PDE 706 (PSYCHOLOGY OF EDUCATION) SATURDAY 2nd AUGUST, 2025 NOTE AND PAST QUESTION NOTE FOR EXAM

 PDE 706 (PSYCHOLOGY OF EDUCATION) SATURDAY 2nd AUGUST, 2025 NOTE AND PAST QUESTION NOTE FOR EXAM

PDE 106: Educational Psychology I Examination Questions

1. (a) Concept of Learning (5 Marks)

Learning is a process of acquiring knowledge, skills, attitudes, or behaviors through experience, instruction, or study, resulting in a relatively permanent change in behavior or understanding.

(b) Five Characteristics of Learning (15 Marks)

1. Permanent Change: Learning results in lasting change.
2. Goal-Oriented: Focused on achieving objectives.
3. Active: Involves engagement and participation.
4. Cumulative: Builds on prior learning.
5. Motivated: Driven by internal or external reasons.

 

2. Five General Principles of Learning (25 Marks)

1. Readiness: Learning is more effective when the learner is prepared.
2. Exercise: Practice improves retention and skill mastery.
3. Effect: Positive experiences enhance learning.
4. Primacy: First impressions or learning are retained best.
5. Recency: Latest learned information is recalled more easily.

 

3. (a) Physical vs. Cognitive Development in Adolescents (15 Marks)

Physical Development:

• Bodily changes such as puberty, height, muscle mass, etc.
• Affected by nutrition, genes, hormones, and health.

Cognitive Development:

• Mental growth including reasoning, problem-solving.
• Affected by education, social factors, mental health, motivation.

(b) Factors Affecting Each Development (15 Marks)

Physical Development:

• Nutrition
• Hormonal changes
• Illness and health
• Genetics
• Physical exercise

Cognitive Development:

• Educational exposure
• Social interactions
• Emotional/mental stability
• Personal motivation
• Technological environment

 

4. Learning Theories (25 Marks)

(i) Stimulus-Response Theory (Classical Conditioning):
Founded by Ivan Pavlov. Learning occurs through association when a neutral stimulus becomes linked with a meaningful stimulus to elicit a response. Example: A student who feels anxious before exams may associate the exam hall with anxiety.

 

 

Certainly! Here's a complete and well-organized answer for the remaining PDE 106: Educational Psychology I examination questions:

 

2. (b) Five Factors That Aid Long-Term Memory and Retrieval (15 Marks)

1. Repetition and Practice
• Repeating information over time helps strengthen memory traces. Frequent revision, spaced practice, and rehearsal move information from short-term to long-term memory.
2. Meaningful Learning (Elaboration)
• When learners connect new knowledge with existing knowledge (schemas), they are more likely to remember it. Understanding concepts deeply leads to better retention than rote memorization.
3. Use of Mnemonics and Imagery
• Mnemonic devices (e.g., acronyms, rhymes, and visualization) help learners organize and recall information more efficiently.
4. Good Organization of Content
• Structuring content logically (e.g., through outlines or concept maps) allows learners to store and retrieve information more effectively. Grouping similar items together helps in memory recall.
5. Emotional Impact and Interest
• Emotionally engaging or personally relevant content is easier to remember. When a learner finds the topic interesting or connects emotionally to it, it enhances retention.

 

 

Great job organizing and presenting your answers! Here's a clean, well-structured version of your response to help you review or submit your exam confidently:

 

PDE 106: Educational Psychology I – Examination Questions and Model Answers

 

2. (b) Five Factors That Aid Long-Term Memory and Retrieval (15 Marks)

1. Repetition
   Repeated exposure to information enhances its encoding into long-term memory. Regular review strengthens memory retention and improves recall.
2. Association
   Connecting new information to prior knowledge makes it more meaningful and easier to retrieve when needed.
3. Elaboration
   Making deep connections or building stories around new information allows for better integration into existing memory structures.
4. Organization
   Structuring information using outlines, categories, or mnemonics enhances understanding and retrieval of stored knowledge.
5. Emotional Involvement
   Emotionally charged or personally relevant material is retained longer because of its impact on attention and encoding.

 

3. Relationship Between Areas of Educational Psychology and Teacher Training (25 Marks)

(a) Human Growth & Development
Understanding stages of physical, cognitive, and emotional development helps teachers tailor their teaching strategies to match students’ age and developmental needs.

(b) Learning & Instruction
Knowledge of how learning occurs enables teachers to use appropriate instructional strategies for diverse learners and improve educational outcomes.

(c) Psychological Measurement
Equips teachers to assess student progress through reliable tests, identify learning difficulties, and use data to improve instruction and student performance.

