EDUCATIONAL PSYCHOLOGY

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Degree Type
Doctor of Philosophy
Modes of Study
Regular
Programme Duration
3 years (Standard Entry)
Post date
Tuesday, March 8, 2022 - 10:55

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

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

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

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

Goal / Aim / Objectives: 

The goal of the programme is to provide individuals with in-depth knowledge in educational psychological theories and models, principles and practices in the school and other social settings. Such individuals should be able to teach in tertiary institutions as well as provide educational psychology services in relevant institutions.

The graduate will acquire:

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

Career Opportunities: 

  1. Ministry of Education and Ghana Education Service 
  2. College of Education (Tutors)
  3. Security Services, NGOs 
  4. Training Units of institutions
Last modified
Tuesday, March 8, 2022 - 10:58

Programme Structure

Level 800

First Semester

EPS 811: EDUCATIONAL SOCIAL PSYCHOLOGY
3 Credit(s)

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

EPS 812A COMPUTER APPLICATION IN EDUCATION
1 Credit(s)

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

EPS 821 ADVANCED PSYCHOLOGY OF HUMAN GROWTH AND DEVELOPMENT
3 Credit(s)

This course intends to improve the understanding and ability of students to handle developmental as well as instructional issues associated with learners in educational environments. It exposes students to the theoretical explanations of developmental phenomena involving the structure, process and dynamics of changes that occur in human ontogeny. It also discusses the behavioural concomitants of such changes and the role of psychologists, teachers, parents and society in ensuring human quality.

EPS 822 PERSONALITY THEORIES AND ADJUSTMENT
3 Credit(s)

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

EPS 823 PSYCHOLOGY OF ADOLESCENCE
3 Credit(s)

 

The course will introduce the student to the characteristics and developmental issues in adolescent development. Theories of adolescent development as well as social and contemporary issues which explain adolescent behaviour will be discussed.

EPS 824 COGNITIVE DEVELOPMENT AND LEARNING IN CHILDHOOD
3 Credit(s)

The course is designed to examine the various factors that influence cognitive development. Theories and processes of cognitive development are discussed. Contemporary research findings on cognitive development from childhood through adulthood are examined and their implications for educational practice are assessed.

EPS 831 ADVANCED PSYCHOLOGY OF HUMAN LEARNING AND INSTRUCTION
3 Credit(s)

The course provides information on historical and theoretical perspectives on learning for practice. The theories have a continuing and direct relevance for classroom teachers. The course aims at exposing students to the challenges in the learning environment and how effective teaching could be enhanced. Topics such as motivation and other approaches to learning would equip students with various ideas, skills and strategies in classroom teaching.