills, values, internal behavioural dispositions etc.

6 (a)

It is a group of related kins, linked by blood and marriage, occupies a common household and are usually characterized by economic co-operation and solidarity.
Characteristics of a family
I. It finds its origin in marriage (It originates from marriage);
II. It consists of husband, wife and their children, though it is conceivable that other relations may find their place close to that nuclear group;
III. The family members are united together by (a) legal bonds (b) economic, religious and other kinds of rights and obligations (c) a precise network of sexual rights and prohibitions and varying and diversified amount of feelings such as love, affection, respect, care, etc.

6 (b)

The role of the family in the education of a child
I. The family provides the functions of childbearing, childrearing and primary socialization of the child.
II. The child learns to play appropriate roles and acquires abilities, attitudes and modes of response that enable him to participate in social life in the larger society from the family.
III. The personality of the child is shaped by the family.
IV. The cultural demands and expectations from the child are transmitted by the family.

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Examine the term 'sociology' and describe five (5) of its importance. (25 marks)

2. (a)

" + weekNum + "

Enumerate any five (5) assumptions of functionalism as a sociological theory. (15 marks)

2. (b)

" + weekNum + "

Explain five (5) ways by which the theory of functionalism views education. (10 marks)

3. (a)

" + weekNum + "

Give the detail meaning of sociology of education. (15 marks)

3. (b)

" + weekNum + "

Examine five (5) relevance of Sociological Perspectives to the study of education. (10 marks)

4

" + weekNum + "

Define the concept 'organisation' and outline its features. (25 marks)

5. (a)

" + weekNum + "

Examine the school as a bureaucratic organisation. (5 marks)

5. (b)

" + weekNum + "

Explain five (5) characteristics of bureaucracy that exist within the school system. (20 marks)

6

" + weekNum + "

Differentiate culture from society and explain how these two relate to education. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1

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.
Peretomode (1995) listed the following as the importance of socialisation : Check YEAR 2022 Q4, YEAR 2017 Q4(a), YEAR 2016 Q5, YEAR 2012 Q1(a)
a) it provides the foundation for the individual’s effective participation in society
b) it inculcates basic discipline in the individual such as respect for elders, toilet habits etc.
c) it instils aspiration in societal members.
d) it provides individuals with identities largely through the aspiration it encourages or discourages
e) it provides for the stability, persistence and continuity of society by communicating the contents of the culture from one generation to the other.
f) it makes minimum, initial communication and interaction possible by providing for members to possess specific skills, values, internal behavioural dispositions etc.

2 (a)

Sociological perspectives: (i) consensus perspective (functionalism) (ii) action perspective (iii) Conflict perspective, the third in our consideration of sociological perspectives.
Consensus perspective: The main sociological perspective under the consensus model is Functionalism .

2 (b)

Assumptions of functionalism
It views society as a system
The basic unit of analysis is the society.
Society has basic needs that must be met for it to continue to exist.
Collective conscience is central to the society’s integration and survival.
Homogeneity and legitimisation of the status quo .
Education must be viewed as having a conservative and integrative function
Teachers must ensure the inculcation of group values, allegiance and sense of responsibility in their pupils.
Pupils are seen as passive recipients of the rules of society from their teachers.
Focusing on the cardinal functions of its various parts on which the entire social structure rests.
Functionalism views society as constituted of parts which perform specific functions for the survival of the whole

3 (a)

It is defined as a study of the relations between education and society . It focuses on the influence of social life and social relationship on the development of individual personality.

3 (b)

Place of sociology perspective

4

Different authors have defined the concept of organisation in various ways. Some writers (e.g. Etzioni, 1964; Ezewu, 1983) defined organisation as a group with an identifiable membership that engages in concerted collective actions to achieve a common purpose.
It is also defined as a social unit that pursues a specific goal which it is structured (or constituted) to render.
It is formally established for the explicit purpose of achieving certain goals.
It is a group of identifiable members that engage in concerted and collective actions to achieve a common purpose.
Features of an organisation
The presence of power-centre: This controls the concerted efforts of the organisation and continuously review its performance.
Division of labour, power, and responsibility, deliberately planned to achieve certain goals.
The substitution of personnel, i.e. unsatisfactory persons can be removed and others assigned their tasks and people can be transferred and promoted.

5 (a)

The school is a formal and planned social institution with rules and regulations. Young children who have accepted to attend any school must be willing to obey these rules and regulations. This leads to subordination of all young learners to formal institution. Subordination of young children is a characteristic of bureaucracy.

5 (b)

a. Division of labour: Specialised experts are employed in each position to perform specific tasks.
b. Hierarchy of authority: There is an administrative hierarchy with each position under the supervision of a higher authority or a structure of command.
c. Written rules and regulations: The responsibilities of each member of the organisation is defined in clear terms.
d. Impartiality: There is a formalised and impartial method of dealing with clients.
e. Employment based on technical qualification: Employment or promotion of personnel is based on technical qualification rather than favouritism
f. 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.

6

Differences between culture and society .
Culture refers to the way of life of a people in a community. While society is a group of human beings in a sub-community sharing a self-sufficient system of action or behaviour.
Culture implies the civilization of people. The contents of a culture constitute the different aspects of a given society.
How culture and society relate to education: The social environment influences the education of the child, his or her genetic constitution notwithstanding and vice-versa. Education is also determined by the culture of the community.

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Examine the term socialisation and discuss its importance.

1. (b)

" + weekNum + "

Discuss four agents of socialisation.

2. (a)

" + weekNum + "

What is social mobility?

2. (b)

" + weekNum + "

Briefly explain vertical and horizontal mobility.

3. (a)

" + weekNum + "

Explain the concept of Bureaucracy.

3. (b)

" + weekNum + "

Outline four characteristics of Bureaucracy as applied to the school.

4. (a)

" + weekNum + "

Mention three goals and objectives of school as an institution.

4. (b)

" + weekNum + "

For a society to persist or continue, it must have or fulfil certain attributes or characteristics. Name and explain three of them.

5. (a)

" + weekNum + "

Define the concept social stratification.

5. (b)

" + weekNum + "

Identify and explain three elements of social stratification.

6. (a)

" + weekNum + "

Describe the codes of conduct that holds a society together.

6. (b)

" + weekNum + "

Describe the relationship between education and society.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

It is the process of acquisition of knowledge, skills, and disposition that makes the learner an integrated member of the society. It is through the process of socialization that members learn certain knowledge, skills, habits, traditions, norms, and values which the society considers important .
Peretomode (1995) listed the following as the importance of socialisation : Check YEAR 2022 Q4, YEAR 2017 Q4(a), YEAR 2016 Q5, YEAR 2015 Q1
I. it provides the foundation for the individual’s effective participation in society
II. it inculcates basic discipline in the individual such as respect for elders, toilet habits etc.
III. it instils aspiration in societal members.
IV. it provides individuals with identities largely through the aspiration it encourages or discourages
V. it provides for the stability, persistence and continuity of society by communicating the contents of the culture from one generation to the other.
VI. it makes minimum, initial communication and interaction possible by providing for members to possess specific skills, values, internal behavioural dispositions etc.

1 (b)

Agents of Socialisation . Check YEAR 2019 Q3(b), YEAR 2017 Q4(b)
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 .

2 (a)

It is the movement of a person or persons from one social class to another. There are three types of social class. They are lower class, middle class and upper class.
Education is a strong factor for social mobility.

2 (b)

Vertical mobility: This is the movement of an individual from one social stratum to another. It includes both upward mobility and downward mobility.
Upward mobility is an increase in occupational position leading to a higher and more prestigious status. While downward mobility is a decrease in occupational position resulting in downward status.
Horizontal mobility: This is the movement of an individual within a social stratum. It is a change in occupation without any change in status. It is a change in occupation that involves no change in status.

3 (a)

See Year 2011, Q 5a; Year 2016, Q 2a
It is an organisational model rationally designed to perform complex tasks efficiently (or in an efficient manner).

3 (b)

a. Division of labour: Specialised experts are employed in each position to perform specific tasks.
b. Hierarchy of authority: There is an administrative hierarchy with each position under the supervision of a higher authority or a structure of command.
c. Written rules and regulations: The responsibilities of each member of the organisation is defined in clear terms.
d. Impartiality: There is a formalised and impartial method of dealing with clients.
e. Employment based on technical qualification: Employment or promotion of personnel is based on technical qualification rather than favouritism
f. 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.

4 (a)

The school is a formal and planned social institution with rules and regulations. Its goals/objectives are: CHECK YEAR 2016 Q1
(i) Cognitive goals: The school is expected to produce individuals equipped with empirical knowledge and mastery of technology.
(ii) Moral or value goals: The school is expected to produce citizens who are equipped with the proper values for their participation in the development of the society;
(iii) Integrative goals: The school is expected to produce well-adjusted individuals, skilled in inter personal relations.
(iv) Social mobility goals: The school is expected to promote upward mobility and social betterment of the individual. The social mobility goals are capable of over-coming the disadvantages of poverty, socio-cultural and ethnic backgrounds.

4 (b)

Assignment of roles to individual members.
Performance of particular activities by different groups.
Regulating individual as well as collective behaviours through a well-articulated value system.
The goals must be meaningful to at least the majority of people within the society.
It must clearly define the means for the attainment of these goals.

5 (a)

Generally speaking, people in the society are not equal. Social stratification is defined in various ways as follow: Check YEAR 2023 Q6a
(i) It simply means the way in which the society is divided into layers or social strata.
(ii) It also means the categorisation of individuals in different strata as well as the way in which members of each stratum relate with one another (Ezewu, 1983).
(iii) It is also the division of people into strata or hierarchy on the basis of variables such as: wealth, power, prestige, etc.

5 (b)

They are also called elements of social structure (Appelbaun and Chambliss, 1995). They are not attributes of an individual.
Elements of social stratification by Marx Weber (1947) Check YEAR 2019 Q6(a)
I. Class: Class refers to a group of people who have a similar level of wealth and income. For example, wage earners constitute a class because they share the same economic position and fate. This refers to a person’s location in a society’s economic system resulting in differences in the nature of work, income and wealth.
II. Status: Status refers to people who have the same prestige or lifestyle. It is not the same as economic class standing (wealth). For example, a very great prostitute might belong to the same income class as a teacher. A prostitute is widely regarded as holding low status, while a teacher holds high status. It concerns the respect and differences given to individuals and groups.
III. Power: It defines ones relationship with government and other political institutions which will affect other people.

6 (a)

Codes of conduct of a society include certain conditions and mores that regulate the behaviour of members of that society towards one another . They include the following: Check YEAR 2021 Q4, YEAR 2019 Q2(b)
I. Cohesion: Cohesion of a social unit or the entire society refers to the resistance to division.
II. Conformity: Members are expected to conform with the mores and regulatory conditions of the society to ensure harmony in the society.
III. Cooperation: Cooperation within the society is a deliberate and voluntary effort to facilitate the performance of tasks by others in return for similar services.
IV. Participation: Collective and individual participation of members is necessary for the survival of the society.
V. Interaction: Interaction in the society consists of a number of interrelated features such as: purposefulness, interpersonal, etc.

6 (b)

The relationship is that there can be no society without education.
When a child is born, he becomes an automatic member of the community. However, he is functionally not a member of the society. A society is a sub-community whose members are socially conscious of their mode of life and are united by a common set of aims and values.
Generally, children do not know their rights, duties and obligations as full members of their society.
They are equally oblivious of the way their society functions.
They are also not yet trained on the codes of conduct of a society such as cohesion, conformity, cooperation and participation and interaction . They are however, potential members of the society
Thus, every society is faced with the task of making the young children full members of that society. Every society has a set of techniques for bringing up their children. This set of techniques forms a body of knowledge now called education. Therefore, as a society persists, education also exists along.

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Explain in detail the meaning of sociology of education.

2

" + weekNum + "

Justify the place of sociology perspective in explaining educational issues.

3. (a)

" + weekNum + "

Define the concept culture and explain any six (6) of its characteristics.

3. (b)

" + weekNum + "

Discuss the relationship between culture and education.

4. (a)

" + weekNum + "

What do you understand by the concept ‘socialisation’?

4. (b)

" + weekNum + "

Discuss the influence of family and school as agents of ‘socialisation’.

5. (a)

" + weekNum + "

What is bureaucracy?

5. (b)

" + weekNum + "

State any five (5) characteristics of bureaucracy and examine the extent to which the school exhibits these characteristics.

6

" + weekNum + "

Critically examine the relationship between the society, culture and education.

" + mySubjectSelected + " " + myClassSelected + "

1

It is defined as a study of the relations between education and society . It focuses on the influence of social life and social relationship on the development of individual personality.

2

Relevance of sociological perspectives

3 (a)

Culture is not a given entity common to all societies. Thus, Linton (1947) defines culture as the configuration of learned behaviour and the results of behaviour, whose component elements are shared and transmitted by the member of a particular society.
Ezewu (1983) identified six characteristics of culture as follows : Check YEAR 2019 Q4(b), YEAR 2017 Q3(b)
a. Culture is organic and supra-organic: It is organic because it is made up of human beings and supra-organic because it transcends the life-span of any given individual of that society.
b. Culture is Overt and Covert: When the ideals, worldview and attitude towards nature of the culture is considered, it is covert. It is overt when its artefacts, speech forms, etc are considered.
c. Culture is explicit and implicit: When we consider things we do and believe in but can in no way be explained. Then that aspect of culture is implicit. However, there are some roles played and actions taken which participants can easily explain. Such actions make culture explicit.
d. Culture is Ideal and Manifest: Ideal culture involves the way people ought to behave or what they believe they ought to do. The actions people take or things they do that people can recognise or see them do make culture to be manifest.
e. Culture is Stable and yet changing: In order to maintain the norms and values of the society, they are passed on from generation to generation. Often, some aspects of the culture are considered no longer relevant, or have to be changed when in contact with other cultures. In this situation, if the culture is stronger than the incoming culture, it absorbs it and make it part of its own but if the incoming culture is stronger, it will relegate the original culture to the background and take its place. However, if the two cultures are at par, they may fuse into one another.
f. Culture is shared and learned: Individuals born into a culture through interaction imbibes that culture. The rate at which individuals imbibe culture is different even though it is a common right. This can be explained that they learnt at different rates. Culture can therefore be learnt

3 (b)

Discuss why there can be no education without culture . Check YEAR 2021 Q5, YEAR 2016 Q4
Culture is the total way of life of people in a given society . Culture forms the content of education. That is, education is dependent on the culture of the society for its contents. Education programmes draw from the contents of culture (Wisler, 1923) such as speech, art, warfare, governance, religious practices, family and social practices, property, mythology and scientific knowledge, food habits, material traits, etc

4 (a)

It is the process of acquisition of knowledge, skills, and disposition that makes the learner an integrated member of the society. It is through the process of socialization that members learn certain knowledge, skills, habits, traditions, norms, and values which the society considers important .

4 (b)

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 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 .

5 (a)

What is bureaucracy? Check YEAR 2019 Q5(a), YEAR 2011 Q5(a)
It is an organisational model rationally designed to perform complex tasks efficiently (or in an efficient manner).

5 (b)

a. Division of labour: Specialised experts are employed in each position to perform specific tasks.
b. Hierarchy of authority: There is an administrative hierarchy with each position under the supervision of a higher authority or a structure of command.
c. Written rules and regulations: The responsibilities of each member of the organisation is defined in clear terms.
d. Impartiality: There is a formalised and impartial method of dealing with clients.
e. Employment based on technical qualification: Employment or promotion of personnel is based on technical qualification rather than favouritism
f. 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.

6

Check YEAR 2012 Q6(b)
The relationship is that there can be no society without education.
1) When a child is born, he becomes an automatic member of the community. However, he is functionally not a member of the society. A society is a sub-community whose members are socially conscious of their mode of life and are united by a common set of aims and values.
2) Generally, children do not know their rights, duties and obligations as full members of their society.
3) They are equally oblivious of the way their society functions.
4) They are also not yet trained on the codes of conduct of a society such as cohesion, conformity, cooperation and participation and interaction . They are however, potential members of the society
5) Thus, every society is faced with the task of making the young children full members of that society. Every society has a set of techniques for bringing up their children. This set of techniques forms a body of knowledge now called education. Therefore, as a society persists, education also exists along.

" + mySubjectSelected + " " + myClassSelected + "

Saturday 20th July 2024, 1st Paper out of 3 Papers per Day. (10th Paper in a Row).

1

" + weekNum + "

Briefly discuss six (6) roles of statistics in education.

2

" + weekNum + "

Describe each type of the measurement scales and give a situation when each can be applied.

3 (a)

" + weekNum + "

The table below gives a distribution of percentage scores of students in mathematics test. (a) Convert (i) 70% and (ii) 35% to Z-score.

3 (b)

" + weekNum + "

The table below gives a distribution of percentage scores of students in mathematics test. (b) Convert Z-scores (i) 2 and (ii) -1.5 to raw score.

4 (a)

" + weekNum + "

Explain the concept of degree of freedom.

4 (b)

" + weekNum + "

State three (3) uses of standard deviation.

5 (a)

" + weekNum + "

Find the mean of the set (15, 18, 21, 24, 27, 30, 33, 36 & 42) using a method of coding.

5 (b)

" + weekNum + "

What is Quota sampling?

6

" + weekNum + "

Given that a distribution has a mean of 45 and a standard deviation of 12, convert: (i) 79 (ii) 15 that belong to the distribution to T-scores.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

19th August 2023 Saturday, First Paper

1 (a)

" + weekNum + "

Identify any Five (5) methods of sampling and discuss any Three (3).

1 (b)

" + weekNum + "

Identify the basic assumptions underlying the use of hypothesis.

1 (c)

" + weekNum + "

In a tabular form, distinguish between type I and type II errors.

2 (a)

" + weekNum + "

Discuss briefly the basic assumption for the use of parametric statistics.

2 (b)

" + weekNum + "

Use the data below to show if the two set of scores differ significantly. Use PROPORTION = 0.05

2 (c)

" + weekNum + "

Identify any Five (5) non-parametric statistics and briefly discuss any Two (2).

3 (a)

" + weekNum + "

Discuss the roles of statistics in education.

3 (b)

" + weekNum + "

Define the following terms used in frequency distribution, with examples: i. Class boundaries ii. Class interval iii. Class limits iv. Class mark

3 (c)

" + weekNum + "

Differentiate among the scales of measurement in education.

4 (a)

" + weekNum + "

Define the terms: i. Skewers of the distribution ii. Symmetry iii. Kurtosis of the distribution iv. Inclusive and exclusive range v. Quartile deviation vi. Variance and standard deviation

4 (b)

" + weekNum + "

Find the mean, variance and standard deviation of the data below:

5 (a)

" + weekNum + "

Define probability of an event and conditional probability.

5 (b)

" + weekNum + "

Calculate the correlation coefficient (r) of the data below:

5 (c)

" + weekNum + "

Interpret the value of the correlation you found.

6 (a)

" + weekNum + "

Define distribution function of a random variable with examples.

6 (b)

" + weekNum + "

Define the terms Discrete and Continuous Distribution.

6 (c)

" + weekNum + "

Identify and discuss briefly any Three (3) methods of organising educational data.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

Saturday 15th October 2022

1

" + weekNum + "

State and explain seven (7) assumptions that are made when using parametric statistics to test a hypothesis.

2

" + weekNum + "

Explain the following terms: (a) Population (b) Statistics (c) Non-probability Sampling (d) Sampling Technique (e) Sample

3

" + weekNum + "

A group of 10 has a mean of 36 and second group of 16 has a mean of 20. Find the mean of the combined group of 26.

4

" + weekNum + "

178 people were asked how many coins they had in their pockets and the following results were obtained: Find the mean number of coins.

5

" + weekNum + "

The following are the distribution of marks of 62 students in a statistics test: Find the mode.

6

" + weekNum + "

Explain fully the terms 'type I' and 'type II' errors.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

February 2022 (BAY States: Borno, Adamawa and Yobe)

1

" + weekNum + "

Find the mean of set (15, 18, 21, 24, 27, 30, 33, 36, 42) using a method of coding.

2

" + weekNum + "

Examine five (5) reasons for studying statistics in Education.

3

" + weekNum + "

Identify three (3) types of measurement scale and give a situation when each can be applied.

4

" + weekNum + "

The table below gives a distribution of percentage scores of students in a Social Studies test. Find the mean and standard deviation of the above data. WIPP

5

" + weekNum + "

Explain the relationship between Statistics and Probability. WIPP

6

" + weekNum + "

Clearly distinguish between qualitative and quantitative variables.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Briefly discuss six (6) roles of statistics in education.

2

" + weekNum + "

Describe each type of the restaurant measurement scales and give a situation when each can be applied.

3. (a)

" + weekNum + "

The table below gives a distribution of percentage scores of students in a mathematics test. Convert i. 70% and ii. 35% to Z – Scores.

3. (b)

" + weekNum + "

The table below gives a distribution of percentage scores of students in a mathematics test. Convert Z – Scores i. 2 and ii. –1.5 to raw score.

4. (a)

" + weekNum + "

Explain the concept of degree of freedom.

4. (b)

" + weekNum + "

State three (3) uses of standard deviation.

5. (a)

" + weekNum + "

Find the mean of the set (15, 18, 21, 24, 27, 30, 33, 36, 42) using a method of coding.

5. (b)

" + weekNum + "

What is Quota sampling.

6

" + weekNum + "

Given that a distribution has a mean of 45 and a standard deviation of 12; convert i. 79 ii. 15 that belong to the distribution to T-Scores.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

Friday 9th August 2019

1

" + weekNum + "

Briefly discuss six (6) roles of statistics in education.

2

" + weekNum + "

Describe each type of the restaurant measurement scales and give a situation when each can be applied.

3. (a)

" + weekNum + "

The table below gives a distribution of percentage scores of students in a mathematics test. Convert i. 70% and ii. 35% to Z – Scores.

3. (b)

" + weekNum + "

The table below gives a distribution of percentage scores of students in a mathematics test. Convert Z – Scores i. 2 and ii. –1.5 to raw score.

4. (a)

" + weekNum + "

Explain the concept of degree of freedom.

4. (b)

" + weekNum + "

State three (3) uses of standard deviation.

5. (a)

" + weekNum + "

Find the mean of the set (15, 18, 21, 24, 27, 30, 33, 36, 42) using a method of coding.

5. (b)

" + weekNum + "

What is Quota sampling.

6

" + weekNum + "

Given that a distribution has a mean of 45 and a standard deviation of 12; convert i. 79 ii. 15 that belong to the distribution to T-Scores.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Define: (i) Mean (ii) Median (iii) Mode (iv) Standard deviation

1. (b)

" + weekNum + "

Find the mean and mode of the following set of data: (i) 2,3,5,7,9,9,10,11,14,18 (ii) 3,5,8,10,12,15,16 (ii) 2,3,4,4,5,5,7,7,7,9

2. (a)

" + weekNum + "

Explain educational statistics.

2. (b)

" + weekNum + "

Is statistics really needed in education? Discuss.

3

" + weekNum + "

Write briefly on the following terms: a) A one-tailed test. b) Systematic sampling c) A two-tailed test d) Cluster sampling e) Accidental or haphazard sampling

4. (a)

" + weekNum + "

Using a scatter diagram, differentiate between negative, positive and zero correlation. (12 marks)

4. (b)

" + weekNum + "

Calculate the Pearson correlation of the 2 sets of scores using derivation from mean approach.

5

" + weekNum + "

Given the table below: calculate the: (i) cumulative frequency (15 marks) (ii) percentage cumulative frequency (5 marks) (iii) mean of the distribution (5 marks)

6. (a)

" + weekNum + "

Explain the concept of significance level. (10 marks)

6. (b)

" + weekNum + "

Distinguish clearly between Type I and Type II errors. (15 marks)

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Describe sampling. (5 marks)

1. (b)

" + weekNum + "

Explain any four (4) of its significance. (20 marks)

2. (a)

" + weekNum + "

Distinguish between Type I and Type II errors. (10 marks)

2. (b)

" + weekNum + "

Define Kurtosis. (3 marks)

2. (c)

" + weekNum + "

With the aid of diagrams, explain the following: i. Leptokurtic; ii. Platykurtic; iii. Mesokurtic. (12 marks)

3. (a)

" + weekNum + "

What is population of a study? (5 marks)

3. (b)

" + weekNum + "

Explain the following sampling techniques: i. Random Sampling. ii. Stratified Sampling. iii. Cluster Sampling. iv. Accidental Sampling. (20 marks)

4. (a)

" + weekNum + "

Differentiate between Parametric and Non-parametric statistics. (17 marks)

4. (b)

" + weekNum + "

Give four (4) examples of each. (8 marks)

5

" + weekNum + "

Consider the table below and answer the adjacent questions. Find a) The lower limit of the 4th class b) The upper limit of 5th class c) The Class mark of the 3rd class d) The Class Boundaries of the 8th class e) The size of the 6th class. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

What is standard deviation? (4 marks)

1. (b)

" + weekNum + "

Compute the standard deviation of the following scores: 6,7,6,9,5,2,6,7,3,4. (21 marks)

2

" + weekNum + "

Enumerate any five (5) basic sampling techniques and explain any three (3). (25 marks)

3. (a)

" + weekNum + "

What is a scale of measurement? (5 marks)

3. (b)

" + weekNum + "

Explain four (4) levels of measurement and give one (1) example of each. (20 marks)

4. (a)

" + weekNum + "

Explain the difference between simple correlation and multiple correlations. (5 marks)

4. (b)

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Calculate the Pearson Product Moment Correlation between X and Y below using the deviations from the means approach.

5. (a)

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Distinguish between parametric and non-parametric test. (5 marks)

5. (b)

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Define: (i) Discrete variable; (ii) Skewness of distribution. (5 marks)

5. (c)

" + weekNum + "

Discuss briefly type I and type II errors. (10 marks)

5. (d)

" + weekNum + "

What is the probability of obtaining a multiple of 2 from the cast of a die? (5 marks)

6

" + weekNum + "

Below is a contingency table showing the frequencies of male and female adults who are above average, average and below average height in a random sample of 250 adult workers in an organisation. Calculate the Chi-square for the contingency table showing the frequencies of male and female adults above. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Discuss the following methods of sampling: a) Random sampling b) Systematic sampling c) Purposive sampling d) Quota sampling e) Cluster sampling (25 marks)

2

" + weekNum + "

Calculate the standard deviation of the following scores: 95,90,85,80,75,70,65,60,55. (25 marks)

3

" + weekNum + "

Explain educational statistics and four (4) significance of its study. (25 marks)

4

" + weekNum + "

Using two (2) randomly formal groups of research means, i.e. Find out whether these scores are significantly different or not. (25 marks) WIPP

5. (a)

" + weekNum + "

Discuss Null and Alternative hypotheses. (8 marks)

5. (b)

" + weekNum + "

Explain the concept of significance level. (7 marks)

5. (c)

" + weekNum + "

Differentiate between Type I and Type II errors. (10 marks)

6. (a)

" + weekNum + "

Define: i. Quartile deviation ii. Mean absolute deviation. (8 marks)

6. (b)

" + weekNum + "

A distribution of percentage scores has a mean of 50 and standard deviation of 15. If two (2) percentage scores from the distribution were converted to T-scores as (i) 20 and (ii) 80, find the raw scores. (17 marks)

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Explain the rationale for using statistical inference in hypothesis testing in education.