 

4. Contributions of Stimulus-Response Theorists to Education (25 Marks)

1. Conditioned Responses
   Pavlov's theory shows how students can learn through associations, useful in classroom routines and behavior formation.
2. Reinforcement
   Skinner emphasized reinforcement to shape behaviors; teachers use praise or rewards to strengthen positive academic habits.
3. Shaping Behavior
   By rewarding small achievements, teachers can guide students toward complex skills, like solving math problems or writing essays.
4. Predictability and Control
   Behavior can be shaped by modifying stimuli. This helps teachers control classroom behavior through structured routines.
5. Application of Reward Systems
   Token economies, grades, and other incentives are based on stimulus-response theory to improve engagement and performance.

 

5. (a) Concept of Educational Psychology (5 Marks)

Educational psychology is the scientific study of how people learn in educational settings. It examines cognitive, emotional, and social influences on learning and applies psychological principles to improve teaching and learning.

(b) Relevance of Educational Psychology to Teachers (20 Marks)

1. Improved Teaching Strategies
   Helps in choosing appropriate instructional methods for different learners.
2. Classroom Management
   Enables understanding of student behavior and how to manage it effectively.
3. Motivating Students
   Offers tools to boost student engagement and achievement through motivation.
4. Individualized Instruction
   Teachers can recognize and address different learning needs and styles.
5. Assessment and Evaluation
   Supports the development of fair assessments and effective feedback mechanisms.

 

6. Creating and Sustaining a Conducive Learning Environment (25 Marks)

1. Physical Arrangement
   Arrange seats and resources to maximize visibility, mobility, and student comfort.
2. Positive Teacher-Student Relationships
   Establish trust and respect to make students feel secure and valued.
3. Active Engagement
   Use interactive methods such as group work and discussions to involve learners.
4. Emotional Support
   Recognize and respond to students' emotional needs to reduce anxiety and build confidence.
5. Clear Expectations and Boundaries
   Maintain discipline and focus by setting and consistently enforcing classroom rules.

 

Here is a well-organized version of your answers for PDE 106: Educational Psychology I — suitable for revision, submission, or printing:

 

PDE 106: Educational Psychology I – Postgraduate Diploma in Education

 

1. Motivation and Freud’s Psychoanalytical Theory (25 Marks)

Definition of Motivation:
Motivation refers to the internal psychological processes that energize, direct, and sustain behavior toward achieving a goal. It can be intrinsic (from within) or extrinsic (driven by external rewards or recognition).

Sigmund Freud’s Psychoanalytical Theory of Motivation:
Freud's theory emphasizes that much of human motivation stems from unconscious drives and early childhood experiences. Motivation is governed by the interaction of:

• The Id: Operates on the pleasure principle, seeking immediate gratification of basic urges (e.g., hunger, thirst, sex). It is the source of instinctual motivation.
• The Ego: Works on the reality principle. It mediates between the desires of the id and the realities of the external world, helping a person behave in socially acceptable ways.
• The Superego: Represents moral conscience and internalized societal norms. It motivates individuals to act according to moral values, often opposing the id.
• Unconscious Desires: Repressed childhood experiences and unresolved conflicts influence current behavior and motivation, often outside the person's awareness.

 

2. Adolescence and Its Implications for Teaching and Learning (25 Marks)

Definition of Adolescence:
Adolescence is the developmental stage between childhood and adulthood (ages 12–18), marked by physical, emotional, cognitive, and social changes.

Implications for Teaching:

1. Cognitive Development:
   Students are capable of abstract reasoning. Teachers should use higher-order thinking activities like debates and problem-solving tasks.
2. Identity Formation:
   Adolescents explore their identity. Teachers should create a safe space for expression and self-discovery.
3. Peer Influence:
   Peers significantly affect behavior. Teachers can encourage positive peer interactions through group work and collaboration.
4. Emotional Sensitivity:
   Mood swings are common. Teachers need empathy and should provide emotional support.
5. Desire for Autonomy:
   Students seek independence. Teachers can offer choices and foster self-directed learning.

 

3. Forgetting and Memory in Learning (25 Marks)

(a) Two Causes of Forgetting (10 Marks)

1. Interference:
• Proactive: Old information interferes with learning new material.
• Retroactive: New information disrupts the recall of old material.
2. Decay:
• Memory fades over time if not rehearsed or retrieved regularly.

(b) Three Ways Students Remember (15 Marks)

1. Repetition:
   Reviewing material multiple times enhances retention.
2. Elaboration:
   Connecting new ideas with known information improves understanding and memory.
3. Mnemonics:
   Using acronyms, rhymes, or memory aids makes recalling complex information easier (e.g., “ROYGBIV” for rainbow colors).

