AN EXAMINATION OF THE IMPACT OF EDUCATIONAL PSYCHOLOGY ON THE TEACHING-LEARNING PROCESS
ABSTRACT
This project examined the role of educational psychology in the teaching of learning processes in secondary schools in Enugu North, Enugu State. The study was specifically designed to investigate the significance and assistance that educational psychology has provided to teaching and learning processes. To accomplish these goals, the following questions were developed and used:
What role does educational psychology play in teaching and learning? How will educational psychology assist students in adapting to teaching and learning situations? Is there a way to identify learning barriers and bridge the gap? What should be done for exceptional students?
How does educational psychology approach adolescent students? The study’s population consists of students, teachers, and patents. The stratified random sampling technique was used to select the samples. This was based on single-gender and co-gender schools.
One male school, two female schools, and two co-educational schools were chosen. The data collection techniques used included a literature review, interviews, personal explanations of interview results, a bit of a frequency distribution table, and percentages. The conclusions reached by those sources.
The researcher discovered that had made positive contributions in the areas of understanding the nature of the classroom, acknowledgment of individual differences, teaching methods, understanding students’ problems, motivation to study harder, management of adolescents, care of exceptional students, and guidance and counseling educational implications were given in chapter five, and some recommendations were made to improve effective teaching – learning situation.
CONTENTS TABLE
CHAPTER ONE
Introduction
1.1 Background of the research
1.2 The study’s objective
1.3 Importance of the research
1.4 Formulation of the problem
1.5 Questions for Research
1.6 The study’s assumptions
1.7 The study’s limitations
1.8 Definitions of terms
CHAPTER TWO
Review of Literature
2.1 Definition of educational psychology
2.2 An Overview of Educational Psychology
2.3 Educational psychology’s scope
2.4 Educational psychology’s contribution
during the teaching-learning process
2.5 The contribution of educational psychology
to educational practices
2.6 Educational psychology; adolescent stage assistance
Learning Theories, Section 2.7
CHAPTER THREE
Design and methodology
3.1 Geographical scope of the research
3.2 The intended audience
3.3 Exemplification
3.4 Instrument creation and validation
3.5 Techniques for Data Collection
3.6 Data analysis method to be used
Reference
CHAPTER FOUR
Data visualization and analysis
CHAPTER FIVE
Results discussion and interpretation
5.1 Final Thoughts
5.2 Implications of the research
Recommendation (5.3)
5.4 Suggestions for future research
References
1st Appendix
II. Appendix
CHAPTER ONE
INTRODUCTION
1.1 INTRODUCTION TO THE STUDY
There has been teaching and learning since the beginning of education psychology.
From birth to death, teaching and learning have an impact.
It is important to understand that educational psychology improves the teaching-learning process.
Some contributions made by educational psychology to the teaching-learning process include:
1) Educational psychology, through its research, aims to develop teaching theories.
2) The study of educational psychology also aids in the improvement of teaching methods and materials.
3) The study of educational psychology seeks to solve learning problems and assess learning abilities.
4) The study of educational psychology aids in the improvement of teaching practice in all components of the basic teaching model.
5) Educational psychology research attempts to quantify educational progress and how people learn at different ages.
With this information, the teacher can better understand his students. He will be able to detect when a child’s ability to learn is impaired.
He will try to identify the sources of the problems, whether they are physical, emotional, or social, to name a few.
If possible or controlled, the teacher will find a way to ensure that the problems are solved.
When a child receives adequate attention, he or she develops a sense of belonging.
As a result of the care, there is a good chance that the child will return to normalcy.
1.2 OBJECTIVE OF THE STUDY
The goal of this research is to look into the impact of educational psychology on the teaching-learning process in secondary schools in Enugu South Local Government Area, Enugu State.
Knowing this, the researcher will focus more on the importance of educational psychology in the teaching-learning process in some secondary schools in Enugu South.
The goal of this research is to look closely at specific issues and how they impede effective teaching and learning.
According to S. S. Challhan (1987), the goals of educational psychology are as follows:
To provide teachers with some foundational teaching skills.
To provide teachers with guidelines for resolving problems associated with the teaching-learning process.
To assist teachers in understanding scientific knowledge and instilling a spirit of inquiry in them for professional growth.
Finally, the researcher will no doubt reveal possible solutions, which should come as a relief not only to teachers and students in secondary schools in Enugu South, but to the school system as a whole.
