Ph.D Curriculum and Instruction

PREAMBLE

The Department of Educational Foundation is one of the foundation departments of the Faculty of Education. By its’ mandate it trains and retrains teachers in basic teaching subject areas for all levels of the educational system.

 

OBJECTIVES OF PROGRAMME

The objectives of this programme are: (1) to train high caliber teachers who will be competent in teaching their subject areas (2) to broaden the theoretical and practical research skills, experiences of candidates so that they can undertake educational research.

 

JUSTIFICATION FOR THE PROGRAMME

  1. The introduction of the PhD programme in the Department of Curriculum and Instruction is expedient in meeting the manpower needs for high caliber of staff for tertiary institutions.
  2. There is the need to provide opportunities for our M.Ed. graduate for further academic and professional development in their chosen fields.
  3. The Ph.D programme will provide high level training for stakeholders in the education industry in Taraba State thereby enhancing quality assurance in the system at all levels.
  4. Mounting a Ph.D programme will improve the quality of research in contemporary educational issues related to specific areas of interest for the community and pedagogy.

 

ADMISSION REQUIREMENTS:

  1. Candidates for admission into the PhD programme should possess First and Masters degrees in the relevant areas from Taraba State University or any other recognized university.
  2. Candidates are required to possess any other relevant qualifications as may be required by the postgraduate school general regulations.
  3. Candidate must meet the general university requirements for admission into postgraduate programmes of Taraba State University.
  4. Candidates shall be required to take a written and oral examination to qualify for admission. At Masters level, candidates are expected to have scored not less than 60% average or a CGPA of 3.00.

 

STATUS

The programmes are for full time studies.

 

DURATION OF PROGRAMME:

The PhD degree programme in the Department of Educational Foundation shall be available through full time mode only. The duration shall be three years (six semesters) minimum and shall not exceed five years (ten semesters).

 

PhD DEGREE REQUIREMENTS:

  1. Candidates shall be required to take two semesters of course work to earn a minimum of 20 credit units. These shall be assessed through written examinations. The courses must be in area of specialization, based on the admission given, and on some electives.
  2. Candidates shall be required to undertake a research work chosen from the area of their admission, under the supervision of two academic staff in the candidates’ area of specialization.
  3. Candidates shall be required to present a minimum of two seminar papers before the final defence of their theses.
  4. Candidates for the PhD degree programme shall be subjected to an oral examination on their theses before a panel of examiners in accordance with the Postgraduate Schools General Requirements. Judgment of the external examiner in this defence shall determine the success or otherwise of the candidate in the programme.

 

COURSE ARRANGEMENT PER SEMESTER:

Candidates for the PhD degree programme shall be required to take core and elective courses at the ratio of 3:1 per semester. The courses shall be selected based on their special subject areas.

 

First Semester

Course Code Course Title                                       Credit Units

Core Courses

EDU 801         Advanced Statistical methods in

Education                                                        3

EDU 803         Contemporary Issues in Curriculum               3

ECI 851          Trends, Theories and Practice in

Curriculum Development and

Implementation                                               3

Electives (Choose one in your subject area of specialization)

ECT 813          The language Curriculum                                2

ECI 815          Trends, Theories and Practice in Language

Advancement Research                                              2

ECI 823          The Mathematics Curriculum                          2

ECI 825          Special Topics in Mathematics Education                  2

ECI 833          The Science Curriculum                                              2

ECI 835          Special Topics in Science Education                          2

ECI 843          The Social Studies Curriculum                                   2

ECI 845          Special Topics in Social Studies Education                2

Second Semester

Course Code Course Title                                                   Credit Units

Core

ECI 802          Advanced Research Methods in

education                                                                    3

ECI 804          Seminar                                                                       3

ECI 852          Monitoring and Evaluation Procedures in

Programme Implementation                                        3

Electives (Choose one in your subject area of specialization)

ECI 814          Methods and Resources in Language

Education                                                                    2

ECI 816          Grammar and Usage                                                   2