 

4. Short Notes (25 Marks)

(a) Transfer of Learning:
Applying previously learned knowledge to new situations. It may be positive (helps new learning) or negative (interferes with it).

(b) Reinforcement:
A stimulus that increases the likelihood of a behavior.

• Positive Reinforcement: Adds something pleasant.
• Negative Reinforcement: Removes something unpleasant.

(c) Punishment:
Decreases the likelihood of a behavior by introducing a negative consequence or removing a positive one. Must be used cautiously to avoid negative emotional effects.

(d) Premack Principle:
A preferred activity (e.g., playing) can be used as a reward for completing a less preferred activity (e.g., homework).

(e) Social Learning:
People learn by observing and imitating others. Key elements include modeling, observation, and imitation (Bandura).

 

5. Meaning and Relevance of Educational Psychology (5 Marks)

Definition:
Educational psychology is the study of how people learn in educational settings. It focuses on mental processes, behaviors, and conditions that influence learning and teaching. Its goal is to apply psychological principles to enhance educational practice.

Here's a well-structured response to the remaining parts of your PDE 106: Psychology of Education questions. You can use this as part of your exam prep, hand-in assignment, or study material.

 

(b) Five Relevance of Educational Psychology to Teaching and Learning

(20 Marks)

1. Improving Teaching Strategies:
   Educational psychology helps teachers design instructional methods tailored to various learning styles (visual, auditory, kinesthetic), ensuring effective lesson delivery.
2. Classroom Management:
   Teachers apply psychological theories to maintain discipline and foster an environment conducive to learning, such as using reinforcement techniques or setting behavioral expectations.
3. Motivation:
   By understanding intrinsic and extrinsic motivation, teachers can inspire learners to stay focused, engage deeply, and achieve their goals.
4. Understanding Individual Differences:
   Educational psychology equips teachers to recognize students' unique developmental, cognitive, and emotional profiles, allowing personalized instruction.
5. Assessment and Evaluation:
   Teachers use insights from educational psychology to create fair and valid assessments, provide feedback, and improve instructional practices based on student data.

 

6. (a) Five Tenets of Operant/Instrumental Conditioning Theory

(15 Marks)

1. Reinforcement:
   Behaviors followed by rewards are more likely to recur. Positive reinforcement strengthens behavior by adding a reward, while negative reinforcement does so by removing an aversive stimulus.
2. Punishment:
   Introducing a negative consequence (or removing a desirable one) decreases the likelihood of a behavior occurring again.
3. Shaping:
   Reinforcing successive approximations toward the target behavior gradually teaches complex behaviors.
4. Extinction:
   If a behavior is no longer reinforced, it eventually fades away (e.g., if praise stops, the behavior may stop).
5. Schedules of Reinforcement:
   These include fixed or variable intervals and ratios. They determine how often a behavior is reinforced, affecting the strength and persistence of learning.

(b) Two Implications of Operant Conditioning for Classroom Instruction

(10 Marks)

1. Behavior Modification:
   Teachers can shape desirable behaviors (e.g., punctuality, participation) and discourage undesirable ones (e.g., talking out of turn) using reinforcement and punishment.
2. Motivation Through Rewards:
   Offering points, praise, or privileges on a reinforcement schedule keeps students engaged and motivated to maintain good academic and social behavior.

 

ADDITIONAL EXAM QUESTIONS RESPONSE (PDE 106)

 

1. (a) Define Learning

(5 Marks)
Learning is a relatively permanent change in behavior, knowledge, or skill that occurs through experience, instruction, or study. It involves acquiring new, or modifying existing, knowledge, behaviors, or attitudes.

(b) Five Basic Characteristics of Learning (20 Marks)

1. Learning is a Change in Behavior:
   It involves acquiring new responses or modifying existing ones.
2. Learning is Relatively Permanent:
   Temporary changes due to fatigue or mood are not considered learning.
3. Learning Results from Experience or Practice:
   It is shaped by active involvement, instruction, or observation.
4. Learning Can Be Measured:
   Its effects are observable through performance or test scores.
5. Learning is Purposeful and Goal-Oriented:
   Individuals learn to fulfill personal or societal goals.