QUESTIONS FORMULATED
The following questions were developed to achieve the aforementioned objectives:
1. What role does educational psychology play in society?
2. How will educational psychology assist students in adapting to teaching-learning situations?
3. Is there any way to identify learning barriers and bridge the gap?
4. What steps should be taken in the case of exceptional students?
5. How does educational psychology care for students in their adolescent years?
1.3 THE IMPORTANCE OF THE STUDY
The prevalence of learning difficulties and distractions in our schools cannot be overstated. Every right thinking teacher has been concerned about how to improve adequate learning. There is no doubt that the problems associated with the teaching-learning process must be addressed.
This research aims to examine specific issues that impede adequate learning and how to address them in order to increase productivity in teaching-learning situations.
As a result, the researcher hopes that this project will help teachers and students alike recognize the role of educational psychology in bridging the gap created by distractions and problems in the teaching learning process.
Furthermore, this will assist teachers in this age to correct previous mistakes such as labeling a student as a dullard or “good for nothing” even when a student’s intelligent quotient is above average but he has learning difficulties.
The root causes of a student’s poor performance should be investigated and addressed more effectively.
The study of educational psychology provided information, ideas, and practices that aid in classroom learning. It will be about the importance of educational psychology in teaching – learning theories of teaching, human growth and development, motivation, remembering and forgetting, and so on.
The study of educational psychology has the following implications:
1) Educational psychology, through its research, aims to develop teaching theories.
2) The study of educational psychology also aids in the improvement of teaching methods and materials.
3) The study of educational psychology seeks to solve learning problems and assess learning abilities.
4) The study of educational psychology aids in the improvement of teaching practice in all components of the basic teaching model.
5) Educational psychology research attempts to quantify educational progress and how people learn at different ages.
1.4 STATEMENT OF THE PROBLEMS
There are some issues that arise as a result of the transition from stumbling block to learning. But can a teacher be said to have taught if the students have not learned? No. As a result, the primary concern of the classroom teacher is to facilitate learning. How does he accomplish this?
He will consider whether his students understand what he is saying.
– What level of comprehension do they have?
– What happens to the retention of what has been squandered?
The teacher will then investigate the possible causes of the student’s learning and retention issues.
1.5 QUESTIONS FOR RESEARCH
The following questions were posed and answered by the researcher in this study:
1) What role does educational psychology play in the teaching-learning process?
2) How will educational psychology assist students in adapting to teaching – learning situations?
3) Is there any way to identify learning barriers and bridge the gap?
4) What steps should be taken in the case of exceptional students?
5) What role does educational psychology play in adolescent development?
1.6 THE STUDY’S ASSUMPTION
Knowledge of educational psychology is a powerful tool for improving effective teaching and learning. It is expected that this project will assist teachers in understanding and applying certain principles for diagnosing learning problems. When the problems are identified, the teacher with knowledge of educational psychology will implement various reinforcement schedules. He will also include principles of motivation.
In contrast to the teacher who lacks knowledge of or refuses to acknowledge the course, educational psychology provides the teaching with clues and tools to ensure that its work is well done.
It is assumed that the teacher will assist students in overcoming their problems, whether they are physical, social, emotional, or other. He will deal with those he can and refer those he cannot to specialists.
1.8 DEFINITIONS OF TERMS
Maturation is the process by which a physiological feature matures.
Absentmindedness: A type of forgetting that occurs when there is no cue and the individual is also preoccupied with another task.
Motivation is the energization, sustenance, and direction of behavior toward a goal, which normally restores equilibrium.
(S.R) Stimulus Response Learning (SRL) is a type of mechanistic learning in which specific stimuli elicit a conditioned response.
A diagnosis is a statement that is the result of an examination.
Mental Retardation: A condition characterized by a remarkable slow rate of learning and a lack of intelligent behavior.
Exceptional Students: This category includes students who are blind, deaf, or mentally retarded, as well as gifted students who cannot benefit as much from normal classroom activities.
When a person is out of sync with his surroundings, he is said to be incongruent.
Adolescence: The developmental stage between puberty and adulthood.
Reinforcement: Any stimulus that increases the likelihood that a desired behavior or response will occur.
Defense Mechanism: Creating some behaviors to cover up flaws.
Neuroticism is a psychological disorder.
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AN EXAMINATION OF THE IMPACT OF EDUCATIONAL PSYCHOLOGY ON THE TEACHING-LEARNING PROCESS