2. (a)

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Distinguish between Null and Alternative hypothesis.

2. (b)

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State an example of each.

3

" + weekNum + "

With good illustration, explain the two (2) probability level (one choice 0.001 and chance of 0.05). WIPP

4

" + weekNum + "

Explain the concept of significance level and distinguish between type I and type II errors.

5

" + weekNum + "

Write short notes on the following: a) Population and Sampling. b) Level of significance c) Normal curve.

6

" + weekNum + "

Discuss decision making process.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

Friday 12th July 2024, 2nd Paper out of 2 Papers per Day. (5th Paper in a Row).

1 (a)

" + weekNum + "

Define micro-teaching.

1 (b)

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You are invited to deliver a lecture to 300 level students on micro-teaching. Discuss the processes involved in it.

2

" + weekNum + "

Micro-teaching involves set induction. Explain: (a) Set induction (b) Why do teachers use set induction? (c) How do you induce a set induction? (d) Who to induce?

3

" + weekNum + "

Planned repetition is important in any teaching and learning situation. Explain fully the following planned situations: (a) Simple repetition (b) Spaced repetition (c) Cumulative repetition (d) Mass repetition WIP

4 (a)

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Briefly explain the similarities in traditional teaching practice and micro-teaching.

4 (b)

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Describe the difference between traditional teaching practice and micro-teaching.

5

" + weekNum + "

Describe four (4) ways to communicate with your students non-verbally.

6

" + weekNum + "

How is micro-teaching different from the usual class room teaching. Explain fully.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

25th August 2023 Friday, Second Paper

1 (a)

" + weekNum + "

Define the term Micro-teaching and explain its processes.

1 (b)

" + weekNum + "

Discuss the relevance of Micro-teaching to teacher-education in Nigeria.

2 (a)

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Discuss Three (3) (each) advantages and disadvantages of Micro-Teaching.

2 (b)

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Explain what a Micro-Teaching laboratory is.

2 (c)

" + weekNum + "

List the personnel involved in Micro-teaching.

3 (a)

" + weekNum + "

List and explain the basic skills in teaching and discuss how and when to use them.

3 (b)

" + weekNum + "

Explain the term 'Set-induction' and, with an example, what do you understand by 'repetition'.

4 (a)

" + weekNum + "

Explain the following terms: Verbal, Non-verbal and Extra-verbal reinforcement.

4 (b)

" + weekNum + "

Identify a teaching situation in which you can use repetition teaching skill.

5 (a)

" + weekNum + "

Identify and explain the Four (4) phases of operations of Micro-teaching.

5 (b)

" + weekNum + "

Singh (1977) suggested concrete steps involved in Micro-teaching. Identify and explain them.

6 (a)

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Explain why is re-observation important in Micro-teaching.

6 (b)

" + weekNum + "

List the electrical machines requirement in Micro-teaching.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Concept of micro teaching. Check YEAR 2011 Q2a
(i) Micro teaching is a competency-based instructional strategy used for teacher-trainee in order to give them the necessary grounding in the art of teaching. (PDE711 Pg 122)
(ii) Micro teaching is a competency-based instructional strategy used for teacher-trainee in order to prepare them for the arduous task of pedagogy. (PDE711 Pg 122)
(iii) Micro teaching is also a technique designed to maximize efficiency and effectiveness in the process of guiding student-teachers to develop teaching skills and competences. It is one of the most effective, innovative pedagogical strategies. (PDE711 Pg 196)
(iv) Micro teaching is real teaching that lessens the complexities of normal classroom teaching by focusing on training the student-teacher to accomplish specific tasks. (PDE711 Pg 196)
Micro teaching is defined as a scaled down sample of actual teaching which generally lasts ten to thirty minutes and involves five to ten students (Olivere, 1970), (PDE711 Pg 122). 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.
Micro-teaching processes / processes in micro-teaching. Check YEAR 2017 Q6b
(i) Modelling: This involves playing back a video tape for the student teacher to demonstrate a clear understanding of the particular skills involved and the student teacher must be able to learn from this demonstration. However, the demonstration could be done by oral explanation, written exposition, and video recording.
(ii) Planning teaching: Planning should start by identifying the teaching skills to be practiced. Take note of the dos and don’ts prescribed for the practice of each skill.
(iii) Teaching: The teaching skills should be explained and demonstrated for you before you set out to practice them in micro-teaching. Apply a particular teaching skill as you present your lesson. Complete your presentation within the 5 – 10 minutes prescribed time limit.
(iv) Observation of teaching: Immediately you practice your teaching skill(s), your colleagues who observed you teach will critique your performance in the light of your set objectives. You will receive a feedback or knowledge of result of how you performed or how you can improve.
(v) Re-planning: You examine your micro-lesson to correct its defects.
(vi) Re-teach / re-recording: Practice makes perfect. You should re-teach the micro-lesson in the light of suggestions made by your colleagues and supervisors.
(vii)Re-observation of teaching / re-critiquing: Why is re-observation important in micro-teaching? This is still necessary to determine if you have improved your performance. It also indicates that you have acquired the teaching skill practiced on.

1 (b)

The relevance of micro-teaching to teacher education are discussed below: Check YEAR 2022 Q6, YEAR 2013 Q4a, YEAR 2012 Q2
a) It reduces the complexities of classroom teaching. Classroom teaching involves many activities that are complex. Micro-teaching simplifies the complexities of classroom teaching by scaling down the lesson content, class size, teaching time and the skill.
b) It provides teacher education an effective method of training teachers to acquire a variety of teaching skills.
c) It builds up teachers’ confidence by providing relaxed and controlled secure environment for trainee teachers to acquire teaching skills.
d) It provides trainee teachers opportunity for immediate feedback and repetition for improving performance. It also affords trainees the opportunity to critically assess their own performance.
e) It enables separate teaching skills to be practiced and perfected without the distractions of classroom management.

2 (a)

Micro-teaching is a scaled down teaching encounter, usually about 10 to 30 minutes in duration, with a class size of between 5 to 10 students, and the instructional task for a lesson is well defined. Hence, it is a simulation of real teaching (or classroom teaching) . Use the disadvantages of Micro Teaching to compare with the Advantages of classroom teaching. The disadvantages are listed below. Check YEAR 2021 Q3
a) It is capital intensive because it involves the use of many videos and audio tapes.
b) It is student-teacher-centred rather than pupil-centred. The emphasis is how the student teacher performed and not on the reaction of the pupils. The pupils gain little or nothing from the teaching.
c) It is often unreal because the complexity and duration of a lesson is reduced.
d) It could produce homogenized teachers with the same standard procedures for teaching.
e) It can be seriously abused or misused.
f) It may lead to wasted effort, time and money when the teaching skills are not internalized.

2 (b)

Micro-teaching laboratory is a setting or space chosen or set aside purposely for micro-teaching (PDE711 Pg 205).
The merits of a micro-teaching laboratory . Check YEAR 2013 Q2b
(i) It enhances the micro-teaching process.
(ii) It brings about more reality, specificity and convincing feedback into the micro-teaching process.
(iii) The room is usually as spacious and as convenient as possible and this ensures free movement.

2 (c)

Personnel involved in micro-teaching
a) Class tutor or a video-tape expert teacher or supervisor
b) The practicing student teacher
c) His classmates some of which will serve as the pupils while the others watch with the class-tutor.

3 (a)

Basic skills in teaching. Check YEAR 2017 Q5
a) Set induction: This is anything presented to a learner to make him/her pay attention and learn within the lesson period. What is presented should be novel, must have the power of stimulation, to gain and hold the attention of the learner. It must induce learners to withdraw from other activities and pay undivided attention to your lesson presentation.
a. It is a device or a ‘hook’ that induces a pupil to be attentive and learn. It is 'hook' that grasps the students’ attention to learn. It usually occurs at the beginning of a period (or a class).
b) Illustration and examples are important teaching skills that can be used to bring in correctness into abstract concepts. Guidelines for illustration and examples are: (i) start with simple examples (ii) choose examples which students are familiar with (iii) be sure you relate the examples with the idea yourself or ask the student to do it
c) Planned repetition: These are deliberate and reiterated remarks used to help students remember important ideas (or points) in a lesson. It is defined as a deliberate repetition of an action over and over again in order to let the learner master it and become efficient.
d) Reinforcement: This involves any technique or skill used to modify or effect a positive change in a learner’s behavior.
e) Gesticulation: This is the signal we make with parts of our body to convey our feelings to others. Examples include: facial expressions, gestures, eye movement, head and body movements. It is also called non-verbal communication.
f) Questioning: 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.
g) Effective use of chalk board: The teacher should mind the way he/she writes. Writing should be neat and legible.
h) Stimulus variation: This is the use of different techniques in the teaching process to arouse students’ interest and sustain it and to reduce their mental inactivity. It is the extent to which a teacher is able to shift the attention of the 'pupils mind' away from the visible and many a time, invisible external stimuli.
i) Closure: it is a summary of the main points the teacher gives to the students at the end of a lesson. It involves directing the attention of the students to the completion of a specific task or learning sequence (Brown, 1975).
j) Instructional media skills
k) Encouraging participation
Examples and illustrations are important teaching skills you can use to bring in concreteness into abstract concepts. Also, planned repetition is a teaching skill you can use to help your students remember important concepts or ideas in a lesson .

3 (b)

Set induction is anything presented to a learner to make him/her pay attention and learn within the lesson period. What is presented should be novel, must have the power of stimulation, to gain and hold the attention of the learner. It must induce learners to withdraw from other activities and pay undivided attention to your lesson presentation.
Repetition is what you consistently and continuously present to students to help them remember important concepts or ideas in a lesson .

4 (a)

Explanation of terms. Check YEAR 2022 Q3
(i) Examples of verbal reinforcement: very good, that is splendid, fantastic, excellent, wonderful, etc.
(ii) Examples of non-verbal reinforcement: a smile, a nod of the head, a friendly eye contact, shaking of the hand, etc
(iii) Examples of extra-verbal reinforcement: (i) hum hum (ii) haa haa (iii) mmmm

4 (b)

(i) When a teacher observes that a pupil is trying to copy from the work of others (PDE711 Pg 212).
(ii) When a teacher finds that a pupil is consistently scoring low marks in his exercises (PDE711 Pg 212).

5 (a)

The procedures used in micro-teaching are broadly classified into four phases. These are (PDE711 Pg 201): Check YEAR 2012 Q1b
(i) Modelling Phase.
(ii) Teach-Record Phase
(iii) Play back Critique Phase
(iv) Re-teach Phase.

5 (b)

Practical procedure for micro-teaching Check YEAR 2016 Q4, YEAR 2015 Q1c
1. Orientation: It involves making it known to the student teacher the advantages and limitations of the technique. This helps to attract the attention of the student teachers and to stimulate them to use micro-teaching.
2. Discussion on teaching skills: The concept of teaching should be clarified first.
3. Practice of teaching skills.
4. Preparation of micro-lesson plan: The student teacher is expected to plan for a skill at a time.
5. Presentation of model lesson: The model lesson on the skills to be practiced should be demonstrated by the model teacher preferably in all subjects chosen by the student teachers.
6. Micro-teaching setting: There should be timing for each activity.
7. Simulated condition: The student teacher’s classmates should act as pupils.
8. Observation of teaching skills: The student teacher’s attempts are to be observed by the classmates as well as the college supervisor(s).
9. Feedback
10. Teaching time
Identify the most important elements in a planned micro-lesson note.
Micro-lesson requires the following questions
1. Who are my learners?
2. What do I want them to learn?
3. What are the most appropriate sequences for learning the topic or task?
4. What are the behavioral objectives?
5. What methods and materials will lead to achieving the behavioral objectives?
6. What methods to be used to evaluate the teaching and learning against the objectives?

6 (a)

Re-observation of teaching / re-critiquing: Why is re-observation important in micro-teaching? This is still necessary to determine if you have improved your performance. It also indicates that you have acquired the teaching skill practiced on.

6 (b)

They include: Radio, tape-recorded material, record player, over-head projector, television, cinema, etc. Check YEAR 2013 Q2a

" + mySubjectSelected + " " + myClassSelected + "

Friday 21st October 2022

1

" + weekNum + "

Micro-teaching involves set induction. Explain four (4) reasons why teachers use set induction.

2

" + weekNum + "

Explain the following in teaching and learning situations: a. Simple repetition b. Spaced repetition c. Cumulative repetition d. Mass repetition

3

" + weekNum + "

Describe reinforcement with five (5) examples of verbal and non-verbal praise.

4

" + weekNum + "

List and discuss five (5) ways you can communicate with your students non-verbally.

5

" + weekNum + "

Describe 'Questioning Technique' with examples.

6

" + weekNum + "

You have been invited to give a talk in a capacity building workshop for teachers on the 'Relevance of micro-teaching in teacher education'. Discuss five (5) major points of your presentation.

" + mySubjectSelected + " " + myClassSelected + "

1

In teaching, a set induction is anything you present to a learner to make him or her pay attention and learn your lesson . We use set induction for the following purpose. Check YEAR 2021 Q5, YEAR 2019 Q1
a) To focus students’ attention on what is to be learn.
b) To create a frame of reference before or during a lesson.
c) To give meaning to a new concept or principle.
d) To stimulate student interest and involvement or participation.

2

Planned repetition is a teaching skill you can use to help your students remember important concepts or ideas in a lesson . The different types of planned repetition are discussed below. Check YEAR 2019 Q2, YEAR 2015 Q4
a) SIMPLE REPETITION: You are doing a simple repetition, if you make initial presentation of a statement, an idea or concept and you immediately repeat the statement, idea or concept. This implies that you laid emphasis on a main point immediately after you presented it.
b) SPACED REPETITION: In spaced repetition, you present a major point to students, at various intervals during a lesson you repeat the point to increase the chances for students to remember the key point for a longer time.
c) CUMULATIVE REPETITION: This is when you repeat all the key points to present new points in a lesson. By so doing you review one key point before you move on to the next point. You should use cumulative repetition when you are presenting to students’ difficult concepts.
d) MASS-REPETITION: When you repeat together all key points or ideas of your lesson, it is mass-repetition. You mass repeat your key points as you conclude your lesson. It serves as your general summary of the lesson. When you mass repeat the key points in your lesson, students are helped to remember and retain the points for a longer time.

3

Reinforcement is ‘any technique which modifies or changes behaviour ‘ (Brown, 1975). Reinforcement may be positive, which is rewarding, or negative that is withholding rewards, corrective feedback and punishment. An example of positive reinforcement is praise. Check YEAR 2023 Q4a, YEAR 2019 Q3
Examples of verbal praise are very good, that is splendid, fantastic, etc. Examples of non-verbal praise are a smile, a nod of the head, a friendly eye contact, etc

4

They included the following : Check YEAR 2021 Q6, YEAR 2019 Q4(b)
a) Eye movements: You can use your eye movement or eye contact to control your students.
b) Facial expressions: You can communicate with your students by raising your eyebrows, eye lids, smiling, laughing, frowning,
c) Gestures: If you stare at a noise making student, he will stop the noise immediately. For example, you can frown to indicate your disapproval or annoyance.
d) Head and body movements: you can use your movement to the side or in front of the class or moving closer to a student to control your class and make them pay attention to your lesson presentation.
0
e) Silence: You can use your silence to communicate with your students. For example, your short pause before saying something very important is a way you can hold the attention of your students.

5

Questioning is any statement of interrogation which tests or creates knowledge in the learner . There are two questioning techniques, namely: lower order cognitive questioning and higher order cognitive questioning. Examples are what is the capital of Nigeria, interrogative questions, etc. Check YEAR 2019 Q5(a)

6

The relevance of micro-teaching to teacher education are discussed below: Check YEAR 2023 Q1b, YEAR 2013 Q4a, YEAR 2012 Q2
a) It reduces the complexities of classroom teaching. Classroom teaching involves many activities that are complex. Micro-teaching simplifies the complexities of classroom teaching by scaling down the lesson content, class size, teaching time and the skill.
b) It provides teacher education an effective method of training teachers to acquire a variety of teaching skills.
c) It builds up teachers’ confidence by providing relaxed and controlled secure environment for trainee teachers to acquire teaching skills.
d) It provides trainee teachers opportunity for immediate feedback and repetition for improving performance. It also affords trainees the opportunity to critically assess their own performance.
e) It enables separate teaching skills to be practiced and perfected without the distractions of classroom management.

" + mySubjectSelected + " " + myClassSelected + "

February 2022 (BAY States: Borno, Adamawa and Yobe)

1

" + weekNum + "

Micro-teaching involves a set of activities which teacher-trainee undergo to acquire teaching skills. Identify and discuss five (5) processes involved in micro-teaching.

2

" + weekNum + "

Describe in detail the roles of the teacher in micro-teaching.

3

" + weekNum + "

How is micro-teaching different from the usual classroom teaching? Explain fully.

4

" + weekNum + "

Identify and discuss fully the guidelines for the use of examples and illustrations.

5

" + weekNum + "

From your study of this course, explain with concrete examples the term 'set induction'.

6

" + weekNum + "

Give and fully explain four (4) ways you can use to communicate with your students non-verbally.

" + mySubjectSelected + " " + myClassSelected + "

1

Micro-teaching processes or processes in micro-teaching are a set of activities which teacher-trainees undergo to acquire teaching skills . Check YEAR 2012 Q1(a)
a) Modelling: This involves playing back a video tape for the student teacher to demonstrate a clear understanding of the particular skills involved and the student teacher must be able to learn from this demonstration. However, the demonstration could be done by oral explanation, written exposition, and video recording.
b) Planning teaching: Planning should start by identifying the teaching skills to be practiced. Take note of the dos and don’ts prescribed for the practice of each skill.
c) Teaching: The teaching skills should be explained and demonstrated for you before you set out to practice them in micro-teaching. Apply a particular teaching skill as you present your lesson. Complete your presentation within the 5 – 10 minutes prescribed time limit.
d) Observation of teaching: Immediately you practice your teaching skill(s), your colleagues who observed you teach will critique your performance in the light of your set objectives. You will receive a feedback or knowledge of result of how you performed or how you can improve.
e) Re-planning: You examine your micro-lesson to correct its defects.
f) Re-teach / re-recording: Practice makes perfect. You should re-teach the micro-lesson in the light of suggestions made by your colleagues and supervisors.
g) Re-observation of teaching / re-critiquing: Why is re-observation important in micro-teaching? This is still necessary to determine if you have improved your performance. It also indicates that you have acquired the teaching skill practiced on.

2

The roles of the teacher in micro-teaching includes the following :
a) The teacher or the supervisor serves as the director of activities and the expert in the micro-teaching process.
b) He decides on and introduces the skills.
c) He observes the students’ practice.
d) He advises and commends the students during the critique session.
e) He helps in planning the reteach.
f) He may serve as the model.
g) He is an assessor who rates the students attempt.
h) He serves as a Resource Person to the Student Teacher.

3

Micro-teaching is a scaled down teaching encounter, usually about 10 to 30 minutes in duration, with a class size of between 5 to 10 students, and the instructional task for a lesson is well defined. Hence, it is a simulation of real teaching (or classroom teaching) . Use the disadvantages of Micro Teaching to compare with the Advantages of classroom teaching. Check YEAR 2023 Q2a
a) It is capital intensive because it involves the use of many videos and audio tapes.
b) It is student-teacher-centred rather than pupil-centred. The emphasis is how the student teacher performed and not on the reaction of the pupils. The pupils gain little or nothing from the teaching.
c) It is often unreal because the complexity and duration of a lesson is reduced.
d) It could produce homogenized teachers with the same standard procedures for teaching.
e) It can be seriously abused or misused.
f) It may lead to wasted effort, time and money when the teaching skills are not internalized.

4

Examples and illustrations are important teaching skills you can use to bring in concreteness into abstract concepts. The following guidelines promote effective use of examples and illustrations as important teaching skills .
a) Start with simple examples and work to complex ones.
b) Choose examples which the students are familiar with.
c) Be sure to relate the example to the idea yourself or ask the students to do it. You may be surer that the students have understood a concept when they give correct and reliable examples.

5

In teaching, a set induction is anything you present to a learner to make him or her pay attention and learn your lesson . Examples are giving below. Check YEAR 2022 Q1, YEAR 2019 Q1
a) Emptying one’s pockets on to the desk in front of the class is set induction for an introduction of a lesson on counting and classifying objects.
b) Making sure your students are attending before you begin by pausing, looking around the class and waiting until the class is ready.
c) Selecting an event, object, process or device which will interest your students and match your objectives in the lesson.

6

They included the following : Check YEAR 2022 Q4, YEAR 2021 Q4(b)
(i) Eye movements: You can use your eye movement or eye contact to control your students.
(ii) Facial expressions: You can communicate with your students by raising your eyebrows, eye lids, smiling, laughing, frowning,
(iii) Gestures: If you stare at a noise making student, he will stop the noise immediately. For example, you can frown to indicate your disapproval or annoyance.
(iv) Head and body movements: you can use your movement to the side or in front of the class or moving closer to a student to control your class and make them pay attention to your lesson presentation.
(v) Silence: You can use your silence to communicate with your students. For example, your short pause before saying something very important is a way you can hold the attention of your students.

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Micro teaching involves set induction. Explain: (a) Set induction (b) Why do teachers use set induction? (c) How do you induce a set induction? (d) When to induce

2

" + weekNum + "

Planned repetition is important in any teaching and learning situation. Explain the following: (a) Simple repetition (b) Spaced repetition (c) Cumulative repetition (d) Mass repetition.

3

" + weekNum + "

Describe reinforcement with five (5) examples of verbal and non-verbal praise.

4. (a)

" + weekNum + "

What is non-verbal communication?

4. (b)

" + weekNum + "

List five (5) ways you can communicate to your students non-verbally.

5. (a)

" + weekNum + "

Describe Questioning

5. (b)

" + weekNum + "

Explain clarity and coherence in questioning.

5. (c)

" + weekNum + "

Explain pursing and pacing in questioning.

5. (d)

" + weekNum + "

What are directing and distributing questions?

6. (a)

" + weekNum + "

Enumerate the qualities and conditions of the Instructional Materials.

6. (b)

" + weekNum + "

Explain how to use chalk board effectively.

6. (c)

" + weekNum + "

Describe how to encourage participation.

" + mySubjectSelected + " " + myClassSelected + "

1

(a) What is set induction: In teaching, a set induction is anything you present to a learner to make him or her pay attention and learn your lesson . Check YEAR 2022 Q1, YEAR 2021 Q5, YEAR 2019 Q1
(b) Why do teachers use set induction? Teachers use set induction for the following purpose.
(i) To focus students’ attention on what is to be learn.
(ii) To create a frame of reference before or during a lesson.
(iii) To give meaning to a new concept or principle.
(iv) To stimulate student interest and involvement or participation
(c) How do you induce a set induction? We induce a set to learn in the following manner.
(i) Preliminary attention gaining
(ii) For orientation
(d) When to induce? We induce a set as follows.
(i) At the beginning of a lesson.
(ii) When changing topics.
(iii) Before a question and answer session.
(iv) Before a panel discussion.
(v) Before films, filmstrips, radio programmes.

2

Planned repetition is a teaching skill you can use to help your students remember important concepts or ideas in a lesson . The different types of planned repetition are discussed below. Check YEAR 2022 Q2 YEAR 2019 Q2, YEAR 2015 Q4,
a) SIMPLE REPETITION: You are doing a simple repetition, if you make initial presentation of a statement, an idea or concept and you immediately repeat the statement, idea or concept. This implies that you laid emphasis on a main point immediately after you presented it.
b) SPACED REPETITION: In spaced repetition, you present a major point to students, at various intervals during a lesson you repeat the point to increase the chances for students to remember the key point for a longer time.
c) CUMULATIVE REPETITION: This is when you repeat all the key points to present new points in a lesson. By so doing you review one key point before you move on to the next point. You should use cumulative repetition when you are presenting to students’ difficult concepts.
d) MASS-REPETITION: When you repeat together all key points or ideas of your lesson, it is mass-repetition. You mass repeat your key points as you conclude your lesson. It serves as your general summary of the lesson. When you mass repeat the key points in your lesson, students are helped to remember and retain the points for a longer time.

3

Reinforcement is 'any technique which modifies or changes behaviour' (Brown, 1975). Reinforcement may be positive, which is rewarding, or negative that is withholding rewards, corrective feedback and punishment. An example of positive reinforcement is praise. Check YEAR 2022 Q3, YEAR 2019 Q3
Examples of verbal praise are very good, that is splendid, fantastic, etc Examples of non-verbal praise are a smile, a nod of the head, a friendly eye contact, etc

4 (a)

Non-verbal communication is the signal we make with the parts of our body to convey our feelings to others . Check YEAR 2013 Q5, YEAR 2019 Q4a

4 (b)

They included the following : Check YEAR 2022 Q4, YEAR 2021 Q6, YEAR 2019 Q4b
1. Eye movements: You can use your eye movement or eye contact to control your students.
2. Facial expressions: You can communicate with your students by raising your eyebrows, eye lids, smiling, laughing, frowning,
3. Gestures: If you stare at a noise making student, he will stop the noise immediately. For example, you can frown to indicate your disapproval or annoyance.
4. Head and body movements: you can use your movement to the side or in front of the class or moving closer to a student to control your class and make them pay attention to your lesson presentation.
5. Silence: You can use your silence to communicate with your students. For example, your short pause before saying something very important is a way you can hold the attention of your students.

5 (a)

Questioning is any statement of interrogation which tests or creates knowledge in the learner . There are two questioning techniques, namely: lower order cognitive questioning and higher order cognitive questioning. Examples are what is the capital of Nigeria, interrogative questions, etc. Check YEAR 2022 Q5, YEAR 2019 Q5a

5 (b)

No matter the type of questioning we are using in teaching, we need about eight skills to possess an effective use of questioning in teaching. These skills are clarity and coherence, pausing and pacing, directing and distributing as well probing and prompting.
Clarity and coherence: Your questions should be clear. When a question is not clear we call it a double barreled question. Clear and coherent questions need to be planned.

5 (c)

Pursing and pacing: When you ask a question, you pause and look around the class for some non-verbal cues which tell you whether someone has the answer.

5 (d)

Directing and distributing questions: This skill demands that you direct your questions to passive students who are not attending. Use the name of the student, to direct your attention at the student.

6 (a)

The following are the qualities and conditions of the instructional materials that a teacher should consider.
(i) Delicacy and frigidity of the materials.
(ii) Sensitivity to certain atmospheric conditions.
(iii) Sensitivity of electric voltage
(iv) Mastery of manufacturer’s instructions.
(v) Display and replacement of instructional materials.
(vi) Toxicity of the instructional materials.

6 (b)

Effective use of Chalk Board
(i) He should mind the way he writes.
(ii) Writing should be neat and eligible.
(iii) It is advisable to divide the board into sections.
(iv) He should move from one section to the other as he wants.
(v) As much as practicable, he should always leave only the current work on the board in order not to distract the attention of your students and maintain their attention only on the current lesson.

6 (c)

Encouraging students’ participation
(i) All lessons should be learner-centred.
(ii) The teacher should not dominate the class with his talk.
(iii) All methods that will encourage rote learning should not be used.
(iv) Make your lessons practical or activity-based.
(v) Make use of questioning technique adequately to encourage students participate in your lesson.
(vi) You should also encourage students to ask questions as your lesson develop.
(vii) It is erroneous to think that your students know nothing about a given topic.