 

2. Five Reasons Adolescence is a “Crisis Period” (25 Marks)

1. Identity vs. Role Confusion:
   Adolescents struggle with finding a clear sense of self, leading to confusion and stress.
2. Hormonal and Physical Changes:
   Puberty leads to rapid bodily changes, which may cause self-image issues and anxiety.
3. Emotional Instability:
   Mood swings, aggression, or withdrawal are common due to hormonal and social pressures.
4. Peer Pressure:
   Adolescents feel compelled to conform to peers, risking deviance or academic neglect.
5. Conflict with Authority:
   Adolescents often challenge rules and expectations, leading to friction with parents or teachers.

 

3. (a) Five Implications of Thorndike’s Law of Connectionism

(15 Marks)

1. Law of Readiness:
   Students learn better when they are mentally and emotionally prepared.
2. Law of Exercise:
   Repetition strengthens learning. Practice improves retention.
3. Law of Effect:
   Responses followed by satisfaction are more likely to be repeated. Teachers should reward success.
4. Motivation is Key:
   Positive reinforcement helps in maintaining learned behavior.
5. Drill and Practice:
   Structured and repeated tasks improve mastery.

(b) Two Theories of Forgetting (10 Marks)

1. Decay Theory:
   Memory fades over time without rehearsal or use.
2. Interference Theory:
   New or old information interferes with memory recall (proactive or retroactive interference).

 

4. Five Factors Affecting Learning (25 Marks)

1. Intelligence Level:
   Affects how quickly and deeply students grasp concepts.
2. Learning Environment:
   A quiet, well-lit, organized space enhances concentration and retention.
3. Motivation:
   Intrinsically motivated students tend to perform better.
4. Teaching Methods:
   Varied and interactive methods engage learners more effectively.
5. Student Health:
   Poor health or nutrition hinders concentration and attendance.

 

5. (a) Define Motivation (5 Marks)

Motivation is the inner drive or external influence that compels an individual to act or behave in a certain way to achieve a goal.

(b) Five Ways to Motivate Learners (20 Marks)

1. Use of Praise and Rewards:
   Recognizing efforts encourages continued participation.
2. Setting Achievable Goals:
   Helps learners feel successful and build confidence.
3. Creating Interest:
   Using real-life examples or storytelling sustains attention.
4. Interactive Lessons:
   Activities and group work increase excitement and involvement.
5. Offering Choices:
   Encouraging autonomy motivates students to take responsibility for learning.

 

6. (a) Five Differences Between Operant and Classical Conditioning (10 Marks)

Operant Conditioning	Classical Conditioning
Focuses on voluntary behavior	Focuses on reflexive, involuntary behavior
Involves reinforcement/punishment	Involves stimulus pairing
Learner is active	Learner is passive
Based on consequences	Based on associations
Encourages learning new behaviors	Modifies existing reflexes

(b) Three Features: Trial & Error vs. Insight Theory (15 Marks)

1. Learning Process:
• Trial & Error: Involves repeated attempts and failures.
• Insight: Sudden understanding or realization.
2. Time to Learn:
• Trial & Error: Often slow and laborious.
• Insight: Often quick and efficient.
3. Awareness of the Process:
• Trial & Error: Conscious of mistakes and effort.
• Insight: The solution seems spontaneous or intuitive.

 

 

Here is the completed response for PDE 706: Psychology of Education (Postgraduate Diploma in Education), question 6 (b) and full compilation for study or assignment submission:

 

6. (b) Discuss Any Five (5) Ways of Motivating Learners in the Classroom.

(20 Marks)

1. Use of Positive Reinforcement:
   Rewarding students with praise, certificates, or other incentives when they perform well or behave appropriately encourages them to continue such behaviors. This recognition boosts self-esteem and motivation.
2. Setting Clear and Achievable Goals:
   When students understand what is expected of them and can see a clear path to success, they are more likely to stay focused and motivated. Goals should be specific, measurable, and attainable.
3. Creating an Engaging Learning Environment:
   Making lessons interesting, interactive, and relevant to students' lives helps keep their attention and curiosity alive. Teachers can use games, discussions, or real-life applications to enrich learning.
4. Providing Constructive Feedback:
   Timely and specific feedback helps students understand their strengths and areas for improvement. Encouraging comments help them feel competent and capable of improvement.
5. Encouraging Autonomy and Student Involvement:
   Giving students choices in their learning (such as topics for projects or methods of presentation) increases their ownership of the learning process, leading to higher motivation and engagement.

 

✅ Compiled Overview for PDE 706: Psychology of Education

1. Physical Changes in Secondary School Boys and Girls:

• Boys: Growth spurts, deepening voice, facial/body hair, muscle development, genital maturation.
• Girls: Growth spurts, breast development, menstruation, wider hips, pubic/underarm hair.