ECI 824          Methods and Resources in Mathematics

Education                                                                    2

ECI 826          Psychosocial Dimensions of Mathematics

Education                                                                    2

ECI 834          Methods and Resources in Science

Education                                                                    2

ECI 836          Science and Society                                                    2

ECI 844          Methods and Resources in Social Studies                  2

ECI 846          The family and Global politics                                    2

 

ECI 812: Trends, Theory/Practice And Research In Language Education – 3

This course will examine the relationship between theory and practice in research in language education. It will also examine trends, methods/techniques and tools in language education research. Students are expected at the end of the course to be able to:

  1. Understand various theories of language learning
  2. Identify and analyze issues in language education that require research
  3. Develop research designs to address critical issues in language education
  4. Identify and apply appropriate methods/techniques and research tools in language education research.

 

ECI 813: The Language Curriculum – 3

This course will be a critical appraisal of the language curriculum at all levels of education. This will be done against the background of the provisions of the National Policy on Education (NPE) with respect to language education. Course contents, personnel and materials for the development of language education at all levels will be analysed. At tertiary level attention will be given to the use of English as a medium of instruction English for Academic purposes and its modus operandi. Students will be expected to be able to:

  1. Appraise the course content/methods of language education at all levels of education
  2. Identify the language needs of learners at all levels of education and how the curriculum meets these needs.
  3. Make proposals for improvement/change with respect to content, methods and materials.

 

 

ECI 814 Methods and Resources in Language Education – 3

This course will focus on the exploration of methods, production and use

of instructional materials in language education. It shall be a practically oriented course where the imagination and resourcefulness of students shall be built. Instructional materials for both L1 and L2 shall be explored, produced and used. The course shall also develop capacity in the use of language laboratories and information technology. Students will therefore be expected to engage in a special project that will do the following:

  1. Demonstrate skill in production and use of instructional materials in language education.
  2. Demonstrate the use of electronic gadgets in language education;
  3. Demonstrate knowledge of IT and the use of teaching machines in language education.

Note: This course shall require the collaborative efforts of teachers in Instructional Technology and those in language education.

 

ECI 815: Trends, Theory/Practice and Research in Language Education – 3

This course will examine the relationship between theory and practice in research in language education. It will also examine trends, methods/techniques and tools in language education research.

Students are expected at the end of the course to be able to:

  1. Understand various theories of language learning
  2. Identify and analyze issues in language education that require research
  3. Develop research designs to address critical issues in language education
  4. Identify and apply appropriate methods/techniques and research tools in language education research.

 

ECI 816 Advanced Studies in Reading and Literacy Instruction -2

This course will examine in detail the various reading theories, reading skills as well as contemporary models for reading improvement at all levels of education. It will also explore workable instructional practices in first and second language situations. An understanding of the processes involved in reading and literacy development will also be explored. The course is designed to enable students to:

  1. Understand various reading theories and their applications in first and second language situations
  2. Design workable reading models for the improvement of reading in L1 & L2 at all levels of education.
  3. Explore the concept of literacy and its importance in public and private life.

 

ECI 821: Trends, Theory and Research in Mathematics Education 3

This course shall deal with contemporary theories in mathematics education. These shall be related to researches in mathematics education. Students shall be required to develop their research designs in their identified areas of research interest. It will be an in-depth exploration of the field of research in mathematics education and will, include historical perspective, futuristic research, current research on issues and trends such as in CBT, IT and their impact on education and training. Students shall conduct a critical analysis of several issues and suggest research, which will solve or alleviate each issues.

 

ECI 822 Evaluation Techniques in Mathematics Education – 3

The course shall emphasize the importance of evaluation as an aspect of mathematics teaching, essence and procedure of evaluation for developing existing mathematics curriculum and syllabuses. Styles of evaluation of mathematics lessons diagnostic test, prognostic test achievement, attitude and reading tests shall be covered.