" + mySubjectSelected + " " + myClassSelected + "

Friday 2nd August 2019

1

" + weekNum + "

Micro teaching involves set induction. Explain: (a) Set induction (b) Why do teachers use set induction? (c) How do you induce a set induction? (d) When to induce

2

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Planned repetition is important in any teaching and learning situation. Explain the following: (a) Simple repetition (b) Spaced repetition (c) Cumulative repetition (d) Mass repetition.

3

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Describe reinforcement with five (5) examples of verbal and non-verbal praise.

4. (a)

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What is non-verbal communication?

4. (b)

" + weekNum + "

List five (5) ways you can communicate to your students non-verbally.

5. (a)

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Describe Questioning

5. (b)

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Explain clarity and coherence in questioning.

5. (c)

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Explain pursing and pacing in questioning.

5. (d)

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What are directing and distributing questions?

6. (a)

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Enumerate the qualities and conditions of the Instructional Materials.

6. (b)

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Explain how to use chalk board effectively.

6. (c)

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Describe how to encourage participation.

" + mySubjectSelected + " " + myClassSelected + "

1

(a) What is set induction: In teaching, a set induction is anything you present to a learner to make him or her pay attention and learn your lesson . Check YEAR 2022 Q1, YEAR 2021 Q5, YEAR 2019 Q1
(b) Why do teachers use set induction? Teachers use set induction for the following purpose.
(i) To focus students’ attention on what is to be learn.
(ii) To create a frame of reference before or during a lesson.
(iii) To give meaning to a new concept or principle.
(iv) To stimulate student interest and involvement or participation
(c) How do you induce a set induction? We induce a set to learn in the following manner.
(i) Preliminary attention gaining
(ii) For orientation
(d) When to induce? We induce a set as follows.
(i) At the beginning of a lesson.
(ii) When changing topics.
(iii) Before a question and answer session.
(iv) Before a panel discussion.
(v) Before films, filmstrips, radio programmes.

2

Planned repetition is a teaching skill you can use to help your students remember important concepts or ideas in a lesson . The different types of planned repetition are discussed below. Check YEAR 2022 Q2 YEAR 2019 Q2, YEAR 2015 Q4,
a) SIMPLE REPETITION: You are doing a simple repetition, if you make initial presentation of a statement, an idea or concept and you immediately repeat the statement, idea or concept. This implies that you laid emphasis on a main point immediately after you presented it.
b) SPACED REPETITION: In spaced repetition, you present a major point to students, at various intervals during a lesson you repeat the point to increase the chances for students to remember the key point for a longer time.
c) CUMULATIVE REPETITION: This is when you repeat all the key points to present new points in a lesson. By so doing you review one key point before you move on to the next point. You should use cumulative repetition when you are presenting to students’ difficult concepts.
d) MASS-REPETITION: When you repeat together all key points or ideas of your lesson, it is mass-repetition. You mass repeat your key points as you conclude your lesson. It serves as your general summary of the lesson. When you mass repeat the key points in your lesson, students are helped to remember and retain the points for a longer time.

3

Reinforcement is 'any technique which modifies or changes behaviour' (Brown, 1975). Reinforcement may be positive, which is rewarding, or negative that is withholding rewards, corrective feedback and punishment. An example of positive reinforcement is praise. Check YEAR 2022 Q3, YEAR 2019 Q3
Examples of verbal praise are very good, that is splendid, fantastic, etc Examples of non-verbal praise are a smile, a nod of the head, a friendly eye contact, etc

4 (a)

Non-verbal communication is the signal we make with the parts of our body to convey our feelings to others . Check YEAR 2013 Q5, YEAR 2019 Q4a

4 (b)

They included the following : Check YEAR 2022 Q4, YEAR 2021 Q6, YEAR 2019 Q4b
1. Eye movements: You can use your eye movement or eye contact to control your students.
2. Facial expressions: You can communicate with your students by raising your eyebrows, eye lids, smiling, laughing, frowning,
3. Gestures: If you stare at a noise making student, he will stop the noise immediately. For example, you can frown to indicate your disapproval or annoyance.
4. Head and body movements: you can use your movement to the side or in front of the class or moving closer to a student to control your class and make them pay attention to your lesson presentation.
5. Silence: You can use your silence to communicate with your students. For example, your short pause before saying something very important is a way you can hold the attention of your students.

5 (a)

Questioning is any statement of interrogation which tests or creates knowledge in the learner . There are two questioning techniques, namely: lower order cognitive questioning and higher order cognitive questioning. Examples are what is the capital of Nigeria, interrogative questions, etc. Check YEAR 2022 Q5, YEAR 2019 Q5a

5 (b)

No matter the type of questioning we are using in teaching, we need about eight skills to possess an effective use of questioning in teaching. These skills are clarity and coherence, pausing and pacing, directing and distributing as well probing and prompting.
Clarity and coherence: Your questions should be clear. When a question is not clear we call it a double barreled question. Clear and coherent questions need to be planned.

5 (c)

Pursing and pacing: When you ask a question, you pause and look around the class for some non-verbal cues which tell you whether someone has the answer.

5 (d)

Directing and distributing questions: This skill demands that you direct your questions to passive students who are not attending. Use the name of the student, to direct your attention at the student.

6 (a)

The following are the qualities and conditions of the instructional materials that a teacher should consider.
(i) Delicacy and frigidity of the materials.
(ii) Sensitivity to certain atmospheric conditions.
(iii) Sensitivity of electric voltage
(iv) Mastery of manufacturer’s instructions.
(v) Display and replacement of instructional materials.
(vi) Toxicity of the instructional materials.

6 (b)

Effective use of Chalk Board
(i) He should mind the way he writes.
(ii) Writing should be neat and eligible.
(iii) It is advisable to divide the board into sections.
(iv) He should move from one section to the other as he wants.
(v) As much as practicable, he should always leave only the current work on the board in order not to distract the attention of your students and maintain their attention only on the current lesson.

6 (c)

Encouraging students’ participation
(i) All lessons should be learner-centred.
(ii) The teacher should not dominate the class with his talk.
(iii) All methods that will encourage rote learning should not be used.
(iv) Make your lessons practical or activity-based.
(v) Make use of questioning technique adequately to encourage students participate in your lesson.
(vi) You should also encourage students to ask questions as your lesson develop.
(vii) It is erroneous to think that your students know nothing about a given topic.

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Define the term 'micro-teaching process'. (5 marks)

1. (b)

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Discuss five (5) roles of the teacher in micro-teaching. (20 marks)

2. (a)

" + weekNum + "

Define social closures. (5 marks)

2. (b)

" + weekNum + "

Explain how social closure can be used in the institutional process. (20 marks)

3. (a)

" + weekNum + "

Explain five (5) factors that would determine the selection of material as an instructional material. (20 marks)

3. (b)

" + weekNum + "

Define instructional material. (5 marks)

4. (a)

" + weekNum + "

Explain class control and discipline. (5 marks)

4. (b)

" + weekNum + "

Explain five (5) factors that aid class control and discipline. (20 marks)

5

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List and explain five (5) teaching skills in micro-teaching and discuss them.

6. (a)

" + weekNum + "

What do you understand as 'process' in micro-teaching? (25 marks)

6. (b)

" + weekNum + "

Explain Re-critique steps in micro-teaching. (20 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

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.

1 (b)

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. He assesses the student and grades his/her attempts.
6. He serves as a resource person to the student teacher.
7. He may serve as a role model.

2 (a)

This is a process of giving the students a sense of achievement so that, despite any difficulties encountered during the lesson, they are encouraged to continue striving.

2 (b)

It is used in the instructional process at the end of a lesson or at the end of a particular difficult lesson sequence.
Social closure is concerned with giving a sense of achievement so that despite any difficulty the students encountered within the lesson, they are encouraged to continue striving. It consists of praising and encouraging the students.

3 (a)

Factors for instructional materials (or selection or resources or selection of teaching aids) include:
1. Relevance: Materials to be used must be related and relevant.
2. Availability: The materials should be available and affordable.
3. Simplicity: Materials to be used must be simple and not complex.
4. Attractiveness: Materials to be used must be appealing to students.
5. Audibility: The audibility of the materials used must be such that it makes sense and meaning.
6. Visibility: Materials to be used must be seen or visible to the students.
7. Durability: Materials to be selected should be such that is durable and capable of being preserved for a fairly long time.

3 (b)

They include all the resources used in a lesson to explain the topic, content and subject matter to the learner so that he/she is able to fully comprehend the topic. The material is such that it captures students’ attention and motivates them.

4 (a)

Class control is the ability of a teacher to maintain order and discipline among the class pupils with the objective of creating a conducive learning environment.
Discipline is the ability of a student to develop ‘self control’
Class control is the management of a class such that the prevailing atmosphere is conducive for learning. It is the management of a class in such a way that the prevailing atmosphere is conducive for learning. That is, the classroom is free of distribution and disorderliness and it must not convey a mourning atmosphere either.

4 (b)

Some of the ways of creating good classroom control are : Check PDE711 Pg 186, YEAR 2017 Q4b, YEAR 2016 Q1(a), YEAR 2015 Q3
1. Thorough preparation of his lesson: A teacher should avoid being shallow in the topic but be sure of the facts being taught.
2. Teachers own personality: This refers to the teacher’s human relations with the pupils, his physical appearance, the way he speaks, his temper and mannerism.
3. Teacher’s strictness: The teacher should be strict, firm but kind. There should be no favouritism or bias in all he does in class.
4. Fairness in punishment: The teacher’s punishment must be commensurate with the offence. The punishment must not be extreme. The exact offenders only must be punished.
5. Teacher’s performance during teaching: A teacher who is dull in presentation gives the pupils the opportunity to wander in their minds. A teacher should strive to know the names of all his pupils.
6. Classroom arrangement and organization: The classroom should be arranged in such a way that the teacher can get to any part or any material without disturbing the peace of the class.
7. Simple rules and regulations to guide the class: The teacher should let the students know the rules and regulations guiding the class to minimize violation.
8. Participation in school societies: School societies serve as instrument of discipline. In school societies, teachers and pupils often develop good relationship which helps in class discipline.
9. Student involvement: When the pupils are interested and involved in the lesson, they have no time for indisciplinary activities.
10. School studies: Draw the attention of students to the lives of successful or great men of the past and present. Encourage the pupils to emulate their lives.

5

Each of these skills is usually mastered one after the other in a typical micro-teaching setting. Check YEAR 2023 Q3a
a) Set induction: This is anything presented to a learner to make him/her pay attention and learn within the lesson period. What is presented should be novel, must have the power of stimulation, to gain and hold the attention of the learner. It must induce learners to withdraw from other activities and pay undivided attention to your lesson presentation.
a. It is a device or a ‘hook’ that induces a pupil to be attentive and learn. It is ‘hook’ that grasps the students’ attention to learn. It usually occurs at the beginning of a period (or a class).
b) Illustration and examples are important teaching skills that can be used to bring in correctness into abstract concepts. Guidelines for illustration and examples are: (i) start with simple examples (ii) choose examples which students are familiar with (iii) be sure you relate the examples with the idea yourself or ask the student to do it
c) Planned repetition: These are deliberate and reiterated remarks used to help students remember important ideas (or points) in a lesson. It is defined as a deliberate repetition of an action over and over again in order to let the learner master it and become efficient.
d) Reinforcement: This involves any technique or skill used to modify or effect a positive change in a learner’s behavior.
e) Gesticulation: This is the signal we make with parts of our body to convey our feelings to others. Examples include: facial expressions, gestures, eye movement, head and body movements. It is also called non-verbal communication.
f) Questioning: 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.
g) Effective use of chalk board: The teacher should mind the way he/she writes. Writing should be neat and legible.
h) Stimulus variation: This is the use of different techniques in the teaching process to arouse students’ interest and sustain it and to reduce their mental inactivity. It is the extent to which a teacher is able to shift the attention of the ‘pupils’ mind’ away from the visible and many a time, invisible external stimuli.
i) Closure: it is a summary of the main points the teacher gives to the students at the end of a lesson. It involves directing the attention of the students to the completion of a specific task or learning sequence (Brown, 1975).
j) Instructional media skills
k) Encouraging participation

6 (a)

Processes in micro-teaching: A process is a stage that must be performed by the student teacher in order to progress and acquire the skill set out in the objective.
Micro-teaching processes / processes in micro-teaching. Check YEAR 2023 Q1a
(i) Modelling: This involves playing back a video tape for the student teacher to demonstrate a clear understanding of the particular skills involved and the student teacher must be able to learn from this demonstration. However, the demonstration could be done by oral explanation, written exposition, and video recording.
(ii) Planning teaching: Planning should start by identifying the teaching skills to be practiced. Take note of the dos and don’ts prescribed for the practice of each skill.
(iii) Teaching: The teaching skills should be explained and demonstrated for you before you set out to practice them in micro-teaching. Apply a particular teaching skill as you present your lesson. Complete your presentation within the 5 – 10 minutes prescribed time limit.
(iv) Observation of teaching: Immediately you practice your teaching skill(s), your colleagues who observed you teach will critique your performance in the light of your set objectives. You will receive a feedback or knowledge of result of how you performed or how you can improve.
(v) Re-planning: You examine your micro-lesson to correct its defects.
(vi) Re-teach / re-recording: Practice makes perfect. You should re-teach the micro-lesson in the light of suggestions made by your colleagues and supervisors.
(vii)Re-observation of teaching / re-critiquing: Why is re-observation important in micro-teaching? This is still necessary to determine if you have improved your performance. It also indicates that you have acquired the teaching skill practiced on.

6 (b)

Re-critique step is a stage in which a teacher trainee performance is observed by his/her colleagues and an immediate feedback is presented to enable the teacher trainee to know how well or how bad he/she has taught the lesson. High scores show an improvement and an indication that the teaching skills have been acquired.

" + mySubjectSelected + " " + myClassSelected + "

1 a)

" + weekNum + "

List any five (5) factors that aid class control and discipline. (5 marks)

1 b)

" + weekNum + "

Discuss each of the factors listed in (a) above. (20 marks)

2

" + weekNum + "

Write short notes on any five (5) of the following: (i) Modelling; (ii) Planning teaching; (iii) Teach-Record stage; (iv) Play-back critique stage; (v) Re-planning to re-teach; (vi) Re-teach; and (vii) Re-observation of teaching. (5 marks)

3 a)

" + weekNum + "

Discuss two (2) similarities and five (5) differences between traditional teaching practice and micro-teaching. (15 marks)

3 b)

" + weekNum + "

List ten (10) basics teaching skills in micro-teaching. (10 marks)

4

" + weekNum + "

List and explain any five (5) concrete steps and procedures for micro-teaching suggested by Singh (1977). (25 marks)

5 a)

" + weekNum + "

Define teaching skills. (5 marks)

5 b)

" + weekNum + "

Explain any five (5) problems affecting micro-teaching. (10 marks)

5 c)

" + weekNum + "

List ten (10) steps appropriate for micro-teaching practicum class. (10 marks)

6

" + weekNum + "

Write short notes on the following: (i) Planned repetition; (ii) Simple repetition; (iii) Spaced repetition; (iv) Cummulative repetition; (v) Mass repetition. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Some of the ways of creating good classroom control are : Check PDE711 Pg 186, YEAR 2017 Q4b, YEAR 2016 Q1(a), YEAR 2015 Q3
1. Thorough preparation of his lesson:
2. Teachers own personality:
3. Teacher’s strictness:
4. Fairness in punishment:
5. Teacher’s performance during teaching:
6. Classroom arrangement and organization:
7. Simple rules and regulations to guide the class:
8. Participation in school societies:
9. Student involvement:
10. School studies:

1 (b)

1. Thorough preparation of his lesson: A teacher should avoid being shallow in the topic but be sure of the facts being taught.
2. Teachers own personality: This refers to the teacher’s human relations with the pupils, his physical appearance, the way he speaks, his temper and mannerism.
3. Teacher’s strictness: The teacher should be strict, firm but kind. There should be no favouritism or bias in all he does in class.
4. Fairness in punishment: The teacher’s punishment must be commensurate with the offence. The punishment must not be extreme. The exact offenders only must be punished.
5. Teacher’s performance during teaching: A teacher who is dull in presentation gives the pupils the opportunity to wander in their minds. A teacher should strive to know the names of all his pupils.
6. Classroom arrangement and organization: The classroom should be arranged in such a way that the teacher can get to any part or any material without disturbing the peace of the class.
7. Simple rules and regulations to guide the class: The teacher should let the students know the rules and regulations guiding the class to minimize violation.
8. Participation in school societies: School societies serve as instrument of discipline. In school societies, teachers and pupils often develop good relationship which helps in class discipline.
9. Student involvement: When the pupils are interested and involved in the lesson, they have no time for indisciplinary activities.
10. School studies: Draw the attention of students to the lives of successful or great men of the past and present. Encourage the pupils to emulate their lives.

2

Micro-teaching processes / processes in micro-teaching
1. Modelling: This involves playing back a video tape for the student teacher to demonstrate a clear understanding of the particular skills involved and the student teacher must be able to learn from this demonstration. However, the demonstration could be done by oral explanation, written exposition, and video recording.
2. Planning teaching: Planning should start by identifying the teaching skills to be practiced. Take note of the dos and don’ts prescribed for the practice of each skill.
3. Teaching: The teaching skills should be explained and demonstrated for you before you set out to practice them in micro-teaching. Apply a particular teaching skill as you present your lesson. Complete your presentation within the 5 – 10 minutes prescribed time limit.
4. Observation of teaching: Immediately you practice your teaching skill(s), your colleagues who observed you teach will critique your performance in the light of your set objectives. You will receive a feedback or knowledge of result of how you performed or how you can improve.
5. Re-planning: You examine your micro-lesson to correct its defects.
6. Re-teach / re-recording: Practice makes perfect. You should re-teach the micro-lesson in the light of suggestions made by your colleagues and supervisors.
7. Re-observation of teaching / re-critiquing: Why is re-observation important in micro-teaching? This is still necessary to determine if you have improved your performance. It also indicates that you have acquired the teaching skill practiced on.

3 (a)

1. They both require preparation before the student teachers go to the classroom to teach. The document made for each lesson is referred to as a Lesson Note or Lesson Plan.
2. They both require intensive supervision by the teacher or supervisor.
Traditional teaching Micro-teaching
Content It is geared towards the student-teacher teaching the pupils certain contents. It is geared towards the student-teacher mastering a teaching skill at a time.
Scope Integrated skills are often emphasized and through this traditional approach, all the skills may not be mastered. The student-teacher is expected to exhibit only one teaching skill at a time.
The student-teacher is expected to teach the pupils a number of facts and also exhibit a mastering of some basic teaching skills.
Number of students The student-teacher is expected to teach many pupils, i.e. 30 or more pupils in regular classroom settings. Only about 5 to 10 students are taught and often in a micro-teaching laboratory.
Duration It is about 35 – 40 minutes It is about 5 – 10 minutes
Feedback Feedback is not immediate It gives room for immediate feedback.

3 (b)

Each of these skills is usually mastered one after the other in a typical micro-teaching setting.
1. Set induction: This is anything presented to a learner to make him/her pay attention and learn within the lesson period. Set induction is a device or a ‘hook’ that induces a pupil to be attentive and learn. It is ‘hook’ that grasps the students’ attention to learn. Set induction usually occurs at the beginning of a period (or a class).
2. Illustration and examples are important teaching skills that can be used to bring in correctness into abstract concepts. Guidelines for illustration and examples are: (i) start with simple examples (ii) choose examples which students are familiar with (iii) be sure you relate the examples with the idea yourself or ask the student to do it
3. Planned repetition: These are deliberate and reiterated remarks used to help students remember important ideas (or points) in a lesson. It is defined as a deliberate repetition of an action over and over again in order to let the learner master it and become efficient.
4. Reinforcement: This involves any technique or skill used to modify or effect a positive change in a learner’s behavior.
5. Gesticulation: This is the signal we make with parts of our body to convey our feelings to others. Examples include: facial expressions, gestures, eye movement, head and body movements. It is also called non-verbal communication.
6. Questioning: 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.
7. Effective use of chalk board: The teacher should mind the way he/she writes. Writing should be neat and legible.
8. Stimulus variation: This is the use of different techniques in the teaching process to arouse students’ interest and sustain it and to reduce their mental inactivity. It is the extent to which a teacher is able to shift the attention of the ‘pupils’ mind’ away from the visible and many a time, invisible external stimuli.
9. Closure: it is a summary of the main points the teacher gives to the students at the end of a lesson. It involves directing the attention of the students to the completion of a specific task or learning sequence (Brown, 1975).
10. Instructional media skills
11. Encouraging participation

4

Practical procedure for micro-teaching Check YEAR 2023 Q5b, YEAR 2015 Q1c
1. Orientation: It involves making it known to the student teacher the advantages and limitations of the technique. This helps to attract the attention of the student teachers and to stimulate them to use micro-teaching.
2. Discussion on teaching skills: The concept of teaching should be clarified first.
3. Practice of teaching skills.
4. Preparation of micro-lesson plan: The student teacher is expected to plan for a skill at a time.
5. Presentation of model lesson: The model lesson on the skills to be practiced should be demonstrated by the model teacher preferably in all subjects chosen by the student teachers.
6. Micro-teaching setting: There should be timing for each activity.
7. Simulated condition: The student teacher’s classmates should act as pupils.
8. Observation of teaching skills: The student teacher’s attempts are to be observed by the classmates as well as the college supervisor(s).
9. Feedback
10. Teaching time

1 (b)

Micro-lesson requires the following questions
1. Who are my learners?
2. What do I want them to learn?
3. What are the most appropriate sequences for learning the topic or task?
4. What are the behavioral objectives?
5. What methods and materials will lead to achieving the behavioral objectives?
6. What methods to be used to evaluate the teaching and learning against the objectives?

5 (a)

Micro-teaching involves a set of activities which a student teacher undergo to acquire teaching skills.
Teaching skills are pedagogical skills acquired through a more structured faculty training technique. They are used to deliver a lesson plan effectively (or in the most effective manner).
The classroom cannot be used as a learning platform for acquiring primary teaching skills. The pedagogic skills for teaching can be acquired only through a more structured and cheaper faculty training technique.

5 (b)

1. To prepare a lesson with a large content and explain it in a short time for the students.
2. Poor communication skills.
3. Poor class management skills by the student teacher.
4. Anxiety and nervousness in standing in front of students.
5. Inappropriate use of resources to deliver the lesson plan.
5 c) List ten (10) steps appropriate for micro-teaching practicum class. (10 marks)
Procedures or steps appropriate for micro-teaching practicum class
1. You choose a micro-teaching setting or space.
2. You choose your micro-teaching colleagues.
3. You prepare a time table for the programme or activities.
4. You choose your supervisor and give him/her your time table of events.
5. You prepare the space and provide facilities.
6. Prepare appraisal guide with rating scales for the supervisor and your colleagues to observe and critique your skill practice performance.
7. Choose a topic and plan five (5) minutes lesson.
8. Write a lesson note from the lesson planned.
9. Choose a skill or a cluster of skills to perform while teaching the lesson.
10. Teach the lesson and perform the skill(s). you are observed by your colleagues.
11. You receive feedback on your performance. If your score is below 50 points, you try again.
12. You re-plan the lesson.
13. You re-teach it.
14. You are re-observed once again.

6

1. Planned repetition: These are deliberate and reiterated remarks used to help students remember important ideas (or points) in a lesson. It is defined as a deliberate repetition of an action over and over again in order to let the learner master it and become efficient.
2. simple repetition – asking the students to repeat after me.
3. spaced repetition – repeating major points at intervals.
4. cumulative – repeating previous important points before presenting a new one.
5. mass repetition – repeating together all important points and ideas in a particular lesson .

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1. (a)

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What is Micro-Teaching? (5 marks)

1. (b)

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Describe any two (2) elements involved in Micro-Teaching. (5 marks)

1. (c)

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Explain the Micro-teaching procedures. (15 marks)

2. (a)

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Define improvisation. (10 marks)

2. (b)

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Explain the following improvisation concepts: (i) Imitative media production (ii) Adaptive media production (iii) Creative media production (15 marks)

3

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List and discuss ten (10) class control measures that teachers should take in a micro-teaching class. (marks 25)

4

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Write short notes on the following: (i) Planned repetition; (ii) Simple repetition; (iii) Spaced repetition; (iv) Cumulative repetition; and (v) Mass repetition. (25 marks)

5. (a)

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Explain the significance of micro-teaching in teacher education. (5 marks)

5. (b)

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Enumerate five (5) merits and five (5) demerits of micro-teaching. (20 marks)

6. (a)

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What is a closure in education? (5 marks)

6. (b)

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Enumerate five (5) functions of closure. (10 marks)

6. (c)

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Suggest five methods of achieving closure in the classroom. (10 marks)

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1 (a)

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.

1 (b)

The simple component elements or skills involved in micro-teaching include the following:
(i) Set induction
(ii) Stimulus variation
(iii) Silence and non-verbal cues of communication
(iv) Questioning
(v) Reinforcement
(vi) Illustrating with examples
(vii) Closure
(viii) Planned Repetition
(ix) Encouraging pupils’ participation
(x) Explaining
(xi) Effectiveness of chalk board
(xii) Use of instructional media.

1 (c)

Practical procedure for micro-teaching (Singh, 1977) Check YEAR 2016 Q4
1. Orientation: It involves making it known to the student teacher the advantages and limitations of the technique. This helps to attract the attention of the student teachers and to stimulate them to use micro-teaching.
2. Discussion on teaching skills: The concept of teaching be clarified first.
3. Preparation of micro-lesson plan: The student teacher is expected to plan for a skill at a time.
4. Presentation of model lesson: The model lesson on the skills to be practiced should be demonstrated by the model teacher preferably in all subjects chosen by the student teachers.
5. Micro-teaching setting: There should be timing for each activity.
6. Simulated condition: The student teacher’s classmates should act as pupils.
7. Practice of teaching skills
8. Observation of teaching skills: The student teacher’s attempts are to be observed by the classmates as well as the college supervisor(s).
9. Feedback
10. Teaching time
Identify the most important elements in a planned micro-lesson note.
Micro-lesson requires the following questions
1. Who are my learners?
2. What do I want them to learn?
3. What are the most appropriate sequences for learning the topic or task?
4. What are the behavioral objectives?
5. What methods and materials will lead to achieving the behavioral objectives?
6. What methods to be used to evaluate the teaching and learning against the objectives?

2 (a)

This refers to the preparation of instructional materials for a lesson by the classroom teacher to facilitate effective teaching-learning process.

2 (b)

1. It requires using or following the media or model produced by other people.
2. It involves an innovative positive change added to the existing production process, thereby changing the form of the produced media from its original form.
3. This is the peak of media production. It involves the ability to define and solve problems in an original way.