2. Classification of Psychology:

• Behavioral vs. Cognitive
• Developmental vs. Clinical
• Social vs. Industrial-Organizational
• Experimental vs. Applied

3. Formal Operational Stage Reasoning:

• Meaning: Ability to think abstractly, hypothetically, and logically.
• Patterns: Hypothetico-deductive reasoning, abstract thinking, proportional thinking, adolescent egocentrism.

4. Stimulus-Response (S-R) Teaching Principles:

• Reinforcement, Punishment, Consistency, Immediate Feedback, Shaping.
• Factors aiding memory: Repetition, Association, Chunking, Visualization, Mnemonics.

5. Five Scopes of Educational Psychology:

• Learning Theories
• Cognitive Development
• Motivation
• Assessment and Evaluation
• Classroom Management

6. (a) Motivation Definition:

• An internal process that drives individuals to achieve goals and sustain efforts.

6. (b) Ways to Motivate Learners:

• Positive Reinforcement
• Clear Goals
• Engaging Lessons
• Constructive Feedback
• Student Autonomy

 

 

Here's a well-structured and complete response to the latest part of your exam question on PDE 707: Philosophy of Education:

 

(b) List and Explain Any Three (3) Factors That Enhance Intrinsic Motivation

(15 Marks)

1. Autonomy:
   When learners feel they have control over their learning, they are more likely to engage deeply and persistently. Autonomy fosters intrinsic motivation by allowing students to make choices in what, how, and when they learn. For example, allowing students to choose topics for projects or preferred learning methods makes them feel responsible and invested in their learning journey.
2. Competence:
   Learners are intrinsically motivated when they believe they are capable of succeeding. Providing appropriately challenging tasks—not too easy or too difficult—and giving constructive feedback boosts students’ sense of competence. When learners experience success, they are more motivated to keep learning and improving.
3. Relevance (or Meaningfulness):
   When students find the learning material personally meaningful or applicable to real-life situations, they become more engaged. Making connections between school content and students’ interests, goals, or cultural background helps them see value in what they are learning, thereby increasing their intrinsic motivation.

 

Would you like well-formatted answers for any of the remaining PDE 107: Philosophy of Education questions listed above, such as:

• Epistemology and sources of knowledge
• The five national goals of Nigerian education and their implications
• Philosophical schools of thought like Idealism, Realism, Existentialism, and Pragmatism
• Ethics and its relevance to education
• Differences between Axiology, Ethics, and Aesthetics

Just let me know which question(s) you want next, and I’ll draft them for you.

Great! Let’s provide clear and complete answers to the first three key questions from PDE 707: Philosophy of Education as outlined in your message:

 

1. (a) What is Philosophy of Education?

Philosophy of Education is the application of philosophical principles to the field of education. It examines the purpose, process, nature, and ideals of education. It helps teachers and educators think critically about their goals, methods, content, and the values underpinning teaching and learning. It draws from major branches of philosophy—such as metaphysics, epistemology, axiology, and logic—to shape educational theories and practices.

 

1. (b) Discuss the Three (3) Modes of Philosophy

Philosophy operates in different modes or methods, which guide how philosophers investigate reality and make sense of educational issues:

1. Speculative Philosophy
• This mode deals with thinking and reasoning about abstract concepts.
• It speculates on questions such as: What is the purpose of life? What is knowledge?
• In education, it helps develop ideals about what education should be.
2. Prescriptive (Normative) Philosophy
• This mode is concerned with what ought to be.
• It sets standards or values for human behavior and thought.
• In education, it prescribes moral values and guides curriculum development and teaching ethics.
3. Analytic (Critical) Philosophy
• This mode focuses on logical clarity and the analysis of concepts, language, and arguments.
• It aims to eliminate confusion and clarify educational ideas.
• For example, analyzing the meaning of terms like “learning,” “discipline,” or “knowledge.”

 

2. What Is the Relevance of the Study of Philosophy of Education to a Teacher Education Programme?

Philosophy of Education is essential in teacher training for the following reasons:

1. Clarification of Educational Goals
   It helps teachers understand the aims and purposes of education, so they can align their teaching with national or institutional goals.
2. Development of Critical Thinking
   It trains teachers to reason logically, make sound judgments, and analyze issues clearly and independently.
3. Foundation for Curriculum Design
   It provides the philosophical basis for selecting content, instructional methods, and evaluation strategies.
4. Professionalism and Ethical Behavior
   Teachers understand ethical and moral responsibilities, including fairness, justice, and respect for students’ rights.
5. Adaptation to Change
   It prepares teachers to cope with evolving educational trends, diverse learner needs, and social challenges by developing a reflective and adaptable mindset.