 

ECI 823 The Mathematics Curriculum – 2

This course shall critically review the primary and secondary school curriculum and their development in Nigeria. It shall examine the relevance and adequacy in laying a solid foundation for achieving the objectives in science and technology for national development. It shall also do a comparative analysis of Nigeria’s and other countries curricula.

 

ECI 824 Methods and Resources in Mathematics Instruction 2

A critical study of mathematics teaching strategies for selected topics in schools shall be focused upon. The course shall also explore resources for the teaching of mathematics. There will include electronic or non-electronic materials. It will cover pedagogical issues and principles in teaching and learning of mathematics at all levels of education. Students will be expected to identify, produce and demonstrate the use of instructional materials in the teaching of mathematics.

 

ECI 825 Special Topics in Mathematics Education -2

This course focuses on topics of special interest in the mathematics education curriculum. Techniques for teaching such topics shall be suggested and discussed. It will highlight the role of mathematics education in national development. Dimensions of applying mathematics education to solving contemporary problems shall be explicated.

 

ECI 826 Psychosocial Dimensions of Mathematics Education – 2

This course will explore the psychological and social dimensions of Mathematics education, linking the teaching/learning Mathematics to various human operations at various levels of human interaction. It will also look at ways that abstractions in mathematics can be reduced to concrete realities to improve performance and increase interest in the learners.

 

ECI 831: Trends, Theory and Practice in Research in Science Education – 3

This course shall explicate the essential link between theory and research in science Education. Students shall be involved in the development of mini research designs to illustrate their understanding of this issue and especially in their identified areas of interest. This course shall also explore developmental trends in science education research. It shall examine paradigm shifts in science. The use of ICT shall also be discussed.

 

ECI 832: Evaluation Procedures in Science – 3

This course shall explore the nature and use of evaluation in science education as well as the relationship between evaluation and science education objectives. It shall explore the use of formative and summative evaluation strategies in science curriculum development. It shall also focus on normative evaluation, criterion referencing, profiles and profiling for evaluation of science education programmes.

 

ECI 833: The Science Education Curriculum – 2

This course is a critical review of the primary and secondary science curriculum and its development. It examines the curriculum of science education with a view to determine its adequacy in laying a solid foundation for national development and will survey the issue which border on students experiences with science at their levels.

 

ECI 834: Methods and Resources in Science – 2

Advanced Laboratory and special technique in Biology, Chemistry and Physics shall be explored. Basic principles of selecting out relevant instruments and practice at using them shall be treated. It shall deal with designing special methods for teaching children science and technology. The use of mother tongue for teaching science shall also be examined. Application of computers for teaching and learning science in schools shall also be treated.

 

ECI 835: Special Topics in Science Education – 2

Special topics to cover areas of the nation’s objectives in science education shall be covered. The topics shall cover various aspect of national development especially in the area of self-sufficiency and the reduction of unemployment, poverty and ignorance. The role of superstition in science education shall also be employed.

 

ECI 836 Science and Society – 2

This course will critically evaluate the social functions of science. Issues such as science and humanism, ethics, gender and the quality of life shall be analysed. The role of science in development shall also be critically analyzed.

 

 

ECI 851 Trends, Theories and Practice in Curriculum Development and Implementation

This course shall focus on various theories of curriculum development and shall also examine the trends of development and implementation of curricular programmes in Nigeria and elsewhere. Students shall be expected to gain an understanding of various curricular changes that have taken place in the Nigerian Educational system and based on these changes be able to project into the future.

 

ECI 852 Monitoring and Evaluation Procedure in Programme Implementation

The course shall focus on specific curricular programmes in Nigeria, e.g. the primary science project; the UBE project etc. and examine the procedures used for monitoring and evaluating these programmes to ensure their successful implementation. Emphasis shall be on those strategies that are workable. Students shall be expected to be able to draw up logical frameworks for monitoring and evaluating identified/chosen projects.