3

Some of the ways of creating good classroom control are : Check PDE711 Pg 186, YEAR 2017 Q4b, YEAR 2016 Q1(a), YEAR 2015 Q3
1. Thorough preparation of his lesson: A teacher should avoid being shallow in the topic but be sure of the facts being taught.
2. Teachers own personality: This refers to the teacher’s human relations with the pupils, his physical appearance, the way he speaks, his temper and mannerism.
3. Teacher’s strictness: The teacher should be strict, firm but kind. There should be no favouritism or bias in all he does in class.
4. Fairness in punishment: The teacher’s punishment must be commensurate with the offence. The punishment must not be extreme. The exact offenders only must be punished.
5. Teacher’s performance during teaching: A teacher who is dull in presentation gives the pupils the opportunity to wander in their minds. A teacher should strive to know the names of all his pupils.
6. Classroom arrangement and organization: The classroom should be arranged in such a way that the teacher can get to any part or any material without disturbing the peace of the class.
7. Simple rules and regulations to guide the class: The teacher should let the students know the rules and regulations guiding the class to minimize violation.
8. Participation in school societies: School societies serve as instrument of discipline. In school societies, teachers and pupils often develop good relationship which helps in class discipline.
9. Student involvement: When the pupils are interested and involved in the lesson, they have no time for indisciplinary activities.
10. School studies: Draw the attention of students to the lives of successful or great men of the past and present. Encourage the pupils to emulate their lives.

4

The short notes are explained below. Check YEAR
a) Planned repetition: These are deliberate and reiterated remarks used to help students remember important ideas (or points) in a lesson. It is defined as a deliberate repetition of an action over and over again in order to let the learner master it and become efficient.
b) Simple repetition – asking the students to repeat after me.
c) Spaced repetition – repeating major points at intervals.
d) Cumulative repetition – repeating previous important points before presenting a new one.
e) Mass repetition – repeating together all important points and ideas in a particular lesson .

5 (a)

1. It helps teacher education to achieve her aim of producing high quality skilled teachers.
2. It helps teacher education to re-train teachers to acquire teaching skills.
3. It provides teacher education an effective method of training teachers to acquire a variety of teaching skills.
4. It builds up teacher’s confidence by providing relaxed and controlled secured environment for trainee teachers to acquire teaching skills.
5. It provides the student teacher an opportunity for immediate feedback and repetition for improved performance.
6. It affords the student teachers an opportunity to critically assess their own performance.
7. It enables separate teaching skills to be practiced and perfected without the distractions of classroom management.

5 (b)

Merits of micro-teaching
A) It gives the student teacher the opportunity to have first-hand teaching experience.
B) It enables the teacher trainee to grow.
C) It improves the skills of the teacher in training.
D) It reduces time and complexity of the lesson.
E) It helps the student teachers to change their undesirable mannerism.
Demerits of micro-teaching
A) It is capital intensive as it involves the use of many videos and audio tapes
B) It is student-teacher-centred rather than pupil-centred. The emphasis is how the student teacher performed and not on the reaction of the pupils. The pupils gain little or nothing from the teaching.
C) It is often unreal because the complexity and duration of a lesson is reduced.
D) It could produce homogenized teachers with the same standard procedures for teaching.
E) It can be seriously abused or misused.
F) It may lead to wasted effort, time and money when the teaching skills are not internalized.

6 (a)

Closure: It is a summary of the main points the teacher gives to the students at the end of a lesson. It involves directing the attention of the students to the completion of a specific task or learning sequence (Brown, 1975).
It is also a summary of the major points a teacher gives to students for clarity.

6 (b)

Why closure is used
1. To consolidate student learning.
2. To draw attention to the end of a learning sequence
3. To create a sense of achievement and mastery in the students
4. To focus attention on what has been learnt.

6 (c)

When to use cognitive closure
1. At the end of a lesson.
2. At the end of a learning sequence with a lesson.
3. Immediately after a student discussion or practice session.
When to use social close
1. At the end of a lesson.
2. At the end of a difficult lesson.

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

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List and explain any five (5) characteristics of behavioral objectives. (15 marks)

1. (b)

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What are the importance of behavioral objectives to you as a teacher? (10 marks)

2. (a)

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State any ten (10) items likely to be found in a typical micro-teaching laboratory. (10 marks)

2. (b)

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Explain any five (5) merits of a typical micro-teaching laboratory. (15 marks)

3. (a)

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Enumerate any ten (10) basic teaching skills in micro-teaching. (20 marks)

3. (b)

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Explain the meaning of repetition with at least two (2) examples. (5 marks)

4. (a)

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Explain the relevance of micro-teaching in teacher education. (15 marks)

4. (b)

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Outline five (5) merits and five (5) demerits of micro-teaching. (10 marks)

5

" + weekNum + "

Write notes on: (a) Illustration and Examples; (b) Reinforcement; (c) Non-verbal communication; (d) Instructional materials; (e) Stimulus variation; (f) Closure. (25 marks)

6

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Highlight any five (5) possible challenges a student-teacher is likely to face during teaching practice and discus how micro-teaching will help him overcome the challenges. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Attributes / characteristics of behavioral objectives
1. Relevance: A good behavioural objective must be in relation to a given instruction or lesson.
2. Specificity: It must be specific in terms of what the teacher hope the pupils should learn.
3. Clarity: It must contain action verbs, e.g. name, list, write, draw, define, explain, describe, distinguish, state, calculate, criticize, and so on . It must be stated clearly, categorically and specifically.
4. Measurability: It specifies observable and measurable actions or activities of the pupils. It must be such that can be evaluated in terms of the extent to which it has been attained.
5. Pupil-centredness: If a behavioral objective is stated in terms of pupils’ behavior, evaluation becomes very easy, otherwise, it becomes difficult to quantify and measure .

1 (b)

Importance of behavioral objectives
1. Behavioral objectives guide teaching by dictating to teachers what to emphasise in the teaching of the subject-matter or topic
2. They provide motivation for teaching and learning. They make the lesson to have a purpose and in turn the purpose motivates the teacher.
3. They facilitate evaluation and test construction: If a behavioral objective is stated in terms of pupils’ behaviors, evaluation becomes very easy, otherwise, it becomes difficult to quantify and measure .
4. They make teaching child-centred by promoting active learning whereby the learner himself is practically involved .

2 (a)

They include: Radio, tape-recorded material, record player, workbook, textbooks, newspapers, magazines, chalk board, over-head projector, charts, pictures, television, cinema, etc. Check YEAR 2023 Q6b
Others include: observation room, control room, micro-laboratory classroom, and resource library.

2 (b)

The merits of a micro-teaching laboratory . Check YEAR 2023 Q2b
(i) It enhances the micro-teaching process.
(ii) It brings about more reality, specificity and convincing feedback into the micro-teaching process.
(iii) The room is usually as spacious and as convenient as possible and this ensures free movement.

3 (a)

Each of these skills is usually mastered one after the other in a typical micro-teaching setting.
1. Set induction: This is anything presented to a learner to make him/her pay attention and learn within the lesson period. Set induction is a device or a ‘hook’ that induces a pupil to be attentive and learn. It is ‘hook’ that grasps the students’ attention to learn. Set induction usually occurs at the beginning of a period (or a class).
2. Illustration and examples are important teaching skills that can be used to bring in correctness into abstract concepts. Guidelines for illustration and examples are: (i) start with simple examples (ii) choose examples which students are familiar with (iii) be sure you relate the examples with the idea yourself or ask the student to do it
3. Planned repetition: These are deliberate and reiterated remarks used to help students remember important ideas (or points) in a lesson. It is defined as a deliberate repetition of an action over and over again in order to let the learner master it and become efficient.
4. Reinforcement: This involves any technique or skill used to modify or effect a positive change in a learner’s behavior.
5. Gesticulation: This is the signal we make with parts of our body to convey our feelings to others. Examples include: facial expressions, gestures, eye movement, head and body movements. It is also called non-verbal communication.
6. Questioning: 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.
7. Effective use of chalk board: The teacher should mind the way he/she writes. Writing should be neat and legible.
8. Stimulus variation: This is the use of different techniques in the teaching process to arouse students’ interest and sustain it and to reduce their mental inactivity. It is the extent to which a teacher is able to shift the attention of the ‘pupils’ mind’ away from the visible and many a time, invisible external stimuli.
9. Closure: it is a summary of the main points the teacher gives to the students at the end of a lesson. It involves directing the attention of the students to the completion of a specific task or learning sequence (Brown, 1975).
10. Instructional media skills
11. Encouraging participation

3 (b)

Repetitions: These are deliberate and reiterated remarks used to help students remember important ideas (or points) in a lesson. Check YEAR 2015 Q4
Examples of repetition are (i) simple repetition (ii) spaced repetition (iii) cumulative repetition (iv) mass repetition

4 (a)

The relevance of micro-teaching to teacher education are discussed below: Check YEAR 2022 Q6, YEAR 2012 Q2
1. It helps teacher education to achieve her aim of producing high quality skilled teachers.
2. It helps teacher education to re-train teachers to acquire teaching skills.
3. It provides teacher education an effective method of training teachers to acquire a variety of teaching skills.
4. It builds up teacher’s confidence by providing relaxed and controlled secured environment for trainee teachers to acquire teaching skills.
5. It provides the student-teacher an opportunity for immediate feedback and repetition for improved performance.
6. It affords the student-teachers an opportunity to critically assess their own performance.
7. It enables separate teaching skills to be practiced and perfected without the distractions of classroom management.
8. It helps to impart a range of skills that is required for the trainee to become a competent teacher.
9. It helps to modify teacher’s behavior according to specific objectives.

4 (b)

Check YEAR 2011Q3
Merits of micro-teaching
a) It gives the student teacher the opportunity to have first-hand teaching experience.
b) It enables the teacher trainee to grow.
c) It improves the skills of the teacher in training.
d) It reduces time and complexity of the lesson.
e) It helps the student teachers to change their undesirable mannerism.
f) It helps to modify teacher’s behavior according to specific objectives.
Demerits of micro-teaching
a) It is capital intensive as it involves the use of many videos and audio tapes
b) It is student-teacher-centred rather than pupil-centred. The emphasis is how the student teacher performed and not on the reaction of the pupils. The pupils gain little or nothing from the teaching.
c) It is often unreal because the complexity and duration of a lesson is reduced.
d) It could produce homogenized teachers with the same standard procedures for teaching.
e) It can be seriously abused or misused.
f) It may lead to wasted effort, time and money when the teaching skills are not internalized.

5

Skills in micro-teaching. Each of these skills is usually mastered one after the other in a typical micro-teaching setting.
1. Illustration and examples are important teaching skills that can be used to bring in correctness into abstract concepts. Guidelines for illustration and examples are: (i) start with simple examples (ii) choose examples which students are familiar with (iii) be sure you relate the examples with the idea yourself or ask the student to do it
2. Reinforcement: This involves any technique or skill used to modify or effect a positive change in a learner’s behavior.
3. Non-verbal communication: This is the signal we make with parts of our body to convey our feelings to others. Examples include: facial expressions, gestures, eye movement, head and body movements. It is also called Gesticulation.
4. Instructional materials: They include all the resources used in a lesson to explain the topic, content and subject matter to the learner so that he/she is able to fully comprehend the topic. The material is such that it captures students’ attention and motivates them.
5. Stimulus variation: This is the use of different techniques in the teaching process to arouse students’ interest and sustain it and to reduce their mental inactivity. It is the extent to which a teacher is able to shift the attention of the ‘pupils’ mind’ away from the visible and many a time, invisible external stimuli.

6

6 Highlight any five (5) possible challenges a student-teacher is likely to face during teaching practice and discus how micro-teaching will help him overcome the challenges. (25 marks)
A student-teacher is expected to micro-teach lessons and learn teaching skills in the micro-teaching process before you go on a teaching practice in any school you are posted . The possible challenges a student-teacher is likely to face during teaching practice are as follow.
a) Poor mastery of basic teaching skills.
b) Lack of confidence and comportment to teach many pupils in regular classroom setting.
c) Poor lesson note preparation and presentation.
d) Inappropriate use of set induction
e) Misuse of questioning technique

" + mySubjectSelected + " " + myClassSelected + "

1 a)

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Explain the process of micro-teaching

1 b)

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Describe the modelling and planning steps of the process of micro-teaching.

2

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What is the relevance of micro-teaching to teacher education?

3

" + weekNum + "

Differentiate between traditional teaching practice and micro-teaching.

4

" + weekNum + "

Write short notes on: (a) Instructional media skills (b) Effective use of chalkboard (c) Encouraging pupils' participation (d) Stimulus variation

5

" + weekNum + "

As a teacher-trainee, prepare a lesson note on any topic of your subject area.

6 a)

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State the five (5) characteristics of behavioral objectives.

6 b)

" + weekNum + "

Discuss the aims of teaching practice.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

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.

1 (b)

Modelling step: This involves playing back a video tape for the student teacher to demonstrate a clear understanding of the particular skills involved and the student teacher must be able to learn from this demonstration. However, the demonstration could be done by oral explanation, written exposition, and video recording.
Planning step: Planning should start by identifying the teaching skills to be practiced. Take note of the dos and don’ts prescribed for the practice of each skill.
The procedures used in micro-teaching are broadly classified into four phases. These are (PDE711 Pg 201): Check YEAR 2023 Q5a
(i) Modelling Phase.
(ii) Teach-Record Phase
(iii) Play back Critique Phase
(iv) Re-teach Phase.

2

The relevance of micro-teaching to teacher education are discussed below: Check YEAR 2022 Q6, YEAR 2013 Q4a
a) It helps teacher education to achieve her aim of producing high quality skilled teachers.
b) It helps teacher education to re-train teachers to acquire teaching skills.
c) It provides teacher education an effective method of training teachers to acquire a variety of teaching skills.
d) It build up teacher’s confidence by providing relaxed and controlled secured environment for trainee teachers to acquire teaching skills.
e) It provides the student teacher an opportunity for immediate feedback and repetition for improved performance.
f) It affords the student teachers an opportunity to critically assess their own performance.
g) It enables separate teaching skills to be practiced and perfected without the distractions of classroom management.

3

Traditional teaching Micro-teaching
Content It is geared towards the student-teacher teaching the pupils certain contents. It is geared towards the student-teacher mastering a teaching skill at a time.
Scope Integrated skills are often emphasized and through this traditional approach, all the skills may not be mastered. The student-teacher is expected to exhibit only one teaching skill at a time.
The student-teacher is expected to teach the pupils a number of facts and also exhibit a mastering of some basic teaching skills.
Number of students The student-teacher is expected to teach many pupils, i.e. 30 or more pupils in regular classroom settings. Only about 5 to 10 students are taught and often in a micro-teaching laboratory.
Duration It is about 35 – 40 minutes It is about 5 – 10 minutes
Feedback Feedback is not immediate It gives room for immediate feedback.

4

Skills in micro-teaching. . Each of these skills is usually mastered one after the other in a typical micro-teaching setting.
1. They include all the resources used in a lesson to explain the topic, content and subject matter to the learner so that he/she is able to fully comprehend the topic. The material is such that it captures students’ attention and motivates them.
2. Effective use of chalk board: The teacher should mind the way he/she writes. Writing should be neat and legible.
3. Encouraging pupils’ participation: Encouraging participation is a major key for success. All lessons should be learner-centred (or pupil-centred or student-centred). The teacher should not dominate the class with his/her talk. Use of questioning technique adequately will also be of great help in involving the students. Use Socratic method by asking students incisive questions that will force them to deepen their thinking and get closer to the root of an issue, and to learn how to think rather than just having knowledge transmitted to them.
4. Stimulus variation: This is the use of different techniques in the teaching process to arouse students’ interest and sustain it and to reduce their mental inactivity. It is the extent to which a teacher is able to shift the attention of the ‘pupils’ mind’ away from the visible and many a time, invisible external stimuli.

5

Examine the components of a good lesson plan.
They include: (i) The subject (ii) Date (iii) Time / duration (iv) Class (v) Period (vi) Average age of the learner (vii) Topic (viii) Behavioral objectives (ix) Previous knowledge (Entry behavior) (x) Instructional materials (xi) Introduction / set induction (xii) Instructional procedure (xiii) Evaluation

6 (a)

Attributes / characteristics of behavioral objectives
1. Relevance: A good behavioural objective must be in relation to a given instruction or lesson.
2. Specificity: It must be specific in terms of what the teacher hope the pupils should learn.
3. Clarity: It must contain action verbs, e.g. name, list, write, draw, define, explain, describe, distinguish, state, calculate, criticize, and so on
4. Measurable: It specifies observable and measurable actions or activities of the pupils.
5. Pupil-centredness: If a behavioral objective is stated in terms of pupils’ behavior, evaluation becomes very easy, otherwise, it becomes difficult to quantify and measure .

6 (b)

The aims of teaching practice are to:
1. enable NTI to evaluate the adequacy, or otherwise, of its teacher education programme.
2. provide professional development programme for the student teacher.
3. provide an opportunity for the student teacher to demonstrate in real classroom situation his/her mastery of the subject matter and the methodology of imparting it to learners.
4. Provide an opportunity for the student teacher to observe, at first hand, and learn from actual classroom situations under the guidance of an experienced cooperating teacher.
5. Assess the extent to which the student teacher satisfies the requirement for the award of the certificate he/she is pursing.

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1 a)

" + weekNum + "

Carefully explain the guiding principles for the selection of good teaching methods.

1 b)

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As a teacher trainee, what would you consider to be the qualities that a good teacher must possess?

2 a)

" + weekNum + "

Explain the concept of micro-teaching.

2 b)

" + weekNum + "

Identify the processes involved in micro-teaching.

3

" + weekNum + "

Identify and discuss the merits and demerits of micro-teaching in a teacher training education programme.

4 a)

" + weekNum + "

What do you understand by lecture method?

4 b)

" + weekNum + "

Explain the advantages and disadvantages of using lecture method.

5 a)

" + weekNum + "

What are instructional materials?

5 b)

" + weekNum + "

Justify the reasons for using instructional materials in teaching-learning process.

6 a)

" + weekNum + "

What is improvisation?

6 b)

" + weekNum + "

Explain the following improvisation concepts: (i) Imitative media production (ii) Adaptive media production (iii) Creative media production

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

The topic
1. The content of the subject matter to be taught.
2. The objectives of the study
3. The class size, i.e. the number of learners in the class
4. The age, class and intellectual capacity of the learner.
5. The interest of the learners
6. Availability of materials, i.e. physical setting and resources
7. Time available
8. Teacher’s competence

1 (b)

Qualities of a good teacher
1. He/she must be kind, tolerant and loyal
2. He/she respects the confidence of his/her pupils
3. He criticizes with discretion.
4. He/she thinks more about a subject matter than making noise about it.
5. He/she makes promises sparingly and keeps them faithfully. People who promise things that they never give are like clouds and wind that bring no rain (Proverbs 25:14)
6. He/she uses pleasant smiles to hide any worries or disappointments.
7. He/she discusses but does not argue.
8. He/she discourages gossip.
9. He/she does his/her work thoroughly and he is patient.
10. He/she is an effective communicator. Effective communication is the link between thought and action or behavior .
11. He/she must be high in empathy and low in criticism .

2 (a)

Concept of micro teaching. Check YEAR 2023 Q1a
(i) Micro teaching is a competency-based instructional strategy used for teacher-trainee in order to give them the necessary grounding in the art of teaching. (PDE711 Pg 122)
(ii) Micro teaching is a competency-based instructional strategy used for teacher-trainee in order to prepare them for the arduous task of pedagogy. (PDE711 Pg 122)
(iii) Micro teaching is also a technique designed to maximize efficiency and effectiveness in the process of guiding student-teachers to develop teaching skills and competences. It is one of the most effective, innovative pedagogical strategies. (PDE711 Pg 196)
(iv) Micro teaching is real teaching that lessens the complexities of normal classroom teaching by focusing on training the student-teacher to accomplish specific tasks. (PDE711 Pg 196)
Micro teaching is defined as a scaled down sample of actual teaching which generally lasts ten to thirty minutes and involves five to ten students (Olivere, 1970), (PDE711 Pg 122). 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.

2 (b)

Micro-teaching processes by Allen and Ryan (1968)
Micro-teaching processes / processes in micro-teaching
1. Modelling: This involves playing back a video tape for the student teacher to demonstrate a clear understanding of the particular skills involved and the student teacher must be able to learn from this demonstration. However, the demonstration could be done by oral explanation, written exposition, and video recording.
2. Planning teaching: Planning should start by identifying the teaching skills to be practiced. Take note of the dos and don’ts prescribed for the practice of each skill.
3. Teaching: The teaching skills should be explained and demonstrated for you before you set out to practice them in micro-teaching. Apply a particular teaching skill as you present your lesson. Complete your presentation within the 5 – 10 minutes prescribed time limit.
4. Observation of teaching: Immediately you practice your teaching skill(s), your colleagues who observed you teach will critique your performance in the light of your set objectives. You will receive a feedback or knowledge of result of how you performed or how you can improve.
5. Re-planning: You examine your micro-lesson to correct its defects.
6. Re-teach / re-recording: Practice makes perfect. You should re-teach the micro-lesson in the light of suggestions made by your colleagues and supervisors.
7. Re-observation of teaching / re-critiquing: Why is re-observation important in micro-teaching? This is still necessary to determine if you have improved your performance. It also indicates that you have acquired the teaching skill practiced on.

3

Merits of micro-teaching
A) It gives the student teacher the opportunity to have first-hand teaching experience.
B) It enables the teacher trainee to grow.
C) It improves the skills of the teacher in training.
D) It reduces time and complexity of the lesson.
E) It helps the student teachers to change their undesirable mannerism.
Demerits of micro-teaching
A) It is capital intensive as it involves the use of many videos and audio tapes
B) It is student-teacher-centred rather than pupil-centred. The emphasis is how the student teacher performed and not on the reaction of the pupils. The pupils gain little or nothing from the teaching.
C) It is often unreal because the complexity and duration of a lesson is reduced.
D) It could produce homogenized teachers with the same standard procedures for teaching.
E) It can be seriously abused or misused.
F) It may lead to wasted effort, time and money when the teaching skills are not internalized.

4 (a)

It involves the systematic presentation of information or instructions through oral exposition by the teacher, supplemented by the use of appropriate teaching aids or instructional materials .

4 (b)

Advantages
1. With very few teaching aids or materials (e.g. book), a teacher can still impart the necessary knowledge to the learners.
2. It can be used to give the maximum amount of information in a limited time.
3. It is also suitable for presenting information in an organized manner to either a small or large number of students.
4. It is less expensive to run and sustain.
Limitations
1. A large part, or possibly the whole of the lesson is occupied by the teacher in oral explanation.
2. Learners are required to listen and take note as the teacher delivers his instructions through oral exposition.
3. It is therefore, suitable for mature learners, especially those in colleges, Polytechnics and Universities.
4. It makes learners rely largely on hearing sense and limited retention of knowledge.
5. There is minimal or no feedback from the learners because the atmosphere does not accommodate such engagement.
6. This makes the student a passive learner.

5 (a)

They include all the resources used in a lesson to explain the topic, content and subject matter to the learner so that he/she is able to fully comprehend the topic. The material is such that it captures students’ attention and motivates them.

5 (b)

1. To gain and sustain the attention of the learner.
2. To simulate reality.
3. To provide visual aspects to a process or technique.
4. To focus attention on highlight of the lesson.
5. To save time by limiting the use of wordy explanation.
6. To create compactness in lesson delivery.
7. To make teaching and learning process easy and flexible.
8. To facilitate the understanding of abstract concepts.

6 (a)

This refers to the preparation of instructional materials for a lesson by the classroom teacher to facilitate effective teaching-learning process.

6 (b)

1. It requires using or following the media or model produced by other people.
2. It involves an innovative positive change added to the existing production process, thereby changing the form of the produced media from its original form.
3. This is the peak of media production. It involves the ability to define and solve problems in an original way.

" + mySubjectSelected + " " + myClassSelected + "

Friday 12th July 2024, 1st Paper out of 2 Papers per Day. (4th Paper in a Row).

1 (a)

" + weekNum + "

Who is a counsellor?

1 (b)

" + weekNum + "

Explain any four (4) basic qualities of a good counsellor.

2

" + weekNum + "

Discuss five (5) problems militating against the development of guidance and counselling.

3

" + weekNum + "

Outline and explain the prospects of guidance and counseling in Nigeria.

4

" + weekNum + "

Examine the various ways in which the community can participate in the school guidance program.

5 (a)

" + weekNum + "

What is development in guidance and counseling?

5 (b)

" + weekNum + "

Write detailed explanation on the physical development during adolescence.

6

" + weekNum + "

In a tabular form, distinguish between guidance and counselling.

" + mySubjectSelected + " " + myClassSelected + "

WORK IN PROGRESS. PLEASE CHECK AGAIN on or before 1/7/2025

" + mySubjectSelected + " " + myClassSelected + "

25th August 2023 Friday, First Paper

1 (a)

" + weekNum + "

Who is a counselor? Identify any Five (5) qualities of a counselor and discuss any Three.

1 (b)

" + weekNum + "

Discuss the problems militating against the development of the Guidance and Counselling programmes in Nigeria.

2 (a)

" + weekNum + "

Identify the major stakeholders in Guidance and Counselling.

2 (b)

" + weekNum + "

Trace the historical development of Guidance and Counselling from America through its growth in Nigeria.

3 (a)

" + weekNum + "

Kolo (1992) identified the basic differences between Guidance and Counselling. Outline these differences using a tabular form.

3 (b)

" + weekNum + "

Identify and discuss any Ten (10) attributes associated with a good Counsellor.

4 (a)

" + weekNum + "

Define the concept of behavior modification.

4 (b)

" + weekNum + "

Use a tabular form to show the Karffiman (1989) topology of behavioural difficulties.

5 (a)

" + weekNum + "

What are the basic principles underlying human development?

5 (b)

" + weekNum + "

Discuss the implications of Eric-Erikson's theory for human development.

5 (c)

" + weekNum + "

Briefly explain the basic techniques of psycho-analytic theory.

6 (a)

" + weekNum + "

What is behavior contracting? and explain any Five (5) steps used in behavior contracting.

6 (b)

" + weekNum + "

Write short notes on the following: i. Behaviourists view to learning ii. Social cognitive view to learning iii. Cognitive learning theories.

6 (c)

" + weekNum + "

Define and explain the uses of psychological test.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Who is a counsellor? A counsellor is a person who has professional training in counselling . Everybody can guide, but not everybody can counsel. A counsellor is the key element in any counselling relationship. He is an educator that helps people to understand their situation. Check YEAR 2015 Q5a
Qualities of a counsellor . Check YEAR 2021 Q6, YEAR 2015 Q5b
1. Professional commitment
2. A commitment to individual human values
3. A belief in each person as an individual
4. Open-mindedness
5. Self-understanding
6. An alertness to the world

1 (b)

Like any new thing, Guidance and Counselling is faced with several obstacles as discussed below: Check YEAR 2022 Q2, YEAR 2021 Q4, YEAR 2019 Q2, YEAR 2014 Q1
a) Paucity of Trained Counsellors
b) Relative newness of Guidance and Counselling in Nigeria: Its reception is received with suspicion and a ‘wait-and-see’ attitude.
c) Doubt about the Efficacy of Guidance and Counselling
d) Blurred Role of the Guidance Counsellor
e) Resistance by Colleagues and Principals
f) Feeling of suspicion of the role or integrity of counsellors
g) Confidentiality
h) Lack of Commitment of Government Officers
i) Inadequate funding
j) Lack of Counselling Office/Room
k) Paucity of Psychological Tests: Using psychological tests is one of the factors that makes counselling scientific and more objective. Unfortunately, there are very few ‘made in Nigeria’ for Nigeria’s psychological tests.

2 (a)

They are the Principal, the Teachers, Parents, etc. The functions of each stakeholder are discussed below. Check YEAR 2022 Q5, YEAR 2023 Q5, YEAR 2019 Q5
i. The Principal : Direct and coordinate school guidance programme cooperatively with other members of staff within the school.
ii. The Teacher : Develop skills in observing and analyzing student behaviour in order to ascertain when an incident is significant.
iii. The Parents : Parents and guardians are expected to cooperate with the school in the education and guidance of their children. In the words of Zeran & Riccio (1962), cooperation is the best word that summarizes the functions of parents and guardians.

2 (b)

History and development of guidance and counselling in Nigeria. Check YEAR 2017 Q4
1. In 1958, the Catholic Reverend Sisters in St. Theresa’s College, Ibadan, recognized the need to give adequate career or vocational guidance to their final year students.
2. This motivated other similar schools in other big towns and Ibadan, in particular, to start organising career talks for their senior students.
3. In 1961, Dr. C. I. Berepiki was appointed the first Vocational Guidance Officer by the Federal Ministry of Education, Lagos.
4. In 1962, Ibadan Careers Council was formed. Their aim was to propagate vocational guidance to students or the young ones.
5. In 1967, Nigeria Careers Council grew out of the Ibadan Career council.
6. In 1967, Mr. Rees, an American, organised a workshop at Comprehensive High School, Aiyetoro, Ogun State. His workshop led to the introduction of guidance and counselling into several secondary schools.
7. In 1975, the first Department of Guidance and Counselling in Nigeria was established in the University of Ibadan
8. December 1, 1976 marked the birth of Counselling Association of Nigeria at the University of Ibadan
9. In 1981, the second full-fledged department was established at the University of Ilorin.
10. In 1981, the Federal Government inserted the need for guidance and counselling courses in our schools in its National Policy on Education (1981)
11. In 1992 at the Kano conference, the Association dropped CAN and took up CASSON i.e. (Counselling Association of Nigeria)

3 (a)

Differences between guidance and counselling . Check YEAR 2022 Q1, YEAR 2021 Q1, YEAR 2019 Q1, YEAR 2016 Q1b
S/N Counselling Guidance
1 Client (student) directed. Counsellor (tutor) directed
2 Assessment and evaluation rest on the client (student). Assessment and evaluation are in the domain of the counsellor (tutor)
3 Counsellor and client jointly negotiate contract and methodology Counsellor determines the objectives and methods.
4 Counsellor (tutor) is a facilitator or enabler. He is not the decision maker. Counsellor (tutor) is an information or advice giver
5 Self-discovery is considered important in the learning process Learning is not seen as involving self-discovery
6 Client and Counsellor jointly negotiate a contract about agenda and methodology. Counsellor determines objectives and methods.

3 (b)

By personality attributes , we mean those unique human qualities which are typical and consistent with the individual. They are acquired through life experiences in the family, school and other socializing agencies. Check YEAR 2022 Q3a, YEAR 2019 Q3a
According to Nweke, et al (1989) and Makinde (1983), the attributes of a good counselor to be proven beyond all doubts are associated with the following (PDE712 Pg 220):
(i) Having a caring attitude and sincere interest in people.
(ii) Flexible in thought and action.
(iii) Attractive, approachable and pleasant.
(iv) Calm in the presence of emergency.
(v) Patient, and resourceful and dedicated.
(vi) Having a good sense of humour.
(vii) Having tolerance for ambiguity.
(viii) Above average, intelligence (that is, proven intellectual and conceptual ability).
(ix) Having a good self-concept and self-acceptance.
(x) Cooperative, patient, objective, sincere, broadminded, friendly and loyal.
(xi) Having high integrity, honesty and discipline.
(xii) Devotion to duty.
(xiii) Putting psychological, economical, social and cultural skills into practical demonstration.
(xiv) Having a good working knowledge of the social norms, values and traditions of the people.
(xv) Accepting, listening, responding, judging and valueing skills.

4 (a)

Behaviour whether deviant, desirable, adaptive maladaptive, appropriate on inappropriate are learned. This implies that if desirable or undesirable behaviours are learned, they can as well be unlearned. Behaviour modification may be defined in various ways as follow (PDE712 Pg 260):
(i) Behaviour modification is the response of an organism to a stimulus and based on that response, judgment is passed as to the normalcy or otherwise of that behaviour.
(ii) Behaviour modification is the use of learning theories and/or principles to alter maladaptive behaviour, Whitman & Whitman (1970).
(iii) Behaviour modification is an approach in which an attempt is made to change a behaviour by modifying the environment in which it appears. Environment in which an individual finds himself may make or mar ones’ behaviour.
Behaviour modification may be used not only to eliminate behaviours that are socially deviant but also to develop and increase socially desirable behviour, Okoli (2002).

4 (b)

Karffman (1989) typology electrifies seven types of behavioural difficulties which are used to describe behavioural characteristics observed in secondary school students. These are explained in the table below (PDE712 Pg 261): WIP712

5 (a)

They are: Check YEAR 2010 Q1b
1. Maturation: It is the development of the innate potentialities of a child in a sequential order . It is the increase in biological growth.
2. Learning: Learning is a relatively permanent change in behavioural potentiality that occurs as a result of reinforced practice. It is a process that begins at birth and goes on until the end of an individual’s life. The relationship between maturation and learning is very close, because learning takes place within a certain level of maturation.
3. Experience: It involves different things that we come across, handle and observe around us. It moulds our life. They include amenities around us.

5 (b)

Eric-Erickson theory explains that emotional stages of development are correlated with cognitive and social development. He identified and related each emotional stage of development with a kind of possible psychosocial crisis, which if handled successfully, enable individual to deal adequately with the kind of crisis and problem that he will encounter at the next stage of development. Check YEAR 2010 Q2a
Counselling intervention along Erikson’s theory include the following:
a) Ages 0 - 1 years
b) Ages 1 - 3 years
c) Ages 3 - 6 years
d) Ages 6 - 12 years
e) Ages 12 - 18 years
f) Young adulthood
g) Middle adulthood
h) Old age

5 (c)

There are four basic techniques employed by psychoanalytic (PDE712 Pg 279):
(i) Free Association: The client is asked to pour out his mind, no matter how bad the situation may be e.g early trauma. The analyst should assist the client so that there would be no resistance.
(ii) Interpretation: The analyst uses this method to overcome resistance. According to Nwacdingwe and Makinde (1997) a correct interpretation of unguided utterances of the individual helps in bringing into conscious infantile regressed psychic structures. It leads to giving meanings, origins, causes and modes of functioning to the client’s problems.
(iii) Dream Analysis: In Freud’s view, dreams are symbolic expressions of hidden conflicts reawakening, illogical or irrelevant it may be. The analysis must look at the intent, content of the dream because there may be a possible connection between dream and the client’s everyday problem.
(iv) Transference: At this stage, the client may see the analyst as possessing attitudes and attributes like people he has strong feeling for. When the emotions directed towards the therapist are those of affection and dependence, the transference is positive. But if hostile attitude is dominant, the transference is negative.

6 (a)

Behavoiur contracting is formal agreement between a client and a counsellor. A contractual agreement should be signed by the counsellor and client (all parties involved must sign because modification of behaviour must be voluntary.) (PDE712 Pg 265)
There are five steps involved and these are listed below (PDE712 Pg 265):
(i) Define the problem and specify the desired behaviour, trace the history of the behaviour and design a form of gathering information.
(ii) Find out factors that trigger it.
(iii) Find out factors that sustain it.
(iv) Identify positive reinforcers and how they will be used.
(v) Plan modification, review it weekly and evaluate students’ progress.

6 (b)

Short notes on the following terms.
(i) Behaviourists view learning as an enduring change in observable behaviour that occurs as a result of experience (PDE712 Pg 257).
(ii) Social cognitive view learning as an integral process that may or may not result in immediate behavioural change (PDE712 Pg 258).
(iii) Cognitive learning theories explain learning by focusing on changes in mental processes that people use in their efforts to make sense of the world (PDE712 Pg 258).

6 (c)

Uses and relevance of psychological test include: Check YEAR 2012 Q5a, YEAR 2010 Q6
a) Information gathering
b) Evaluation
c) Prediction
d) Selection
e) Placement
f) Diagnosis
g) Classification
They are also called functions of psychological test.

" + mySubjectSelected + " " + myClassSelected + "

Friday 21st October 2022

1

" + weekNum + "

In a tabular form, distinguish between guidance and counseling in four (4) ways.

2

" + weekNum + "

Discuss any five (5) problems militating against the development of guidance and counseling in Nigeria.

3. (a)

" + weekNum + "

Briefly explain five (5) personality attributes of a counsellor.

3. (b)

" + weekNum + "

State five (5) principles of guidance and counseling.

4

" + weekNum + "

Explain four (4) of the characteristics and roles of a counselor.

5

" + weekNum + "

Highlight the functions of the following stakeholders in school guidance services: (a) The Principal (b) The Teacher (c) The Parent

6

" + weekNum + "

Outline and explain five (5) prospects of guidance and counseling in Nigeria.

" + mySubjectSelected + " " + myClassSelected + "

1

Differences between guidance and counselling . Check YEAR 2023 Q3a, YEAR 2021 Q1, YEAR 2019 Q1, YEAR 2016 Q1b
S/N Counselling Guidance
1 Client (student) directed. Counsellor (tutor) directed
2 Assessment and evaluation rest on the client (student). Assessment and evaluation are in the domain of the counsellor (tutor)
3 Counsellor and client jointly negotiate contract and methodology Counsellor determines the objectives and methods.
4 Counsellor (tutor) is a facilitator or enabler. He is not the decision maker. Counsellor (tutor) is an information or advice giver
5 Self-discovery is considered important in the learning process Learning is not seen as involving self-discovery
6 Client and Counsellor jointly negotiate a contract about agenda and methodology. Counsellor determines objectives and methods.

2

Like any new thing, Guidance and Counselling is faced with several obstacles as discussed below: Check YEAR 2023 Q1b, YEAR 2021 Q4, YEAR 2019 Q2, YEAR 2014 Q1
a) Paucity of Trained Counsellors
b) Relative newness of Guidance and Counselling in Nigeria: Its reception is received with suspicion and a ‘wait-and-see’ attitude.
c) Doubt about the Efficacy of Guidance and Counselling
d) Blurred Role of the Guidance Counsellor
e) Resistance by Colleagues and Principals
f) Feeling of suspicion of the role or integrity of counsellors
g) Confidentiality
h) Lack of Commitment of Government Officers
i) Inadequate funding
j) Lack of Counselling Office/Room
k) Paucity of Psychological Tests: Using psychological tests is one of the factors that makes counselling scientific and more objective. Unfortunately, there are very few ‘made in Nigeria’ for Nigeria’s psychological tests.

3 (a)

By personality attributes , we mean those unique human qualities which are typical and consistent with the individual. They are acquired through life experiences in the family, school and other socializing agencies. Check YEAR 2023 Q3b, YEAR 2019 Q3a

3 (b)

Principles of guidance and counselling simply means the basic truth about the practice of guidance and counselling. Some of these principles are: Check YEAR 2019 Q3(b)

4

Characteristics and roles of a counsellor . Check YEAR 2019 Q4
1. Have goodwill towards his/her clients.
2. Have the ability to be present for others.
3. Recognise his or personal strengths and limitations.
4. Be patient: Patience is involved in dealing with all human beings but for the counsellor, he or she needs special patience with his or her clients.
5. Be willing to take risk with all the clients.

5

Check YEAR 2023 Q2a, YEAR 2019 Q5

6

Based on the present trend, it seems that the future is bright for Guidance and Counselling in Nigeria for the following reasons (PDE712 Pg 216) : Check YEAR 2019 Q6, YEAR 2017 Q5, YEAR 2015 Q4
a) The decision of recent by the Federal Government to approve study programmes in guidance and counselling for most Universities in the country.
b) The plan to integrate Guidance and Counselling into the training of Nigerian Teachers. This implies that in the nearest future, Guidance and Counselling may be well established in the schools
c) The emergence of various types of problems in our society requires Guidance and Counselling to help curtail them. For example, increasing numbers of cultism amongst youth, marital problems, family problems, vocational problems, relationship problems and retirement problems.
d) Changes in home and family life: The modern Nigerian home is characterized by a number of changes. These include rising trends in divorce rates, single parenting, children studying far away from homes, reduction in the number of children a family wants, the weakening ties in extended family network partly because of economic realities, distance and mobility, etc. These changes create a need for counsellors to help children cope with these changes (PDE712 Pg 206).
e) Growing needs of youth side-by-side unemployment in the country: In recent times, there are additional layers of essential needs on the youth such as budget for energy bill, data, phone devices, laptop, etc. These are aside the traditional and conventional basic needs of food, shelter and clothing. Unfortunately, these modern needs are highly expensive. To make matters worse there is increasing unemployment (PDE712 Pg 204; ANA ARM).

" + mySubjectSelected + " " + myClassSelected + "

February 2022 (BAY States: Borno, Adamawa and Yobe)

1

" + weekNum + "

Identify and explain five (5) basic differences between guidance and counselling.

2

" + weekNum + "

State reasons why guidance and counselling started with emphasis on vocational guidance.

3

" + weekNum + "

Examine the various ways in which the community can participate in the school guidance programme.

4

" + weekNum + "

From the knowledge you gained in this course, highlight the problems militating against the development of guidance counselling programme in Nigeria.

5

" + weekNum + "

List and discuss five (5) needs or reasons for guidance and counselling in our schools.

6

" + weekNum + "

An understanding counsellor should have unique qualities that make him a role model to his clients. Give and explain fully five (5) qualities of a counsellor.

" + mySubjectSelected + " " + myClassSelected + "

1

Differences between guidance and counselling . Check YEAR 2022 Q1, YEAR 2019 Q1, YEAR 2016 Q1(b)
S/N Counselling Guidance
1 Client (student) directed. Counsellor (tutor) directed
2 Assessment and evaluation rest on the client (student). Assessment and evaluation are in the domain of the counsellor (tutor)
3 Counsellor and client jointly negotiate contract and methodology Counsellor determines the objectives and methods.
4 Counsellor (tutor) is a facilitator or enabler. He is not the decision maker. Counsellor (tutor) is an information or advice giver
5 Self-discovery is considered important in the learning process Learning is not seen as involving self-discovery
6 Client and Counsellor jointly negotiate a contract about agenda and methodology. Counsellor determines objectives and methods.

2

The evolution of guidance and counselling placed emphasis on vocational guidance for the following reasons:
a) To reduce problems of unemployment, want, and poverty among the underprivileged.
b) To give 'systematic training of body, brain, memory, reason and character to people according to their individual differences'.
c) To reflect the pre-eminence of the institution of work in human civilization.

3

The following are some of the areas where the community could be useful for school guidance services: Check YEAR 2016 Q4

4

Like any new thing, Guidance and Counselling is faced with several obstacles as discussed below: Check YEAR 2023 Q1b, YEAR 2022 Q2, YEAR 2019 Q2, YEAR 2014 Q1

5

Needs or reasons for Guidance and Counselling: Check YEAR 2021 Q5
Some factors that are responsible for the development of guidance and counselling include the following:
a. Expansion in the enrolment of pupils or 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

6

Qualities of a counsellor . Check YEAR 2023 Q1a, YEAR 2015 Q5b
1. Professional commitment
2. A commitment to individual human values
3. A belief in each person as an individual
4. Open-mindedness
5. Self-understanding
6. An alertness to the world

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

In a tabular form distinguish between guidance and counselling in four ways.

2

" + weekNum + "

Discuss five (5) problems militating against the development of guidance and counselling in Nigeria

3. a)

" + weekNum + "

Briefly explain five (5) personality attributes of a counsellor.

3. b)

" + weekNum + "

State five (5) principles of guidance and counselling.

4

" + weekNum + "

Explain elaborately four (4) characteristics and roles of a counsellor.

5

" + weekNum + "

Highlight the functions of the following stakeholders in school guidance services: i. The Principal ii. Teacher iii. Parent

6

" + weekNum + "

Outline the prospects of guidance and counselling in Nigeria.

" + mySubjectSelected + " " + myClassSelected + "

1

Differences between guidance and counselling . Check YEAR 2022 Q1, YEAR 2021 Q1, YEAR 2016 Q1(b), YEAR 2019 Q1
S/N Counselling Guidance
1 Client (student) directed. Counsellor (tutor) directed
2 Assessment and evaluation rest on the client (student). Assessment and evaluation are in the domain of the counsellor (tutor)
3 Counsellor and client jointly negotiate contract and methodology Counsellor determines the objectives and methods.
4 Counsellor (tutor) is a facilitator or enabler. He is not the decision maker. Counsellor (tutor) is an information or advice giver
5 Self-discovery is considered important in the learning process Learning is not seen as involving self-discovery
6 Client and Counsellor jointly negotiate a contract about agenda and methodology. Counsellor determines objectives and methods.

2

Like any new thing, Guidance and Counselling is faced with several obstacles as discussed below: Check YEAR 2023 Q1b, YEAR 2022 Q2, YEAR 2021 Q4, YEAR 2019 Q2, YEAR 2014 Q1

3 (a)

By personality attributes , we mean those unique human qualities which are typical and consistent with the individual. They are acquired through life experiences in the family, school and other socializing agencies. Check YEAR 2021 Q3a, YEAR 2019 Q3a

3 (b)

Principles of guidance and counselling simply means the basic truth about the practice of guidance and counselling. Some of these principles are: Check YEAR 2021 Q3b, YEAR 2019 Q3b
1. Guidance and Counselling is for everyone.
2. Guidance and Counselling must be provided in a way that ensures human dignity and worth.
3. Guidance and Counselling is a sequential, continuous and developmental process which starts from birth to death.
4. The objectives of counselling should be based on clients' needs and not on the needs of the counsellor.
5. It must be confidential. That is, a counsellor must keep secret.

4

Characteristics and roles of a counsellor . Check YEAR 2022 Q4, YEAR 2019 Q4

5

The functions of each stakeholder are discussed below. Check YEAR 2023 Q2a, YEAR 2022 Q5, YEAR 2019 Q5
i. The Principal : Direct and coordinate school guidance programme cooperatively with other members of staff within the school.
ii. The Teacher : Develop skills in observing and analyzing student behaviour in order to ascertain when an incident is significant.
iii. The Parents : Parents and guardians are expected to cooperate with the school in the education and guidance of their children. In the words of Zeran & Riccio (1962), cooperation is the best word that summarizes the functions of parents and guardians.

6

Based on the present trend, it seems that the future is bright for Guidance and Counselling in Nigeria for the following reasons (PDE712 Pg 216) : Check YEAR 2022 Q6, YEAR 2017 Q5, YEAR 2015 Q4, YEAR 2019 Q6
a) The decision of recent by the Federal Government to approve study programmes in guidance and counselling for most Universities in the country.
b) The plan to integrate Guidance and Counselling into the training of Nigerian Teachers. This implies that in the nearest future, Guidance and Counselling may be well established in the schools
c) The emergence of various types of problems in our society requires Guidance and Counselling to help curtail them. For example, increasing numbers of cultism amongst youth, marital problems, family problems, vocational problems, relationship problems and retirement problems.
d) Changes in home and family life: The modern Nigerian home is characterized by a number of changes. These include rising trends in divorce rates, single parenting, children studying far away from homes, reduction in the number of children a family wants, the weakening ties in extended family network partly because of economic realities, distance and mobility, etc. These changes create a need for counsellors to help children cope with these changes (PDE712 Pg 206).
e) Growing needs of youth side-by-side unemployment in the country: In recent times, there are additional layers of essential needs on the youth such as budget for energy bill, data, phone devices, laptop, etc. These are aside the traditional and conventional basic needs of food, shelter and clothing. Unfortunately, these modern needs are highly expensive. To make matters worse there is increasing unemployment (PDE712 Pg 204; ANA ARM).

" + mySubjectSelected + " " + myClassSelected + "

Saturday 27th July 2019

1

" + weekNum + "

In a tabular form distinguish between guidance and counselling in four ways.

2

" + weekNum + "

Discuss five (5) problems militating against the development of guidance and counselling in Nigeria

3. a)

" + weekNum + "

Briefly explain five (5) personality attributes of a counsellor.

3. b)

" + weekNum + "

State five (5) principles of guidance and counselling.

4

" + weekNum + "

Explain elaborately four (4) characteristics and roles of a counsellor.

5

" + weekNum + "

Highlight the functions of the following stakeholders in school guidance services: i. The Principal ii. Teacher iii. Parent

6

" + weekNum + "

Outline the prospects of guidance and counselling in Nigeria.

" + mySubjectSelected + " " + myClassSelected + "

1

Differences between guidance and counselling . Check YEAR 2022 Q1, YEAR 2021 Q1, YEAR 2016 Q1(b), YEAR 2019 Q1
S/N Counselling Guidance
1 Client (student) directed. Counsellor (tutor) directed
2 Assessment and evaluation rest on the client (student). Assessment and evaluation are in the domain of the counsellor (tutor)
3 Counsellor and client jointly negotiate contract and methodology Counsellor determines the objectives and methods.
4 Counsellor (tutor) is a facilitator or enabler. He is not the decision maker. Counsellor (tutor) is an information or advice giver
5 Self-discovery is considered important in the learning process Learning is not seen as involving self-discovery
6 Client and Counsellor jointly negotiate a contract about agenda and methodology. Counsellor determines objectives and methods.

2

Like any new thing, Guidance and Counselling is faced with several obstacles as discussed below: Check YEAR 2023 Q1b, YEAR 2022 Q2, YEAR 2021 Q4, YEAR 2019 Q2, YEAR 2014 Q1

3 (a)

By personality attributes , we mean those unique human qualities which are typical and consistent with the individual. They are acquired through life experiences in the family, school and other socializing agencies. Check YEAR 2021 Q3a, YEAR 2019 Q3a

3 (b)

Principles of guidance and counselling simply means the basic truth about the practice of guidance and counselling. Some of these principles are: Check YEAR 2021 Q3b, YEAR 2019 Q3b
1. Guidance and Counselling is for everyone.
2. Guidance and Counselling must be provided in a way that ensures human dignity and worth.
3. Guidance and Counselling is a sequential, continuous and developmental process which starts from birth to death.
4. The objectives of counselling should be based on clients' needs and not on the needs of the counsellor.
5. It must be confidential. That is, a counsellor must keep secret.

4

Characteristics and roles of a counsellor . Check YEAR 2022 Q4, YEAR 2019 Q4

5

The functions of each stakeholder are discussed below. Check YEAR 2023 Q2a, YEAR 2022 Q5, YEAR 2019 Q5
i. The Principal : Direct and coordinate school guidance programme cooperatively with other members of staff within the school.
ii. The Teacher : Develop skills in observing and analyzing student behaviour in order to ascertain when an incident is significant.
iii. The Parents : Parents and guardians are expected to cooperate with the school in the education and guidance of their children. In the words of Zeran & Riccio (1962), cooperation is the best word that summarizes the functions of parents and guardians.

6

Based on the present trend, it seems that the future is bright for Guidance and Counselling in Nigeria for the following reasons (PDE712 Pg 216) : Check YEAR 2022 Q6, YEAR 2017 Q5, YEAR 2015 Q4, YEAR 2019 Q6
a) The decision of recent by the Federal Government to approve study programmes in guidance and counselling for most Universities in the country.
b) The plan to integrate Guidance and Counselling into the training of Nigerian Teachers. This implies that in the nearest future, Guidance and Counselling may be well established in the schools
c) The emergence of various types of problems in our society requires Guidance and Counselling to help curtail them. For example, increasing numbers of cultism amongst youth, marital problems, family problems, vocational problems, relationship problems and retirement problems.
d) Changes in home and family life: The modern Nigerian home is characterized by a number of changes. These include rising trends in divorce rates, single parenting, children studying far away from homes, reduction in the number of children a family wants, the weakening ties in extended family network partly because of economic realities, distance and mobility, etc. These changes create a need for counsellors to help children cope with these changes (PDE712 Pg 206).
e) Growing needs of youth side-by-side unemployment in the country: In recent times, there are additional layers of essential needs on the youth such as budget for energy bill, data, phone devices, laptop, etc. These are aside the traditional and conventional basic needs of food, shelter and clothing. Unfortunately, these modern needs are highly expensive. To make matters worse there is increasing unemployment (PDE712 Pg 204; ANA ARM).

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

Discuss guidance services that are relevant to the school setting. (25 marks)

2

" + weekNum + "

Examine the various ways in which the parents and students can participate in the school guidance programme. (25 marks)

3

" + weekNum + "

Explain the types of counselling practiced within the educational systems. (25 marks)

4

" + weekNum + "

Trace the development of guidance and counselling in Nigeria from 1958 to date. (25 marks)

5

" + weekNum + "

Discuss the prospects of guidance and counselling in Nigeria. (25 marks)

6

" + weekNum + "

Discuss five (5) problems facing the provision of effective guidance service in Nigeria schools. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1

a. Orientation services
b. Appraisal services
c. Information services
d. Placement services
e. Referral services
f. Follow-up, research or evaluation services

2

Parents:
a. Parents should teach their children proper attitudes that can be of benefits to the school.
b. Parents should provide information about their children which would be useful in providing proper guidance for their children.
c. Parents should encourage their children to make use of guidance services.
Students:
a. Students should go for counselling as the need arises for them.
b. They are not to hide relevant information from the counsellor that will enable him/her help them in the counselling process.

3

The three major types of counselling mainly practiced in the school setting are:
1. Educational (academic) guidance and counselling: It provides assistance to pupils individually and in group to help them make the most of their educational opportunities.
2. 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.
3. Personal and psychological (Personal-social) 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.

4

History and development of guidance and counselling in Nigeria. Check YEAR 2023 Q2b
1. In 1958, the Catholic Reverend Sisters in St. Theresa’s College, Ibadan, recognized the need to give adequate career or vocational guidance to their final year students.
2. This motivated other similar schools in other big towns and Ibadan, in particular, to start organising career talks for their senior students.
3. In 1961, Dr. C. I. Berepiki was appointed the first Vocational Guidance Officer by the Federal Ministry of Education, Lagos.
4. In 1962, Ibadan Careers Council was formed. Their aim was to propagate vocational guidance to students or the young ones.
5. In 1967, Nigeria Careers Council grew out of the Ibadan Career council.
6. In 1967, Mr. Rees, an American, organised a workshop at Comprehensive High School, Aiyetoro, Ogun State. His workshop led to the introduction of guidance and counselling into several secondary schools.
7. In 1975, the first Department of Guidance and Counselling in Nigeria was established in the University of Ibadan
8. December 1, 1976 marked the birth of Counselling Association of Nigeria at the University of Ibadan
9. In 1981, the second full-fledged department was established at the University of Ilorin.
10. In 1981, the Federal Government inserted the need for guidance and counselling courses in our schools in its National Policy on Education (1981)
11. In 1992 at the Kano conference, the Association dropped CAN and took up CASSON i.e. (Counselling Association of Nigeria)

5

Based on the present trend, it seems that the future is bright for Guidance and Counselling in Nigeria for the following reasons (PDE712 Pg 216) : Check YEAR 2022 Q6, YEAR 2015 Q4
a) The decision of recent by the Federal Government to approve study programmes in guidance and counselling for most Universities in the country.
b) The plan to integrate Guidance and Counselling into the training of Nigerian Teachers. This implies that in the nearest future, Guidance and Counselling may be well established in the schools
c) The emergence of various types of problems in our society requires Guidance and Counselling to help curtail them. For example, increasing numbers of cultism amongst youth, marital problems, family problems, vocational problems, relationship problems and retirement problems.
d) Changes in home and family life: The modern Nigerian home is characterized by a number of changes. These include rising trends in divorce rates, single parenting, children studying far away from homes, reduction in the number of children a family wants, the weakening ties in extended family network partly because of economic realities, distance and mobility, etc. These changes create a need for counsellors to help children cope with these changes (PDE712 Pg 206).
e) Growing needs of youth side-by-side unemployment in the country: In recent times, there are additional layers of essential needs on the youth such as budget for energy bill, data, phone devices, laptop, etc. These are aside the traditional and conventional basic needs of food, shelter and clothing. Unfortunately, these modern needs are highly expensive. To make matters worse there is increasing unemployment (PDE712 Pg 204; ANA ARM).
Some factors that are responsible for the development of guidance and counselling include the following:
1. Expansion in enrolment in all stages of our educational system since 1960 when Nigeria gained Independence from Britain.
2. Noticeable shortage in manpower required for skilled work force. Thus, guidance within education was necessary for the development of skills, attitudes, and potentials of Nigerian youths so as to realize their fullest possible capabilities for national development.
3. Automation in the World of Work: Automation, technological changes and breakthroughs have caused some people to seek for guidance and counselling in order to maximize their potentiality for timely absorptions and survival in an uncertain technological future.
4. Growing Needs of Youths in Nigeria: The increasing needs of the youths call for guidance and counselling within education.
5. Repeated Changes in the Education System: Repeated changes in education policy and programmes tend to cause confusion for some individuals, which again demands the guidance services to help individuals make good choice.
6. Unrest in Universities and other Tertiary Institutions
7. Problem of National Integration
8. Changes in Home and Family Life
9. Problems of Cultism

6

a. Inadequate trained counsellors
b. Relative newness of guidance and counselling in Nigeria
c. Doubt about the efficacy of guidance and counselling
d. Blurred role of the guidance counsellor
e. Resistance of colleagues and principals
f. Feeling of suspicion of the role / integrity of counsellors
g. Inadequate funding
h. Lack of counselling office / room.

" + mySubjectSelected + " " + myClassSelected + "

1. (a)

" + weekNum + "

Discuss the concepts, 'Guidance and Counselling'.

1. (b)

" + weekNum + "

List and discuss any three (3) differences between Guidance and Counselling.

2. (a)

" + weekNum + "

Examine the Psychoanalytic theory according to Sigmud Freud.

2. (b)

" + weekNum + "

Briefly explain five (5) of Sigmud Freud’s Ego Defence Mechanism.

3. (a)

" + weekNum + "

Examine the concept, 'Transfer of Learning' and explain any three (3) types.

3. (b)

" + weekNum + "

Enumerate any five (5) factors affecting transfer of learning

4

" + weekNum + "

Explain any five (5) ways community can partake in school guidance and counselling programmes.

5. (a)

" + weekNum + "

What is a Psychological Test?

5 b)

" + weekNum + "

Explain briefly five (5) functions of psychological testing.

6 a)

" + weekNum + "

Examine the concept, 'human growth and development'. WIPP

6 b)

" + weekNum + "

Examine any five (5) implications of growth and development to counsellors. WIPP

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

Guidance is a family name for all the helping services within the educational and community services.
Counselling is a more open and less directive method of helping in which alternatives are laid open before the client and the final decision is left for him/her to take .
Counselling is a helping relationship and in order to be of help to anyone, you must be knowledgeable in some basic things

1 (b)

Differences between guidance and counselling . Check YEAR 2022 Q1, YEAR 2021 Q1, YEAR 2019 Q1
S/N Counselling Guidance
1 Client (student) directed. Counsellor (tutor) directed
2 Assessment and evaluation rest on the client (student). Assessment and evaluation are in the domain of the counsellor (tutor)
3 Counsellor and client jointly negotiate contract and methodology Counsellor determines the objectives and methods.
4 Counsellor (tutor) is a facilitator or enabler. He is not the decision maker. Counsellor (tutor) is an information or advice giver
5 Self-discovery is considered important in the learning process Learning is not seen as involving self-discovery
6 Client and Counsellor jointly negotiate a contract about agenda and methodology. Counsellor determines objectives and methods.

2 (a)

Check YEAR 2012 Q6(b)
Psychoanalytic theory (or psychoanalytic test) is a method of treating individual by psychological means rather than medical or physical technique. Psychoanalytic theory claims that man is not even in control of his mind because unknown forces within rule his behaviour. He posits that human personality comprises of three systems: the id, the ego and the super-ego.

2 (b)

Ego defense are mechanisms that either distort or deny reality.
Sigmud Freud identified some of ego defense mechanism:
(i) Denial: To pretend as if what the client is going through is not real. For example, death of loved one.
(ii) Projection: To attribute to another person those characteristics that are unacceptable to ones ego.
(iii) Regression: Retreating to an earlier phase of development where the demands are not so great.
(iv) Rationalisation: Making up 'good' reasons to explain away a bruised ego.
(v) Submission: Using more socially acceptable outlet for basic impulses.
(vi) Reaction formation: Behaving in a way that is directly opposite to unconscious wishes.

3 (a)

It involves the understanding of an issue or a thing and then using that knowledge to solve future problems, that is, problems the students have not encountered before.
They include
1. Negative transfer: This involves a situation in which previous knowledge affects and hinders the performance of a particular event.
2. Positive transfer: This occurs when learning in one situation facilitates performance in another.
3. General transfer: This occurs when experience gained in one situation is applied to a broad range of different situations.
4. Specific transfer: This is the ability to use information in a particular setting similar to the one in which the information is originally learned.

3 (b)

See Year 2012 Q 3b
They include similarities, depth of original understanding, quality of learning experience, variety of learning experience, context and meta-cognition.

4

The following are some of the areas where the community could be useful for school guidance services: Check YEAR 2021 Q3
a) Relating closely with the school
b) Showing interest in the school guidance activities
c) Participation in field trips organised by the school
d) Providing opportunities for work-study programme for the students
e) Providing resource persons for career talks and information needed for counselling

5 (a)

Check YEAR 2010 Q6
It is defined as a standardised or non-standardised measure of an individual’s response to a systematic sample of traits or stimuli from which inferences about general behavior can be made after the necessary qualification interest and level of social adjustment (Makinde, 1983).
It is defined as a standardised or non-standardised measure to obtain an individual response to a systematic sample of traits or stimuli.
It is an objective and standardized measure of sample of behaviour or character.

5 (b)

See Year 2012, Q 5a; Year 2010 Q 6
Functions of psychological test include:
a) Information gathering
b) Evaluation
c) Prediction
d) Selection
e) Placement
f) Diagnosis
g) Classification

6 (a)

WIPP

6 (b)

WIPP

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

List and explain any five (5) basic guidance services in educational institutions. (25 marks)

2

" + weekNum + "

Explain any five (5) responsibilities of students to the school guidance programmes. (25 marks)

3

" + weekNum + "

Briefly explain the following: (i) Educational Guidance and Counselling; (ii) Personal and Psychological Counselling; (iii) Vocational Guidance; (iv) Rehabilitation; (v) Socio-cultural Counselling. (25 marks)

4

" + weekNum + "

Discuss any five (5) prospects of Guidance and Counselling in Nigeria. (25 marks)

5 a)

" + weekNum + "

Describe who a Counsellor is.

5 b)

" + weekNum + "

Discuss any five (5) qualities of a Counsellor.

6

" + weekNum + "

Enumerate and explain any five (5) basic needs of adolescents. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1

Guidance service is a cluster of services all aimed at helping a person to understand 'self' and to take appropriate steps in educational, occupational and life-planning generally.
The seven basic guidance services are as follow: Check YEAR 2014 Q2
1. Orientation Service: Another name for orientation service is Adapture service. It is designed to assist students to adjust adaptively when found in new school environment.
2. Appraisal or Inventory services: It involves collection, interpretation, administration and clinical usage of test devices.
3. Information or Distributive Services: Designed to provide students with data about education, social and vocational opportunities in their environment.
4. Counselling Service: Interaction between a client and a counsellor.
5. Follow-up Service: Provides feedback about the effectiveness of the school guidance.

2

The pupils, students or clients are expected to discharge their responsibilities too, which include the following:
1. To cooperate with teachers and school administration when they are sent to the counsellor for guidance.
2. To recognise and accept the counsellor as a professional
3. To go for counselling as the need arises for them
4. To make use of the educational and occupational materials provided for them by the school guidance services
5. To help create awareness about the importance of guidance and counselling services
6. To open up to the counsellor

3

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.
4. Marital guidance and counselling: This deals with the problem of selecting a marriage partner and solving the problems of marriage life.
5. Rehabilitation counselling: This deals with a situation in which the unexpected or unplanned event happens such as sudden life disruption like death of a parent or a close relative.

4

Based on the present trend, it seems that the future is bright for Guidance and Counselling in Nigeria for the following reasons (PDE712 Pg 216) : Check YEAR 2022 Q6, YEAR 2019 Q6, YEAR 2017 Q5
a) The decision of recent by the Federal Government to approve study programmes in guidance and counselling for most Universities in the country.
b) The plan to integrate Guidance and Counselling into the training of Nigerian Teachers. This implies that in the nearest future, Guidance and Counselling may be well established in the schools
c) The emergence of various types of problems in our society requires Guidance and Counselling to help curtail them. For example, increasing numbers of cultism amongst youth, marital problems, family problems, vocational problems, relationship problems and retirement problems.
d) Changes in home and family life: The modern Nigerian home is characterized by a number of changes. These include rising trends in divorce rates, single parenting, children studying far away from homes, reduction in the number of children a family wants, the weakening ties in extended family network partly because of economic realities, distance and mobility, etc. These changes create a need for counsellors to help children cope with these changes (PDE712 Pg 206).
e) Growing needs of youth side-by-side unemployment in the country: In recent times, there are additional layers of essential needs on the youth such as budget for energy bill, data, phone devices, laptop, etc. These are aside the traditional and conventional basic needs of food, shelter and clothing. Unfortunately, these modern needs are highly expensive. To make matters worse there is increasing unemployment (PDE712 Pg 204; ANA ARM).
Some factors that are responsible for the development of guidance and counselling include the following:
a) Expansion in the enrolment of pupils or 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

5 (a)

5(a) Who is a counsellor? A counsellor is a person who has professional training in counselling . Everybody can guide, but not everybody can counsel. A counsellor is the key element in any counselling relationship. He is an educator that helps people to understand their situation. Check YEAR 2023 Q1a

5 (b)

a. Professional commitment
b. A commitment to individual human values
c. A belief in each person as an individual
d. Open-mindedness
e. Self-understanding
f. An alertness to the world

6

Adolescence is a stage that emerges from childhood and merges into adulthood.
The basic needs of adolescence are (i) freedom from family (ii) association with opposite sex (iii) need for self support (iv) need for a theory of life (v) need for meaningful participation
Need for self-support or self-definition: They need opportunities to make choices and decisions about what is most important to them and how they want to spend their time and energy .

" + mySubjectSelected + " " + myClassSelected + "

1

" + weekNum + "

List and explain any five (5) factors militating against the development of guidance and counselling services in Nigeria’s secondary schools. (25 marks)

2

" + weekNum + "

List and explain any five (5) of the goals of guidance services you know. (25 marks)

3

" + weekNum + "

List and briefly describe any five (5) roles of counsellors to each of the following: (a) students; (b) teachers; (c) school administrators; (d) community (e) parents. (25 marks)

4

" + weekNum + "

Explain any three (3) developmental characteristics of adolescence boys and any two of girls respectively. (25 marks)

5. (a)

" + weekNum + "

Explain any three (3) tenets of Rational Emotive Therapy. (15 marks)

5. (b)

" + weekNum + "

Discuss any two (2) tenets of Albert’s Irrational Belief Theory. (10 marks)

6

" + weekNum + "

Explain the following: (a) Maturation (b) Transfer of learning (c) Heredity (d) Environment (e) Psychological test (f) Process of human development. (25 marks)

" + mySubjectSelected + " " + myClassSelected + "

1

Like any new thing, Guidance and Counselling is faced with several obstacles as discussed below: Check YEAR 2023 Q1b, YEAR 2022 Q2, YEAR 2021 Q4, YEAR 2019 Q2
a) Paucity of Trained Counsellors
b) Relative newness of Guidance and Counselling in Nigeria: Its reception is received with suspicion and a ‘wait-and-see’ attitude.
c) Doubt about the Efficacy of Guidance and Counselling
d) Blurred Role of the Guidance Counsellor
e) Resistance by Colleagues and Principals
f) Feeling of suspicion of the role or integrity of counsellors
g) Confidentiality
h) Lack of Commitment of Government Officers
i) Inadequate funding
j) Lack of Counselling Office/Room
k) Paucity of Psychological Tests: Using psychological tests is one of the factors that makes counselling scientific and more objective. Unfortunately, there are very few ‘made in Nigeria’ for Nigeria’s psychological tests.

2

Guidance service is a cluster of services all aimed at helping a person to understand 'self' and to take appropriate steps in educational, occupational and life-planning generally.
The seven basic guidance services are as follow: Check YEAR 2015 Q1
1. Orientation Service which is designed to assist pupils to adjust adaptively when found in new school environments.
2. Appraisal Service which involves the collecting, administration, interpretation and clinical usage of variety of test devices in order to provide effective counselling services to students.
3. Information Service which is designed to provide students with data about educational, social and vocational opportunities in their environment.
4. Placement Service is to ensure that students achieve effective placement either on programme of study, a career, a work-study or even a medical treatment programme. All placements must be based on appropriate information on students seeking placement.
5. Follow-up, Research or Evaluation Services provide periodic feed-back on the effectiveness of school guidance through research into the concrete outcomes of school guidance.
6. Referral Service refers to sending a client to another person or agency for assistance.
7. Counselling Service is the interaction between a client and counsellor that aims at solving or understanding the client’s problem the more.

3

Check YEAR 2022 Q4
Students: (i) Refer students needing help beyond his capacity. (ii) Assist students to understand themselves. (iii) Assist the emotionally disturbed children to understand their problems. (iv) Help students to understand the school environment. (v) Provide vocational information (vi) Provide information for further studies. (vii) Help in the orientation of new students.
Teachers: (i) Encourage teachers to identify students needing help and also those having special talent. (ii) Obtain the cooperative participation of staff. (iii) Encourage teachers to participate in the guidance programme. (iv) Assist teachers to discover ways of handling students with learning problems. (v) Discussing the curriculum with the teachers with a view of discovering how it affects the teachers and the students. (vi) Encourage teachers to recognise individual differences amongst students with empathy, positive feelings and regards.
School administrators: (i) Recommend to the principal areas for research and study. (ii) Assist in the enrolment, placement and orientation of new students (iii) Assist in the development of in-service. (iv) Provide advice on how to handle students’ complaints and causes. (v) Provide advice on issues related to discipline. (vi) Provide advice on how to minimise retrogressive policies and rules.
Community: To maintain harmonious relationship with groups and individuals in a community .
Parents: (i) confer with parents (ii) Help parents to discover the potentialities and limitations of their children. (iii) Help parents to understand attitudes, aptitudes and interests of their children with regard to the world of work. (iv) Encourage parents to participate in the guidance programme. (v) Advice parents on what the children need and what they do not need.

4

Developmental changes (or developmental characteristics)
Changes in adolescent boys
1. Production of mature sperm cells in seminal discharge.
2. Chest widens due to growth of bones.
3. Voice cracks or deepens due to enlargement of voice box (or larynx).
4. Penis and scrotum enlarge in size.
5. Presence of facial hair (beard), pubic hair, and auxiliary hair.
Changes in adolescent girls
1. The vaginal increases in size.
2. The reproductive organs develop (the ovaries and uterus).
3. Ovulation and menstruation start.
4. Growth of hair in the arm-pit and pubic area.
5. Enlarged breasts.
6. Hip region expands due to growth of the bones of the pelvic girdle.

5 (a)

A – the existence of a fact, event or behaviour of another person.
B – the ideas about the fact, event or behaviour.
C – ones reaction to the fact, event or behaviour.
Human beings have the ability for self-preservation as well as self-desstruction.

5 (b)

Albert Ellis Irrational Sentences
It is easier to avoid than to face certain life difficulties and responsibilities.
A person ought to be bothered and upset by the problems of others.
It is preferable to depend on someone stronger than oneself.
Certain people are bad, wicked and villainous and that they should be severely punished and blamed for their villainy.
Irrational ideas about the existence of a fact, event or behaviour of another person usually lead to unhappiness.

6

a) Maturation: It is the development of the innate potentialities of a child in a sequential order .
b) Transfer of learning: It involves the understanding of an issue or a thing and then using that knowledge to solve future problems, that is, problems the students have not encountered before.
c) Heredity: It involves the genes one inherits from parents that affect development throughout life.
d) Environment: It involves different things that we come across, handle and observe around us. It moulds our life. It includes amenities and infrastructure around us.
e) Psychological test: A psychological test as a standardized or non-standardized measure of an individual’s response to a systematic sample of traits or stimuli from which inferences about general behaviour can be made. A psychological test attempts to only measure a sample of behaviour. This is because r human behaviour is so complex and variable that no single test can measure the total behaviour at one time.
f) Process of human development: It is an orderly sequence of events from childhood to old age directed by heredity and influenced by environment .

" + mySubjectSelected + " " + myClassSelected + "

1 a)

" + weekNum + "

List the human stages of development.

1 b)

" + weekNum + "

Explain what services a counsellor will render at each stage of human development.

2

" + weekNum + "

List the stages and characteristics of Eric Erickson Theory of personality and social development.

3 a)

" + weekNum + "

Enumerate the types of transfer of learning.

3 b)

" + weekNum + "

Explain six (6) factors affecting transfer of learning.

4 a)

" + weekNum + "

As a young counsellor enumerate five (5) types of behavioural difficulties.

4 b)

" + weekNum + "

List three Behaviuoral techniques and their subheadings.

5 a)

" + weekNum + "

What are the uses of psychological test?

5 b)

" + weekNum + "

Describe any FOUR (4) types of psychological test you know .

6 a)

" + weekNum + "

List the counselling theories under cognitive and affective approaches.

6 b)

" + weekNum + "

Explain psychoanalytic test therapy.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

They include the following:
Stage Age Period
Pre-natal 0 – 2 weeks Germinal
3 – 8 weeks Embryonic
9 – birth Foetal
Childhood 0 – 6 years Early childhood
6 – 11 years Middle childhood
Adolescence 12 – 19 years
adulthood 20 years and above

1 (b)

Stage Age Period Counselling intervention
Pre-natal 0 – 2 weeks Germinal
3 – 8 weeks Embryonic
9 – birth Foetal
Childhood 0 – 6 years Early childhood Identify learning disabilities in the children.
Should be helped to prepare for school.
Should be encouraged to share with others.
Should be assisted to relate with others.
6 – 11 years Middle childhood Should be helped to prepare for secondary school
All fables and fears about secondary school should be dispersed.
Adolescence 12 – 19 years a. Help adolescent cope with the changes occurring in their bodies.
b. Help them reduce their outburst of emotions
c. Encourage them to have healthy relationships and positive self-concept.
d. Sex education is important because of their curiosity on sexual relationship
adulthood 20 years +

2

Erikson's eight stages of psychosocial development include the following:
Stage Age (Years) Characteristics
Trust vs mistrust 0 – 1 Trust is developed about the world.
Autonomy vs shame/doubt 1 – 3 Independence is fostered by support and structure.
Initiative vs guilt 3 – 6
Industry vs inferiority 6 – 12
Identity vs role confusion 12 – 18
Intimacy vs isolation Young adulthood 20s through early 40s
Open to others and develop intimate relationship.
Generativity vs stagnation Middle age Productivity, creativity and a concern for the next generation.
Integrity vs despair Old age

3 (a)

They are Negative transfer, positive transfer, general transfer and specific transfer.

3 (b)

See Year 2016 Q 3b
They include:
Variety of learning experience
Quality of learning experience
Similarities
Depth of original understanding
Context and meta-cognition.

4 (a)

Types of behavioural difficulties
1. Hyperactivity and related difficulties
2. Obvious behavioural difficulties
3. Hidden behavioural difficulties
4. Juvenile delinquency and drug use
5. Depression and suicidal behavior
6. Psychotic behaviour

4 (b)

Behaviour modification techniques
Sective attention
Schedule of reward
Reinforces: Social, intrinsic and tangible reinforcers

5 (a)

Uses and relevance of psychological test include: Check YEAR 2023 Q6c, YEAR 2010 Q6
a) Information gathering
b) Evaluation
c) Prediction
d) Selection
e) Placement
f) Diagnosis
g) Classification
They are also called functions of psychological test.

5 (b)

Achievement test: These are designed to measure the outcome of the teaching process, the quantity and quality of progress made by students in a particular subject. It is used for the selection of candidates for industrial and government jobs.
Aptitude test: These are designed to estimate the future performance and success of a person in various occupations, school work and future education.
Attitude test
Intelligence test
Personality test
Interest inventories
Self report personality inventory : Emotional problems may require personality inventory .

6 (a)

It is an intellectual model designed to explain and predict human behaviour . There are several types of counselling theories which are classified into two approaches – cognitive model and affective model.
Cognitive approaches: Rational Emotive Approach (RET), Trait/factor approach, Eclectic Viewpoint, Behavioural counselling
Affective approaches: Psychoanalytic therapy, Client-Centred Counselling, Existentialism-Humanistic Therapy, Gestalt Therapy, Indigenous Counselling

6 (b)

See year 2016, Q 2a
Psychoanalytic test therapy is a method of treating individual by psychological means rather than medical or physical technique.
Psychoanalytic theory claims that man is not even in control of his mind because unknown forces within rule his behaviour. He posits that human personality comprises of three systems: the id, the ego and the super-ego.

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1. (a)

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Explain the following: (i) Physical development (ii) Social development (iii) Cognitive development

1. (b)

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Identify and explain the principles underlying human development.

2. (a)

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Explain the counselling intervention according to Eric-Erickson’s theory of psychosocial development.

2 b)

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Describe what happens to the next stage of development, if a stage was not fully resolved.

3

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Explain the developmental changes that take place in: (i) The adolescent boys. (ii) The adolescent girls.

4 a)

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What do you understand by 'transfer of learning'?

4 b)

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Enumerate and explain the types of transfer of learning.

5

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Explain the concept 'counselling theory' and discuss the significance of such theory to the counsellor.

6

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Define ‘psychological test’ and explain its uses.

" + mySubjectSelected + " " + myClassSelected + "

1 (a)

(i) Physical development: It includes an understanding of who we are and our growth.
(ii) 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.
(iii) Cognitive development: It describes the changes in the way we think and process information .

1 (b)

They are: Check YEAR 2023 Q5a
1. Maturation: It is the development of the innate potentialities of a child in a sequential order . It is the increase in biological growth.
2. Learning: Learning is a relatively permanent change in behavioural potentiality that occurs as a result of reinforced practice. It is a process that begins at birth and goes on until the end of an individual’s life. The relationship between maturation and learning is very close, because learning takes place within a certain level of maturation.
3. Experience: It involves different things that we come across, handle and observe around us. It moulds our life. They include amenities around us.

2 (a)

Eric-Erickson theory explains that emotional stages of development are correlated with cognitive and social development. He identified and related each emotional stage of development with a kind of possible psychosocial crisis, which if handled successfully, enable individual to deal adequately with the kind of crisis and problem that he will encounter at the next stage of development. Check YEAR 2023 Q5b
Counselling intervention along Erikson’s theory include the following:
a) Ages 0 - 1 years
b) Ages 1 - 3 years
c) Ages 3 - 6 years
d) Ages 6 - 12 years
e) Ages 12 - 18 years
f) Young adulthood
g) Middle adulthood
h) Old age

2 (b)

The next stage of development will have crisis and problems. This in turn will affect personal and social development of the child.

3

Developmental changes (or developmental characteristics)
Changes in adolescent boys
1. Production of mature sperm cells in seminal discharge.
2. Chest widens due to growth of bones.
3. Voice cracks or deepens due to enlargement of voice box (or larynx).
4. Penis and scrotum enlarge in size.
5. Presence of facial hair (beard), pubic hair, and auxiliary hair.
Changes in adolescent girls
1. The vaginal increases in size.
2. The reproductive organs develop (the ovaries and uterus).
3. Ovulation and menstruation start.
4. Growth of hair in the arm-pit and pubic area.
5. Enlarged breasts.
6. Hip region expands due to growth of the bones of the pelvic girdle.

4 (a)

It involves the understanding of an issue or a thing and then using that knowledge to solve future problems , that is, problems the students have not encountered before.

4 (b)

They include
1. Negative transfer: This involves a situation in which previous knowledge affects and hinders the performance of a particular event.
2. Positive transfer: This occurs when learning in one situation facilitates performance in another.
3. General transfer: This occurs when experience gained in one situation is applied to a broad range of different situations.
4. Specific transfer: This is the ability to use information in a particular setting similar to the one in which the information is originally learned.

5

It is an intellectual model designed to explain and predict human behaviour . There are several types of counselling theories which are classified into two approaches- cognitive model and affective model.
Significance or importance of such theories to the Counselor
a) A counselor uses theories to find a baseline for his counseling.
b) It helps the counselor to understand the client.
c) It helps the counselor to find out the thought process of different clients.
d) It helps the counselor to give proper guidance to the counselee

6

This is defined as a standardised or non-standardised measure of an individual’s response to a systematic sample of traits or stimuli from which inferences about general behavior can be made after the necessary qualification interest and level of social adjustment (Makinde, 1983).
This is defined as a standardised or non-standardised measure to obtain an individual response to a systematic sample of traits or stimuli.
It is an objective and standardized measure of sample of behaviour or character.
Uses of psychological test include:
a) Information gathering
b) Evaluation
c) Prediction
d) Selection
e) Placement
f) Diagnosis
g) Classification

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General 24 October 2023

1 Lecture method is sometimes used ---
A. When the work is much
B. When you want to test learning ability to lesson
C. In large class
D. With difficult topics.

2 A school Counselor works in ---
A. Primary and secondary schools
B. Junior and senior secondary schools
C. Colleges
D. Universities

3 What are the general goals of any educational institution?
A. To assist learners passed their examination
B. To assist the learners grow mentally, physically and morally.
C. To make learners good scholars
D. To issue learners with certificates.

4 Content-related validity is a type of validity in which ---
A. Is not test measures a representative sample of subject matter content and its behavioral changes under consideration.
B. An association between the test scores and the predication of a theoretical traits is demonstrated
C. The test is demonstrated to be effective in predicting criterion or indicators of a construct.
D. The items of a test represent the entire range of possible items the test should cover

5 Which of the following is NOT a strategy for teaching children with special needs?
A. The problem solving method.
B. The lecture method.
C. The task method.
D. The guided discovery method.

6 Select the correct order of policy making process in education in Nigeria.
A. Joint Consultative Committee on Education JCCE. - National Council on Education NCE.- The Federal Ministry Education FME finalizes the policy
B. The Federal Ministry Education FME. - Joint Consultative Committee on Education JCCE. National Council on Education NCE. finalizes the policy
C. National Council on Education NCE. - The Federal Ministry Education FME. - Joint Consultative Committee on Education JCCE. finalizes the policy
D. The Federal Ministry Education FME. - National Council on Education NCE. - Joint Consultative Committee on Education JCCE. finalizes the policy

7 The introduction of trade or entrepreneurship in the senior secondary school curriculum is for ….
A. National integration.
B. National development.
C. Social responsibility.
D. Skill acquisition.

8 Indicators of responsiveness to gender issues in CFS promote gender …………
A. culture
B. Friendliness
C. Tradition
D. Sensitivity.

9 In which way is CFS excellence achieved?
A. Storage
B. Safety
C. Survival
D. Sanitation

10 The teacher education are being offered in the universities, colleges of education and polytechnics with different nomenclatures EXCEPT
A. Part time education
B. Distance education
C. Western education
D. Sandwich education

11 A specific characteristic of a population is known as a ---
A. Parameter
B. Statistic
C. Descriptive
D. Sample

12 A curriculum is usually developed to meet what type of goals?
A. Broad goals
B. Flexible goals
C. Specific goals
D. Rigid goals

13 One feature that distinguishes a Special Library from others is ---
A. selective dissemination of information SDI.
B. acquisition of reference services
C. provision of resources for research
D. provision of reading space

14 Inquiry into the fundamental nature of something is related to doing ...
A. Philosophy
B. Propositions
C. Criticism
D. Professionalism

15 Idioms and figures of speech help the language user to achieve the following except --- enl1
A. Beauty and colour
B. Style and creativity
C. Originality
D. Pride

16 A major cause of classroom indiscipline is ---
A. poor parental control
B. lack of writing materials
C. large class size
D. poor teaching facilities

17 A good curriculum comprises of these except?
A. Scope and Content
B. Content sequence
C. Objectives and instructional resources
D. Minimum qualifications.

18 The process of quantifying the degree to which someone or something possesses a given trait is called ---
A. Assessment
B. Testing
C. Evaluation
D. Measurement

19 Tarquinus Superbus the proud was dethroned and expelled from Rome because of his ---
A. Oppressive behavior
B. Arrogant behavior
C. Selfishness
D. Meanness

20 LMS in education means
A. Love My Students
B. Learning Module System
C. Learning Management Software
D. Learning Management System

21 COVID–19 Pandemic uncovered the following in educational system in Nigeria.
A. Unmotivated teachers
B. Poor educational infrastructure
C. Inadequate curriculum
D. Lack of ICT

22 Which of the options A to D is correct for this statement: The Minister as well as his wives --- generous.
A. is are being
B. were
C. are
D. is

23 Which of the following is NOT a data collection strategy in educational research?
A. Questionnaires
B. Systematic observation
C. Referrals
D. Interviews

24 What is the major principle of transformational leadership?
A. Motivation of staff.
B. Encourage staff with gifts.
C. Create new reforms.
D. Inspiration due to reward.

25 In using task-based learning, care must be given to --- I. age of the learners. II. complexity of the task. III. language competence of the learner.
A. II and III only
B. I, II, and III only
C. I and III only
D. I and II only.

26 Instructional materials should ---
A. Create fun
B. Make learning easier
C. Make the teachers to rest
D. Help lazy and weak learners

27 What type of learner can perform better than expected?
A. under-achieving
B. over achieving
C. slow-learner
D. gifted

28 A curriculum can be best defined as.....
A. An outline of academic programmes
B. A totality of what should be included in the learning experience.
C. Non extra curriculum experiments for learning.
D. Extra curriculum experiments for learning.

29 Which of these is NOT a goal of developmental psychology?
A. Describe child’s behaviour.
B. Predict child’s behaviour.
C. Explain child’s behaviour.
D. Experiment child’s behaviour

30 The components of basic education in Nigeria comprise of the following EXCEPT
A. Primary education
B. Junior Secondary education
C. Vocational enterprise institute
D. Early Childhood Care Education

31 The problem of educational imbalance in Nigeria is the ---
A. Disparity between the Muslims and the Christians
B. Disparity between Girl-child and Boy-child education in Nigeria
C. Educational problem that has many forms
D. Disparity between the northern and southern parts of Nigeria

32 Curriculum in its implementation is organized through what instrument?
A. Daily routine and master time table.
B. Master time table only
C. Daily routine only
D. Daily time table.

33 In computer terminology CAD stands for ---
A. Computer Algorithm and Design
B. Computer Aided Designs
C. Computer Application Design
D. Computer Applied Design

34 Modern education originated from?
A. Egypt
B. The Romans
C. The Greek
D. Britain

35 The Roman education emphasises --- hie2
A. religion
B. moral and intellectual education
C. military and practical training
D. adult education

36 Scheme of work defines the syllabus when broken down on the basis of ---
A. A day
B. A week
C. A month
D. A term

37 Nigeria became a federal republic in what year?
A. 1914
B. 1960
C. 1963
D. 1999

38 35. In a given 4 by 7 contingency table, the degree of freedom is ---
A. 18
B. 10
C. 28
D. 11

39 Express 3/4 as a decimal fraction. bam2
A. 0.85
B. 0.75
C. 0.65
D. 0.45

40 Approximate 0.056789 to 3 significant figures.
A. 0.0568
B. 0.057
C. 0.0567
D. 0.06

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2023 PDE714 Past Q & A

PDE 714 Year 2023 (27th January 2024 Friday, 2nd Paper)

Factors that affect effective listening Check YEAR 2021 Q1, YEAR 2012 Q2c

a) Inability of the client to hear the counselor.

b) When the client is shy or timid.

c) When there is tension and anxiety on the part of the client.

d) Lack of trust between the client and the counselor.

e) Inner rules that inhibit self-disclosure.

f) Gender influence, socio-economic status, and religious background

The information kept as records by a counselor include : Check YEAR 2022 Q3, YEAR 2020 Q2, YEAR 2019 Q3, YEAR 2016 Q4a

a) Name of client

b) Class, age, sex or gender

c) Parent’s address

d) Parent’s educational background

e) Position in the family

f) Reports from teachers (report cards)

g) Career aspiration

h) Counseling session reports

Note that methods of collecting career information is NOT the same as methods of disseminating career information. The following methods can be used to disseminate career information to students, either individually or as a group . Check YEAR 2022 Q5, YEAR 2019 Q5, YEAR 2017 Q3, YEAR 2012 Q4b

They include career day or week, school assembly, bulletin board, career conference, excursion or plant visit, career files, career library, electronic media, etc

Some of the objectives of carrying out career day or week may include the following : Check YEAR 2022 Q6, YEAR 2019 Q6, YEAR 2011 Q3b

a) to expose students to the world of work.

b) to match the classroom experiences and world of work.

c) to make students realise that choosing a career involves not just admiring what the nature of the job is.

d) to make students understand the relationship between personality and make up desired career.

to clarify issues they do not understand from the resource persons.

Listening skill: Listening is the ability of the counselor to pay attention to the verbal and non-verbal expressions of the client . It involves hearing words, receiving the sound made by the client, and gaining insight into whatever is uttered. Attentive is a skill that must be developed and used by any counselor. YEAR 2012 Q2a

Factors that affect effective listening Check YEAR 2021 Q1, YEAR 2012 Q2c

i. Inability of the client to hear the counselor.

ii. When the client is shy or timid.

iii. When there is tension and anxiety on the part of the client.

iv. Lack of trust between the client and the counselor.

v. Inner rules that inhibit self-disclosure.

vi. Gender influence, socio-economic status, and religious background.

PROCESSES INVOLVED IN SEARCHING FOR JOB Check YEAR 2012 Q6

i. Adequate knowledge of the job: You have to know and be sure of the type of job you are looking for. What type of job really needs qualification, personality and environmental factors?

ii. Job hunting: The individual must take a bold step to go out to actually do the hunting for the job. He needs to discover job that might eventually lead him to getting the job.

iii. Invitation to interview: There is the need to pursue the job until the person has been called for an interview.

iv. Preparing and attending an interview: This may involve rehearsing what the person has studied. Reading some tips on how to attend an interview including role playing and how to behave in the presence of an experienced worker is part of the rehearsals for the assessment.

v. Job acceptance: The last step is to the job having been found appoint-able and reporting for the job. The person’s first appearance and attitude to work matters a lot in the eyes of his boss.

Repeated Questions

Effective listening is essential in the counselling process. Discuss five (5) factors that could hinder effective listening during counselling exercise.
YEAR 2023 Q1, YEAR 2021 Q1, YEAR 2012 Q2c

As a Counsellor, keeping records of your clients is of great importance. Give and discuss five (5) types of information kept as records.
YEAR 2023 Q2, YEAR 2022 Q3, YEAR 2020 Q2, YEAR 2019 Q3, YEAR 2016 Q4a

Information is necessary in career guidance and counselling. Enumerate and discuss five (5) methods of disseminating career information to students.
YEAR 2023 Q3, YEAR 2022 Q5, YEAR 2019 Q5, YEAR 2017 Q3, YEAR 2012 Q4b

Assess the objectives of carrying out career day or week in counselling programme.
YEAR 2023 Q4, YEAR 2022 Q6, YEAR 2019 Q6, YEAR 2011 Q3b

Listening skill is required during counselling. Identify and explain fully four (4) problems that could affect good listening during counselling process.
YEAR 2023 Q5, YEAR 2021 Q1, YEAR 2012 Q2c

As a job seeker, you have to pass through so many processes. Discuss five (5) processes involved in searching for a job.
YEAR 2023 Q6, YEAR 2012 Q6

Work in Progress
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English Language and Communications Skills

1 Writing as a means of communication demands the following skills except --- enl30
A. Identification of subject matter and originality of ideas.
B. Arrangement of thoughts/points.
C. Use of suitable and appropriate language.
D. Use of over flowing language.

2 Which of these words/sounds refers to \"mention an authority\", for example in a book? enl28
A. Sight
B. Cite
C. Site
D. Cight

3 Which of these is an account of a person's life? enl29
A. Bibliography
B. Biography
C. Citography
D. Geography

4 Which of the follwing words or phrases can be used to conclude a passage and argument? enl24
A. Conclusively
B. In conclusion
C. Summarily
D. Summatively

5 Which of the following words/sounds means to be static? enl25
A. Stationery
B. Stationnary
C. Staionnery
D. Stationary

6 Which of the following words/sounds mean \"harsh voice\"? enl26
A. Coerce
B. Course
C. Coarse
D. Coarce

7 Which of the following words/sounds have something to do with human conduct? enl27
A. Morale
B. Moral
C. Mural
D. Murale

8 Which of the following is not one of the main structures of a letter? enl21
A. Address
B. Salutation
C. Conclusion
D. Paragraph

9 What is the nearest in meaning to the underlined word in the sentence? The school operated on certain dogma. enl17
A. Principle
B. Constitution
C. Theories
D. Act

10 What is the nearest in meaning to the underlined phrase in the following sentence: Kemi confessed that her plan to wed John is \"up in the air\" enl2
A. Cancelled
B. Undecided
C. In media
D. Concluded

11 The school will mark --- 10th anniversary next week. enl12
A. their
B. her
C. it's
D. its

12 The market will increase --- shops next year. enl13
A. their
B. its
C. it's
D. her

13 The main structure of a composition excludes the following. enl20
A. Brainstorming
B. Introduction
C. Body
D. Conclusion

14 The description essay that concentrates on the characteristics of a person or things is an example of which of the following? enl10
A. The object (person or thing)
B. The action
C. The argument
D. Order of events

15 Studying is done at --- enl18
A. the library
B. home
C. the evening
D. school

16 Okoro and Ojo --- to read their books. enl15
A. like
B. likes
C. liked
D. does like

17 Narrative writing vividly describes the following except --- enl9
A. A succession of actions and events
B. Storytelling
C. A chronological order of events
D. The object or things

18 In written communication, the paragraph identifies --- enl19
A. a brake in discussion
B. a new topic
C. an aspect of the discuss
D. a major review

19 In an writing encounter, punctuations give the following to the communication. enl22
A. Details
B. Opening
C. Tone
D. Mannerism

20 Idioms and figures of speech help the language user to achieve the following except --- enl1
A. Beauty and colour
B. Style and creativity
C. Originality
D. Pride

21 Identify the nearest in meaning to the underlined: The new radio presenter puts on airs in her style. enl3
A. Blows airs
B. Shouts
C. Is pompous
D. Is hardworking

22 Identify the nearest in meaning to the underlined: John was a breath of fresh air to the class. enl5
A. Of advantage
B. Is a deodorant
C. Is new
D. Is a stranger

23 Identify the nearest in meaning to the underlined: Happiness eludes those who do not prepare for life's journey. enl14
A. Escape
B. Avoid
C. Follow
D. Elope

24 Identify the figure of speech in the underlined: The old man kicked the bucket yesterday. enl8
A. Metaphor
B. Irony
C. Personification
D. Euphemism

25 Identify the figure of speech in the underlined: He thanked the teacher a million times for his assistance. enl7
A. Metaphor
B. Hyperbole
C. Paradox
D. Euphemism

26 Identify the figure of speech in the following sentence: The new class representative has a heart of stone. enl6
A. Hyperbole
B. Metaphor
C. Personification
D. Paradox

27 Identify the figure of speech in the following sentence: His tongue cuts sharper than dagger. enl4
A. Hyperbole (exaggeration)
B. Metaphor
C. Irony
D. Personification

28 I always --- my books. enl16
A. read
B. reads
C. reading
D. does read

29 Conjunctions are words that connect the following except --- enl23
A. sentences.
B. phrases.
C. words.
D. idioms.

30 An essay that concentrates on the characteristics of a person or things is an example of which of the following? enl11
A. Narrative
B. Argumentative
C. Descriptive
D. Exposition

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1 Find the value of x which satisfies the equation: 5(x - 7) = 7 - 2x. bam27
A. x = 7
B. x = 5
C. x = 6
D. x = 8

2 A collection of objects according to a well-defined common element or property is called --- bam22
A. theory.
B. set.
C. notation.
D. theory, set and notation.

3 If U & 1/n and U = 72 when n = 5, find n when U = 8. bam5
A. N = 45
B. N = 48
C. N = 54
D. N = 64

4 Find the area of a rectangle whose base is 12cm and height 7cm. bam9
A. 84cm2
B. 74cm2
C. 64cm2
D. 54cm2

5 Find the mean of 91, 68, 74, 85, and 52. bam25
A. 74
B. 84
C. 94
D. 64

6 Find 3/4 of 72g. bam10
A. 64g
B. 54g
C. 34g
D. 74g

7 Simplify: -4 - (-8) + (-2) + (+3). bam20
A. -6
B. 5
C. -5
D. 6

8 Find the area of the diagram below. bam15
A. 51cm2
B. 48cm2
C. 45cm2
D. 64cm2

9 Find the volume of a cylinder whose radius r = 7cm and h = 4cm. Take pie = 22/7). bam6
A. 516cm3
B. 616cm3
C. 166cm3
D. 416cm3

10 Evaluate 72 + 18. bam8
A. 5 2
B. 6 2
C. 7 2
D. 9 2

11 Convert 1011012 to base ten. bam13
A. 4310
B. 4910
C. 4510
D. 5610

12 In the set of numbers 3, 4, 5, 6, 7, 8, and 9, calculate the probability of selecting at random an even number. bam3
A. 4/7
B. 2/7
C. 3/7
D. 1/2

13 The following are the scores in a test: 1, 3, 7, 4, 9, 6. Find the mean. bam17
A. 4
B. 8
C. 5
D. 7

14 Find the simple interest on N700 for 2 years at 3% per annum. bam11
A. 32
B. 42
C. 52
D. 62

15 Study the scores of the following sets of tests and find the mode: 10, 4, 5, 4, 16, 7, 3, 0, 0, 4. bam7
A. 3
B. 5
C. 4
D. 0

16 Simplify: (2a)⁰ = bam1
A. 2a
B. 1
C. 2
D. 0

17 A basketball court has an area of 364m2. If it is 14m wide, how long is the court? bam21
A. 26m
B. 36m
C. 48m
D. 56m

18 Simplify: 5 (-1/2) bam28
A. 24
B. 21
C. 20
D. 25

19 Calculate the range of the following numbers: 4, 2, 5, 11, 19, 23. bam30
A. 21
B. 17
C. 18
D. 19

20 Simplify 35/6 - 22/3. bam16
A. 2 1/6
B. 1 1/6
C. 2 1/6
D. 3 1/6

21 Find the compound interest on N6,000 for 3 years at 8% rate per annum. bam4
A. 1855
B. 1855
C. 1585
D. 1558

22 If x = 4, y = 15 and z = -3, find x + (y + z). bam26
A. 15
B. 16
C. -15
D. -16

23 Calculate the area of a circle whose radius is 7cm. (Take Π = 22/7). bam23
A. 124cm²
B. 134cm²
C. 154cm²
D. 164cm²

24 Approximate 13.0724 to 3 significant figures. bam18
A. 12.7
B. 13.07
C. 13.072
D. 13.1

25 Convert 47₁₀ to a binary number. bam24
A. 10112
B. 1101112
C. 101112
D. 1011112

26 Convert 32₁₀ to a binary number. bam14
A. 1002
B. 10002
C. 100002
D. 1000002

27 Express 75% as a common fraction. bam12
A. 1/2
B. 2/5
C. 5/8
D. 3/7

28 Evaluate: 2 1/4 bam19
A. 1 1/2
B. 1 2/3
C. 1 3/4
D. 1 3/5

29 Express 3/4 as a decimal fraction. bam2
A. 0.85
B. 0.75
C. 0.65
D. 0.45

30 Round off 0.002357 to 2 significant figures. bam29
A. 0.0023
B. 0.003
C. 0.00236
D. 0.0024

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1 Modern education as practiced today began in --- hie13
A. thirteenth century.
B. twelfth century.
C. sixth century.
D. nineteenth century.

2 British education was directly derived from --- hie29
A. The Greeks
B. Nigeria
C. Romans
D. USA

3 Nigeria's educational system was directly derived from --- hie30
A. The Greeks
B. Britain
C. Romans
D. USA

4 \"Pragmatism\" as a philosophical school of thought was contributed by --- hie12
A. the British.
B. Greeks.
C. South Africans.
D. Americans.

5 History implies --- hie11
A. storytelling.
B. narration.
C. an account of the origin and progresss of the world's event.
D. an opinion of what happened.

6 Athens educational system helps other countries in the following areas. hie3
A. Spiritual development
B. Political development
C. Military and sport development
D. Economic development

7 The Romans approach to education was that education should hold at --- hie18
A. school
B. home
C. church
D. public square

8 The earliest colonial traders entered Nigeria through --- hie7
A. River Nile
B. Cross River
C. River Niger
D. Cameroon River

9 Islamic religion came to Nigeria through --- hie24
A. River Niger
B. Kanem Borno Empire
C. Benin Empire
D. Oyo Empire

10 The Roman education emphasises --- hie2
A. religion
B. moral and intellectual education
C. military and practical training
D. adult education

11 Spartan education is referred to as the following except --- hie14
A. Pragmatic
B. Utility
C. Physical fitness
D. Religion

12 The ratio studiorium as a system of education is credited to --- hie23
A. Loyola Jesuits
B. Athens
C. Greeks
D. Romans

13 The collapse of the Roman Empire led to the loss of the following relics in education except --- hie 19
A. Libraries
B. Organised educational system
C. Accumulated education heritage
D. Christian education

14 The renaissance period of education brought out a new method of thinking referred to as --- hie1
A. early period
B. scientific method
C. modern method
D. historic method

15 The alphabet system as used was invented by the --- hie17
A. Christians
B. Greeks
C. Athenians
D. Romans

16 The concept of liberal education began with --- hie15
A. Athens, Greek
B. Spartan, Greek
C. Romans
D. Britain

17 The forerunners of modern inspectorate service in education are --- hie16
A. Athens, Greek
B. Sparta, Greek
C. Oxford, Britain
D. America

18 Which of the following came to the rescue of education at the collapse of the Roman Empire? hie20
A. Athens
B. Sparta
C. Greeks
D. The Church

19 Islam was introduced in Western Nigeria in which century? hie8
A. 6th
B. 14th
C. 15th
D. 16th

20 Islam was first introduced in some Northern parts of Nigeria in which century? hie9
A. 6th
B. 12th
C. 15th
D. 16th

21 The dark ages of education also called the monastic period of education covered a period of --- hie21
A. 5th to 11th century
B. 12th to 15th century
C. 2nd to 15th century
D. 2nd to 11th century

22 In the year 2000, the world entered the --- century. hie27
A. 20th
B. 21st
C. 19th
D. 22nd

23 British rule was established in Nigeria in --- hie10
A. 1961
B. 1882
C. 1900
D. 1914

24 The colonial government in Nigeria first showed interest in education in the year --- hie4
A. 1885
B. 1862
C. 1900
D. 1914

25 Great Britain and indirectly Nigeria adopted the Ratio Studiorium in the year --- hie22
A. 1862
B. 1840
C. 1900
D. 1870

26 The Jihad of Usman Dan Fodio which spread Islam to the South Western and other Northern parts of Nigeria took place in the year --- hie26
A. 1850
B. 1820
C. 1804
D. 1800

27 The first secondary school in Nigeria began in the year --- hie6
A. 1843
B. 1862
C. 1859
D. 1876

28 The first school in Nigeria began in the year --- hie5
A. 1842
B. 1862
C. 1900
D. 1914

29 The Christian Missionaries began their activities in Nigeria in the year --- hie28
A. 1842
B. 1860
C. 1820
D. 1866

30 Islamic education came first to Northen Nigeria through trading with Kanemi dynasty in --- hie25
A. 11 century AD
B. 19 century AD
C. 15 century AD
D. 16 century AD

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1 Instructional media does not include the following. edt17
A. Language of instruction in education.
B. Use of computers in education.
C. Use of projected media in education.
D. Use of audio-visual media in education.

2 Which of these does not refer to technology of education? edt18
A. The use of systems approach to solve educational problems.
B. The use of theories, principles and rules in education.
C. The use of related discipline to improve educational system.
D. The use of technology in education.

3 Which of these does not refer to technology in education? edt16
A. The hardware approach in education.
B. The application of machines or equipment to improve education.
C. The use of instructional materials or media and teaching machines to solve educational problems.
D. The use of traditional approach in education.

4 Educational technology can be described as --- edt14
A. the use of audio-visual media in education.
B. the use of software and hardware in education.
C. the application of technology in solving educational problems.
D. the use of teaching machines in education.

5 The following instructional mode is mainly teacher-centered except --- edt21
A. Lecturing
B. Indoctrination
C. Teaching
D. Facilitating

6 Which of the following educational problems is not solved using the principles of educational technology? edt23
A. Designing a new curriculum
B. Mass failure
C. Teachers recruitment
D. Decision of instructional media to use in class

7 Good communication implies to --- edt11
A. speak
B. follow
C. study
D. teach

8 Basically, communication is a --- affair. edt6
A. personal
B. selfish
C. social
D. literary

9 The pre-missionary traditional educational system emphasises the following subjects except --- edt29
A. Geography
B. History
C. Religion
D. ICT

10 Factors to consider in selecting instructional materials include the following except --- edt1
A. objective of lesson
B. availability
C. relevance to lesson
D. parents

11 The following comprise of attributes of good information except --- edt5
A. completeness
B. accuracy
C. relevance
D. confidentiality

12 Effective instructional communication should be --- edt10
A. formal
B. informal
C. reflective
D. systemic

13 Realia is an instructional material requiring the use of --- edt2
A. dramatisation
B. artificial objects
C. real objects
D. simple objects

14 Technology of education excludes the use of the following approach in education except --- edt19
A. Philosophy
B. Sociology
C. Psychology
D. Religion

15 Which of the following statements is not correct? edt22
A. Principles of educational technology can only solve problems at macro level.
B. Principles of instructional technology can only be applied to solve problems at micro level.
C. Principles of instructional technology can be applied to solve educational problems.
D. Principles of instructional technology can be applied at macro and micro levels.

16 Communication is a tool to enhance --- edt9
A. knowledge
B. understanding
C. power
D. listening

17 Dale's cone of experience is an example of --- edt13
A. visual instruction materials.
B. auditory instruction materials.
C. physical experience materials.
D. upward moving experience.

18 The goal of educational technology is based on which of the following objectives? edt20
A. Material objectives
B. Specific objectives
C. Multiple objectives
D. School objectives

19 The design and production of an effective educational media should not necessarily involve the following persons. edt7
A. Teachers
B. Parents
C. Learners
D. Librarians

20 Which of the following is the central point of focus in a class? edt28
A. teacher
B. chalk/whiteboard
C. learners
D. book

21 Which of the following inventors developed the printing machine? edt27
A. Alexander Graham
B. Isaac Newton
C. Johann Gutenberg
D. Ted Turner

22 The following is not an advantage of media utilisation in class. edt25
A. Reinforcement of verbal and visual messages.
B. Motivation and increased attention of learners.
C. Illustration of abstract concepts and ideas.
D. Identifying the difference between teaching and instruction.

23 Approaches of solving instructional problems through educational technology exclude the following edt4
A. Software approach
B. System approach
C. Hardware approach
D. Dynamic approach

24 Which of the following chronologically identies the phases of educational technology? edt26
A. Early man era, chalk board era, mass communication, information, communication and technology
B. Stone age, scientific age, mass media and ICT
C. Drawing era, writing era, type writing era and ICT
D. Carving, chalk board, mass communication and ICT

25 According to Edgar, Dale's cone of experience the lowest and highest levels are --- edt3
A. indirect experience and visual symbols
B. contrived experience and demonstration
C. direct real experience and verbal symbols
D. verbal symbols and visual symbols

26 Which of the following educational problems is not solved using the principles of instructional technology? edt24
A. Conduct of teachers professional examination
B. Choice of instruction media in class
C. Choice of topic in class
D. Classroom management

27 CAPCHA refers to --- edt8
A. catch children young in Africa
B. unique identification code
C. capitalization code in keyboard
D. ancient cap style

28 Visual aids can be referred to as --- edt12
A. the use of object and pictures in teaching and learning.
B. the use of virtual library.
C. assistance from e-learning.
D. non-physical assistance.

29 Which of these is not among Dale's cone of experience that is beneficial in teaching? edt15
A. Symbolic
B. Iconic
C. Active
D. Dormant

30 The first education broadcast in Nigeria was done in --- edt30
A. 1951
B. 1952
C. 1953
D. 1954

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2023 PDE 715 ITS Past Q & A

PDE 715 ITS Year 2023 (20th January 2024 Saturday, 2nd Paper)

1. (a) Clearly differentiate between the following: (i) Syllabus (ii) Curriculum (iii) Scheme of Work (iv) Lesson Plan

Explanation of terms: Check YEAR 2022 Q5a, YEAR 2014 Q2a, PDE715SOS YEAR 2023 Q3

i. A syllabus is a condensed outline or statement of the main points of a course of study, springing from the broad subject curriculum of the school .

ii. Curriculum: Curriculum is a course of study that embraces the total spectrums of content, resources, materials and methods of teaching through which the purposes of education are achieved (Wasagu, 2000).

According to Wasagu, before you arrive at a curriculum, you must first establish your goal, aim and objectives. Curriculum itself is just a structure. It only comes alive as an activity when it is developed. Thus, the definition of curriculum changes from time-to-time. It also changes due to social conditions, conception of knowledge, the learner and, indeed, education. The different definitions based on the perception of different scholars are as follow: Check PDE 704 YEAR 2021 Q2, YEAR 2016 Q3(a)

a) Curriculum is the planned experiences offered to the learner under the guidance of the school (Wheeler, 1969: Pg 11).

b) A curriculum defines the total environment in which education takes place (Fafumera, 1974: Pg 58)

c) A curriculum consists of the experiences that individual learners encounter in a programme of education (Hass 1980)

iii. A scheme of work is the weekly arrangement of topics from the syllabus. This is done by dividing the syllabus into three parts, corresponding to three terms of the school academic year .

iv. Lesson plan is a detailed analysis of how a subject matter shall be taught during a lesson. It is meant to guide the teacher in presenting a good and effective lesson. It also ensures a conducive and purposeful classroom atmosphere .

1. (b) Explain in detail the following: (i) Aim (ii) Objective (iii) goal

Instructional objectives are known to serve three purposes in curriculum development Check YEAR 2022 Q5c PDE 704.WIP715ITS

i) They clarify for teacher and learner what is to be accomplished.

ii) They serve as a guide for design and selection of meaningful content, activities and resources.

iii) They provide guidance for measuring learner’s progress.

2. (a) Explain the term Micro-teaching and Peer teaching.

Explanation of terms. Check PDE715SOS YEAR 2013 Q2b, WIP715ITS

Micro-teaching: This is a laboratory training procedure geared towards simplification of the complexities of regular teaching-learning process. It is an imitative teaching scaled down in terms of class size, time, task or content and the skill.

2. (b) State five (5) skills needed by a teacher to be mastered before teaching.

There is the need for the teacher to put into practice some teaching skills . These are: Check YEAR 2022 Q3a

i. Set induction

ii. Stimulus variation

iii. Non-verbal communication

iv. Questioning

v. Instructional media

vi. Reinforcement

vii. Closure

viii. Planned repetitions (communication redundancy)

ix. Use of examples and illustration

2. (c) Briefly highlight five (5) characteristics of good scheme of work in Integrated Science.

A good science scheme of work must include the following information : Check YEAR 2022 Q3b

i. Periods.

ii. Topics.

iii. Sub-topics/teachable units.

iv. Instructional objectives.

v. The contents/teacher’s activities.

vi. The students’ activities

vii. Instructional aids

viii. Evaluation

ix. References

3. (a) Differentiate between lesson plan and lesson note.

Distinction between lesson plan and lesson note . Check YEAR 2022 Q6a, YEAR 2015 Q2a

Lesson plan

i. It is a detailed analysis of how a science subject matter shall be taught during a lesson.

ii. It guides science teacher in presenting a good and effective science lesson.

iii. It ensures a conducive and purposeful classroom atmosphere.

iv. It enables the science teacher to think about the learning method to be used in the classroom.

Lesson note

i. It contains information which indicates what is going to happen in the course of a science lesson.

ii. It reflects the recommended teaching methods.

iii. It contains necessary action of both the teacher and students.

iv. It depends on the nature of the subject, the category of students and available resources.

3. (b) Select a topic in your subject area and prepare a good lesson Note on it.

Detail Answers are listed and available on our website. WIP715ITS

3. (c) Explain five (5) factors to be considered in preparing Scheme of Work.

According to Abdullahi (1982), in drawing up a science scheme of work from a science syllabus, the following factors should be borne in mind . Check YEAR 2022 Q5b

i. The need for logical sequence.

ii. The age, ability and previous knowledge of the pupils.

iii. The amount of time required by each topic.

iv. The number of effective weeks of learning in a term or year.

v. The number of periods as per week including practical periods.

vi. Materials and resources to teach.

4. (a) Describe five (5) ways in which ICT could be used in the teaching of integrated Science.

Detail Answers are listed and available on our website. WIP715ITS

4. (b) Choose a topic in the SSII syllabus and describe an innovation you could use or add on to make your lesson more effective.

Detail Answers are listed and available on our website. WIP715ITS

5 Write short notes on the following teaching methods: (i) Demonstration Method. (ii) Group Method. (iii) Project Method. (iv) Co-operative Learning Method. (v) Discussion.

Methods of teaching Check PDE704 YEAR 2022 Q3, YEAR 2015 Q5

i) Demonstration method: This method often involves only showing an actual object, model, picture, or diagram. Sight rather than hearing is the major means of communication in this method though, of course, the two are often combined. The method is effective because most people more easily remember what they see than what they hear or read.

ii) Demonstration Method: WIP715ITS

iii) Project method: This is a method of teaching that enables the teacher to relate his teaching to real-life situations. In this method, pupils learn through independent activities though under the guidance of a teacher. With the help of the teacher, pupils should plan and execute a project in a logical sequence.

iv) Brain-storming method: This method involves cooperative thinking amongst group of students towards a solution to a specific problem. In other words, it involves a class of students in oral exchange of ideas, facts and opinions about a topic of mutual concern and interest. The purpose of this method is stimulation and generation of ideas in the pupils and facilitation of their expression.

v) Discussion Method: This is the act of taking over subjects from various points of view and the teacher acts as a moderator. The teacher should not dictate or influence students’ view points, but should motivate them using questions, which can make them reason rather than recall. Discussions can be between and among small or large groups of students during which they contribute, share, examine, expand, simplify, formulate, classify, propose, suggest, prove, argue, question, accept, or reject opinions and ideas. The teacher’s role is that of a facilitator, a helper, a moderator, a contributor and a guide. Check PDE715SOS YEAR 2017 Q3

vi) The Play/Dramatic method: As the name goes, the play/dramatic method of teaching involves learners dramatizing or acting of ideas or events in order to ease learning. Facts and skills can be converted into play or drama by a teacher just by making the process of learning such facts and skills more interesting and meaningful.

vii) The lecture method: This is the most common method of teaching and is used at all levels. This method of teaching is often referred to as “chalk and talk” method. Teachers who have very few teaching aids or materials including books to use in the teaching-learning situation often rely heavily on this method.

viii) Problem–solving method: The lecture method treats learners as objects of assistance. However, the problem-solving method makes learners to be critical thinkers. It demands active thinking on the part of the learners.

6. (a) Define Evaluation.

Definitions of evaluation is given below. Check PDE705 YEAR 2023 Q1b, YEAR 2022 Q1a, YEAR 2021 Q1, YEAR 2019 Q1a, YEAR 2016 Q2a

Evaluation: (A) It is a process of ascertaining whether the objectives we set out to achieve were actually achieved. It is a systematic process of determining what the actual outcomes are but it also involves judgement of desirability of whatever outcomes are demonstrated (Travers, 1955). (B) It is the process of ascertaining the decision of concern, selecting appropriate information and collecting and analysing information in order to report summary data useful to decision makers in selecting among alternatives (Alkin, 1970). (C) It is the process of delineating, obtaining and providing useful information for judging decision alternatives (Stufflebeam et al 1971). (D) It is the estimation of the worth of a thing, process or programme in order to reach meaningful decisions about that thing, process or programme. (E) It is the process of delineating, obtaining and providing useful information for judging decision alternatives.

Some educationists in contrasting assessment with evaluation opined that while evaluation is generally used when the subject is not persons or group of persons and it determines the effectiveness or otherwise of a course or programme of teaching or method of teaching. On the other hand, assessment is used generally for measuring or determining personal attributes (totality of the student, the environment of learning and the student’s accomplishments.

6. (b) Differentiate between formative and summative Evaluation.

Differences between formative and summative evaluations. Check PDE705 Q1c, YEAR 2016 Q2b, YEAR 2014 Q3b

S/N Formative evaluation Summative evaluation

1 The purpose of formative evaluation is to find out whether after a learning experience, students are able to do what they were previously unable to do. Summative evaluation often attempts to determine the extent the broad objectives of a programme have been achieved (i.e. SSSCE, (NECO or WAEC), PROMOTION, GRADE TWO, NABTEB Exams and other public examinations).

2 Its ultimate goal is usually to help students perform well at the end of a programme It is concerned with purposes, progress and outcomes of the overall teaching-learning process.

3 However, it is more objective than formative evaluation

More differences are listed under Social Studies

S/N Formative evaluation Summative evaluation

1 It is periodic, intended or development to enhance teaching. It is the terminal assessment of students’ performance.

2 It is concerned with students’ performance at the end of a programme. It is concerned with the progress of teaching and learning process.

3 It determines if a learning experience has been achieved. It determines whether the objectives of the programme are achieved.

Check PDE715SOS YEAR 2013 Q1b SOCIAL STUDIES

6. (c) Give six (6) purpose why evaluation is important in teaching.

Purposes of evaluation or importance of evaluation (Oguniyi, 1984). Check PDE705 YEAR 2022 Q1b, YEAR 2019 Q1b, YEAR 2012 Q3b

(i) to provide an objective basis for determining the promotion of students from one class to another as well as the award of certificates;

(ii) to encourage students to develop a sense of discipline and systematic study habits;

(iii) to help teachers determine the effectiveness of their teaching techniques and learning materials;

(iv) to determine the relative effectiveness of the programme in terms of students’ behavioural output;

(v) to ascertain the worth of time, energy and resources invested in a programme;

(vi) to identify problems that might hinder or prevent the achievement of set goals;

(vii) to make reliable decisions about educational planning;

(viii) to identify students’ growth or lack of growth in acquiring desirable knowledge, skills, attitudes and societal values;

(ix) to help motivate students to want to learn more as they discover their progress or lack of progress in given tasks;

(x) to provide educational administrators with adequate information about teachers’ effectiveness and school need;

(xi) to acquaint parents or guardians with their children’s performances;

(xii) to predict the general trend in the development of the teaching-learning process;

(xiii) to ensure an economical and efficient management of scarce resources;

(xiv) to provide a just basis for determining at what level of education the possessor of a certificate should enter a career.

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2023 PDE 715 MTH Past Q & A

PDE 715 MTH Year 2023 (20th January 2024 Saturday, 2nd Paper)

1. (a) Distinguish with clear examples between general and specific objectives in the teaching of mathematics.

The difference between general and specific objectives in the teaching of Mathematics. Check YEAR 2022 Q1a, YEAR 2020 Q1, YEAR 2019 Q1a, YEAR 2018 Q4, WIP715MTH

General objectives may involve several kinds of knowledge, skills or attitudes. Whereas specific objectives usually contain only one kind of knowledge, one skill or one attitude .

1. (b) State three (3) reasons why we conduct proof.

Why Do We Prove ? Check YEAR 2022 Q1b, YEAR 2019 Q1b, YEAR 2017 Q5b

(i) To Establish a Fact with Certainty: The most basic one is to find out if what one thinks is true is actually true.

(ii) To Gain Understanding: There are proofs that simply prove and those that also illuminate. Even if a proof of a theorem already exists, an alternative proof may reveal new relationships between mathematical ideas. Thus, proof is not just a source of validation, but an essential technique in mathematics.

(iii) To Communicate Ideas to Others: A proof allows the mathematician to convince others of the correctness of their idea.

(iv) For the Challenge: Difficult tasks can be enjoyable sometimes. The process of surmounting hurdles to a proof can have all of the thrill of a good mystery.

(v) To Create Something Beautiful: The more students engage in mathematics research, the more they develop their own aesthetic for mathematical problems and methods.

(vi) To Construct a Language Mathematical Theory: We rarely consider mathematical ideas in a vacuum. Our desire to advance to broader mathematical problems is often a source of motivation when we attempt a proof.

2. (a) Explain Heuristic approach to teaching. Point out its advantages and disadvantages.

Heuristic approach to teaching is a sort of individualized type of student-centered learning. In heuristic methods (or sometimes called the genetic method) students are grouped or sometimes are given chance individually to discover facts on their own . Though it is discovery method in disguise, but here, no guidance is needed from the teacher. It is student-centred as against being teacher-centred. Check YEAR 2022 Q2a, YEAR 2019 Q2a, YEAR 2017 Q2b

As a method of teaching, it has its own features and/or advantages. These are

i. Students develop much of the algorithm or at least some mathematics of their own (algorithm- set of steps or procedures for doing a calculation).

ii. It involves active participation by the students.

iii. It encourages both immediate and future transfer of learning.

Among its disadvantages as a method of instruction, we have

(i) It is fairly difficult (It is time consuming)

(ii) It discourages those with low I.Q.

(iii) It makes the position of the teacher redundant.

Note: Most of its disadvantages correspond to those of the discovery method.

2. (b) List five (5) characteristics of discovery approach.

Characteristics of Discovery Approach . Check YEAR 2022 Q2b, YEAR 2019 Q2b

(i) Knowledge acquired lasts longer

(ii) There is intrinsic satisfaction

(iii) Broad future application

(iv) Increases intellectual potentialities

(v) Encourage spirit of inquiring and exploration

(vi) Often occurs under democratic atmosphere

(vii) It answers the question, what, how and why of a particular learning

(viii) It is student-centred

3. (a) What are manipulative materials?

A manipulative material (or a Mathematics manipulative) is any material or object from the real world that children move around to show a mathematics concept . Check YEAR 2022 Q3a, YEAR 2017 Q3a, YEAR 2019 Q3a, YEAR 2015 Q6a

Manipulative materials are concrete models that involve mathematics concepts that appeal to several senses, which can be touched, felt and moved around by the students. Note that manipulative materials are not the same as demonstrations of materials by the teacher. Instead, manipulative materials are objects or things that the pupil is able to feel, touch, handle and move.

Manipulative materials appeal to several senses and are characterized by a physical involvement of pupils in an active learning situation. The manipulative materials should relate to the students’ real world. For example, the use of an abacus is not something that is used in Nigeria daily life. Instead, stones, eating utensils, tins, beans, etc. For students to understand mathematics more effectively, manipulative materials should be used .

3. (b) State the advantages of using manipulative materials.

Using manipulative materials in teaching mathematics will help students learn : Check YEAR 2022 Q3b, YEAR 2019 Q3b, YEAR 2018 Q3a, YEAR 2017 Q3b, YEAR 2015 Q6b

1. To relate real world situations to mathematics symbolism.

2. To verbalise their mathematics thinking.

3. To discuss mathematics ideals and concepts.

4. To work together cooperatively in solving problems.

5. To make presentations in front of a large group.

6. That there are many different ways to solve problems.

7. That mathematics problem can be symbolized in many different ways.

8. That they can solve mathematics problems outside of just following the teacher’s directions.

3. (c) What is Mathematics laboratory?

Mathematics laboratory is a place where children can handle materials, perform mathematical experiments, play mathematical games, and become involved in other activities . Check YEAR 2022 Q3c, YEAR 2019 Q3c

4. (a) What are the three (3) macro goals of Entebbe Mathematics project?

The Entebbe mathematics started in 1962 The three macro goals were : Check YEAR 2022 Q4a, YEAR 2019 Q4a

i. to prepare and publish instructional materials in mathematics for use in schools, teachers’ colleges and in-service institutions in African States,

ii. to trial–test the developed materials in schools and teachers’ colleges and

iii. to train teachers for the proper use of the developed instructional materials. Thus, the goals seem to parallel the Research, Development and Dissemination (R.D. & D.) paradigm. That is, those involved in the project were assigned to “fish” out local materials that would meet the mathematical needs of African children, through research and development of what were discovered to be available to Africans and what might constitute the needs of the African child.

4. (b) Distinguish between Synthetic and analytic method of teaching.

Differences between the two teaching methods : Check YEAR 2022 Q4b, YEAR 2021 Q1, YEAR 2019 Q4b, YEAR 2017 Q2a

S/N Synthetic Method Analytic Method

i The synthetic proceeds from the known to the unknown. The analytic traces out a part from unknown to the known.

ii The synthetic says, “Since A is true, it follows that B is true”. The analytic says, “To prove B is true, it is sufficient to prove that A is true”.

iii The synthetic “puts together” known truths and by the combination perceive a truth therefore unknown. The analytic “pull apart” the statement under question into simple statements whose truth or falsity is more easily determined.

4. (c) Explain the terms Attention problem and Metacognitive.

The following learning characteristics represent substantial barriers to mathematics success for these students with Mathematics Learning Problems . Check YEAR 2022 Q6, YEAR 2019 Q4c, YEAR 2018 Q3b

(a) Attention Problems: Students with attention problems often ‘miss’ important information about solving; they have gaps in their knowledge base, which become barriers for accurate problem-solving. For example, students may miss the ‘subtract’ step in the ‘divide, multiply, subtract, bring down’ long division process.

(b) Metacognitive Deficits: Metacognition involves the ability to apply appropriate learning strategies, to evaluate their effectiveness, and to change strategies when current ones are not successful. Metacognitive deficits become more pronounced as students are expected to apply strategies and other information they have learned to new concepts and skills. The multiplication/repeated addition illustration under Passive Learning is one example of how metacognitive deficits affect mathematics learning.

5. (a) Define Continuous assessment.

It is a systematic use of varied and reliable multiple assessment tools at regular intervals to determine the performance and ability of the learner in the three domains of behavior with the aim of getting his truest picture and helping develop fully his potentials, Emeke (1996) . It is also the systematic and objective method of determining the extent of learners’ performance in the expected changes in his behavior, Onasanya (1991). Check YEAR 2022 Q5a, YEAR 2020 Q2a, YEAR 2019 Q5a, YEAR 2017 Q4a

5. (b) List and explain the advantages of continuous assessment.

The Need for Continuous Assessment : Check YEAR 2022 Q5b, YEAR 2019 Q5b, YEAR 2018 Q5

i. Teachers Part: It makes teachers more participating in the final decision making of the student’s learning.

ii. Preparation: It also makes the teacher and the students to prepare better for the teaching and learning.

iii. Examination Malpractice: It reduces examination mal practices in the sense that some percentage of the whole total has been dropped for continuous assessment and the part is not only paper and pencil test only. It includes the students’ behavior, attitudes, and skills knowledge test.

iv. Reading / Study Habit: It develops the student better for the whole programme because when a student is preparing for continuous assessment, he goes through stage by stage all the requirements of the course or programme.

v. Domains: It allows the non-cognitive domains to be tested and the record kept of the student is not only on the cognitive aspect.

6 Distinguish between constructivist and behaviourists' approach to the teaching and learning of mathematics.

Constructivists see learning as an adaptive and experiential process rather than a knowledge transference activity. While Behaviorists see the student’s affective domain as different from the cognitive domain . They use different terms as listed below : Check YEAR 2022 Q6, YEAR 2019 Q6

Constructivist Perspective Behaviorist Perspective

Constructive Behaviorism

Progressive Traditional

Transformational Mimetic

Higher order thinking Basic Skills

Process Content

Relativist Positivist

Child–centred Subject-centred

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PDE 701 History of Education (2 Units)

Examine the aims of traditional system of education in Nigeria PDE 701 Year 2019 Q3

List and explain the recommendations of Eric Ashby Commission for the development of tertiary education in Nigeria. (25 marks) 2016 Q5

Examine the recommendations of Ashby Commission report. (15 marks) 2015 Q3 (a)

Discuss the teaching steps as advocated by John Herbert. (25 marks) 2013 Q5

PDE 702 Developmental Psychology (2 Units)

List ten (10) factors affecting personality development among children. PDE 702 Year 2019 Q2 a)

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

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.
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.
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
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.
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.
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

Describe four (4) implications of social relationship of adolescents to the classroom teacher. (10 marks) 2017 Q4 (a)

The social relationships of adolescents have educational implications.

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.
Peer teaching and group assignments should be exploited to the full.
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.
The schools should have guidance and counselling experts to guide these adolescents. Watch Video

Explain any four (4) uses of developmental psychology to the classroom teacher. (20 marks) 2013 Q2 (b)

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.
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.
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.
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

List five (5) important emotions manifested by the school children. 2012 Q5 (a)

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

Fear
Anger
Love And Affection
Happiness
Sympathy
Jealousy
Sadness or Unhappiness

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

Enumerate the three (3) broad categories of punishment. (6 marks) PDE 703 Year 2017 Q1 (b) (i)

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

Define teaching. (5 marks) 2017 Q4 (a)

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)

Enumerate and explain five (5) functions of curriculum. PDE 704 Year 2019 Q1

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

What is curriculum? (5 marks) 2017 Q1 (a)

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

Discuss a lesson plan and enumerate its basic components. (25 marks) 2016 Q1

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)

Enumerate four (4) factors that can affect the outcome of a test in the classroom. PDE 705 Year 2019 Q5 b)

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

Discuss any five (5) qualities of a good test. (15 marks) 2016 Q1 (b)

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

Define continuous assessment. (5 marks) 2014 Q1 (a)

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)

List and explain any three (3) factors that enhance intrinsic motivation. PDE 706 Year 2019 Q6 b)

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

Define educational psychology. (5 marks) 2017 Q1 (a)

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

Discuss the stages of Human Memory System (HMS) (10 marks) 2013 Q2 (a)

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

Stages or components of the memory system

Encoding: It is the transformation of physical energy from the environment to a form that is suitable for memory storage.
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.
Storage: It refers to the maintenance of information over time.
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)

Identify and examine the educational implications of existentialism to education in Nigeria. PDE 707 Year 2019 Q4

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

Outline the similarities and differences between Philosophy and Science. (15 marks) 2016 Q1 (a)

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.

Both are concerned with increasing our understanding of the nature of man and the universe;
Both are skeptical, critical and constructive;
Both employ the method of logical, coherent and systematic reasoning;
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:

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.
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;
Science is narrower in scope than philosophy.
Science looks at particular aspects of things. Philosophy is more holistic.
Unlike science subjects, philosophy has no clear contents. It is a skill on critical reasoning. Watch Video

What are the implications of Existentialism on education? (5 marks) 2015 Q3 (b)

EDUCATIONAL IMPLICATIONS OF EXISTENTIALISM

Education should provide for an individual to be able to be responsible for himself and the greater society.
Education should be able to equip the individual to be able to adapt to the natural phenomena of life.
Education should create in the individual an awareness, which stimulates him to explore the nature of his being.
Education should develop in the child, the spirit of uniqueness.
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)

What do you understand by Research Hypothesis? PDE 708 Year 2019 Q4 a)

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

What are the characteristics of a good hypothesis? (5 marks) 2017 Q1 (b)

They are that it should be:

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

List and discuss three (3) criteria for justifying the usefulness of an educational research. (15 marks) 2015 Q5 (a)

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

Contribution to knowledge: The research problem and the solution should contribute to the body of knowledge in education.
Research-ability: The identified research problem must be researchable. The relationship between the school learning environment and students’ academic performance.
Suitability of the problem to current issues in education and the society at large.
The researcher must have interest in the problem
The research question (or problem) must be one that is feasible in the situation which the researcher find himself
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)

List and explain five (5) agents of socialisation. PDE 709 Year 2019 Q3 b)

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

Define and explain the term "Sociology". (10 marks) 2017 Q1 (a)

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

Explain five (5) characteristics of bureaucracy that exist within the school system. (20 marks) 2015 Q5 (b)

Division of labour: Specialised experts are employed in each position to perform specific tasks.
Hierarchy of authority: There is an administrative hierarchy with each position under the supervision of a higher authority or a structure of command.
Written rules and regulations: The responsibilities of each member of the organisation is defined in clear terms.
Impartiality: There is a formalised and impartial method of dealing with clients.
Employment based on technical qualification: Employment or promotion of personnel is based on technical qualification rather than favouritism
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)

What is Quota sampling. PDE 710 Year 2019 Q5 b)

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

Explain educational statistics. 2017 Q2 (a)

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

Explain educational statistics and four (4) significance of its study. (25 marks) 2013 Q3

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:

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)

Describe Questioning PDE 711 Year 2019 Q5 a)

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

Discuss five (5) roles of the teacher in micro-teaching. (20 marks) 2017 Q1 (b)

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

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

What is Micro-Teaching? (5 marks) 2015 Q1 (a)

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)

Outline the prospects of guidance and counselling in Nigeria. PDE 712 Year 2019 Q6

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

Explain the types of counselling practiced within the educational systems. (25 marks) 2017 Q3

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

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.
Educational/academic guidance and counselling: It provides assistance to pupils individually and in group to help them make the most of their educational opportunities.
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

Explain the following: (i) Physical development (ii) Social development (iii) Cognitive development 2010 Q1 (a)

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.
Cognitive development: It describes the changes in the way we think and process information.
Physical development: It includes an understanding of who we are and our growth. Watch Video

Enumerate four (4) factors that can affect the outcome of a test in the classroom. PDE 705 Year 2019 Q5 b)

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

Discuss any five (5) qualities of a good test. (15 marks) 2016 Q1 (b)

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.

Define continuous assessment. (5 marks) 2014 Q1 (a)

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

List and explain any three (3) factors that enhance intrinsic motivation. PDE 706 Year 2019 Q6 b)

Ways to foster motivation in the classroom

Watch Video

Define educational psychology. (5 marks) 2017 Q1 (a)

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

Discuss the stages of Human Memory System (HMS) (10 marks) 2013 Q2 (a)

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

Stages or components of the memory system

Encoding: It is the transformation of physical energy from the environment to a form that is suitable for memory storage.
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.
Storage: It refers to the maintenance of information over time.
Retrieval: It is the utilisation of information in storage. It involves active search for stored material. Watch Video

Identify and examine the educational implications of existentialism to education in Nigeria. PDE 707 Year 2019 Q4

Outline the similarities and differences between Philosophy and Science. (15 marks) 2016 Q1 (a)

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.

Both are concerned with increasing our understanding of the nature of man and the universe;
Both are skeptical, critical and constructive;
Both employ the method of logical, coherent and systematic reasoning;
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:

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.
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;
Science is narrower in scope than philosophy.
Science looks at particular aspects of things. Philosophy is more holistic.
Unlike science subjects, philosophy has no clear contents. It is a skill on critical reasoning. Watch Video

What are the implications of Existentialism on education? (5 marks) 2015 Q3 (b)

EDUCATIONAL IMPLICATIONS OF EXISTENTIALISM

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

What do you understand by Research Hypothesis? PDE 708 Year 2019 Q4 a)

It must have experimental variables: both dependent and independent variables

It must be measurable or testable in some way.

Watch Video

What are the characteristics of a good hypothesis? (5 marks) 2017 Q1 (b)

They are that it should be:

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

List and discuss three (3) criteria for justifying the usefulness of an educational research. (15 marks) 2015 Q5 (a)

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

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

List and explain five (5) agents of socialisation. PDE 709 Year 2019 Q3 b)

Watch Video

Define and explain the term "Sociology". (10 marks) 2017 Q1 (a)

Explain five (5) characteristics of bureaucracy that exist within the school system. (20 marks) 2015 Q5 (b)

Division of labour: Specialised experts are employed in each position to perform specific tasks.
Hierarchy of authority: There is an administrative hierarchy with each position under the supervision of a higher authority or a structure of command.
Written rules and regulations: The responsibilities of each member of the organisation is defined in clear terms.
Impartiality: There is a formalised and impartial method of dealing with clients.
Employment based on technical qualification: Employment or promotion of personnel is based on technical qualification rather than favouritism
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

What is Quota sampling. PDE 710 Year 2019 Q5 b)

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

Explain educational statistics. 2017 Q2 (a)

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

Explain educational statistics and four (4) significance of its study. (25 marks) 2013 Q3

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:

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

First Semester NTI PgDE Past Questions and Answers

NTI PgDE Courses for 1st Semester Written Exam are: