UNIVERSITY OF NIGERIA, NSUKKA

FACULTY OF EDUCATION
DEPARTMENT OF SCIENCE EDUCATION
POST-GRADUATE HANDBOOK

2018
 LIST OF ACADEMIC STAFF

S/N Names Designation Qualifications Area of Phone

Specialization Number
NCE (1975), Chemistry 08063877572
1 Prof. J. C Professor B.Sc. (1979), Education
Adigwe M.Ed. (1982),
Ph.D (1987),
PGCEE (1990)
NCE (1979) Measurement 08039090211
Prof. B. G. Professor
2 B.Sc. (1982) &
Nworgu
M.Ed (1985) Evaluation
Ph.D (1990)
NCE (1977) Biology 08037229254
Prof. U. M. Professor
3 B.Sc.(1982) Education
Nzewi
M.Ed. (1985)
Ph.D (1990)
NCE (1979) Chemistry 08066751439
Prof. D. N. Professor
4 B.Sc. (1982) Education
Ezeh
M.Ed (1987)
Ph.D (1992)
B.Sc (Ed.) Mathematics 08035476704
Prof. U. N. V.
5 Professor (1981) Education
Agwagah
M.Ed (1985)
Ph.D (1993)
B.Sc. (1977) Biology 08037748569
6 Prof. A. A. Professor PGDE (1980) Education
Nwosu M.Ed (1983)
Ph.D (1991)
B.Sc. (1978) Biology 08033674495
7 Prof. N. Professor PGDE (1982) Education
Onyegegbu M.Ed (1988)
Ph.D (1999)
B.Ed (1982) Chemistry 08035811170
8 Prof. Z. C. Professor M.Ed (1990) Education
Njoku Ph.D (1998)
B.Sc.(Hon)(19 Biology 08037537133
9 Prof. C. R. Professor 81) Education
Nwagbo PGDE (1986)
M.Ed (1989)
M.Ph. (1995)
Ph.D (1998)
B.Sc. Ed. Measurement 08057252877
10 Prof. B. C. Professor (1981) & 07067840516
Madu M.Ed (Sc.) Evaluation
(1986)
Ph.D (2004)
B.Sc. (1986) Biology 08033874800
11 Prof. L. N. Professor M.Ed (1992) Education
Nworgu Ph.D (2004)

1
 NCE (1981) Chemistry 08036755414
12 Dr. F. O. Reader B.Sc. (1984) Education
Ezeudu M.Ed (1988)
Ph.D (1995)
B.Sc. (Ed) Measurement 08033691907
13 Dr. N. J. Reader (1985) &
Anyaegbunam M.Ed (1989) Evaluation
Ph.D (2012)
B.Sc. (1995) Biology 08032667106
14 Dr. Ebere Lect. I M.Ed (2004) Education
Ibe Ph.D (2013)
B.Sc. (Ed) Measurement 08058562554
15 Dr. J. J. Lect. I (1998) &
Agah M.Ed, (2006) Evaluation
Ph.D. (2016)
NCE, (1980) Chemistry 08055438845
16 Dr. E. U. Lect. I B.Sc. (Ed) Education
Okorie (1984) M.Ed
(1986) Ph.D
(2014)
NCE (2003) Measurement 08063744826
17 Dr. C. S. Lect. I B.Sc. (2008) &
Ugwuanyi M.Ed (2011) Evaluation
Ph.D (2016)
NCE (1993) Mathematics 08064241474
18 Dr. C.C. Lect. I B.Sc.(Ed) Education
Ugwuanyi (1997)
M.Ed (2009)
Ph.D (2015)
NCE (1980) Mathematics 08105383390
19 Dr. C.N. Lect. II B.Sc. (Ed) Education
Obi 1995
M.Ed (2006)
Ph.D (2014)

2
 BIOLOGY EDUCATION PROGRAMME

PHILOSOPHY

Considering the role of Science, Technology and Mathematics in the social and economic
advancement of a nation, the necessity to train high level human power in Science Education
cannot be over emphasized. The philosophy of postgraduate programme in Biology
Education is the development of high level professional educators/teachers who are able to
participate in human capital development of the nation as managers of educational institutions,
researchers, and Science Education leaders. The M.Sc/Ph.D programmes in Biology Education
are specifically designed to enhance the quality of Biology Teachers and Educators towards the
actualization of this philosophy.

OBJECTIVES OF THE PROGRAMME

Generally, the programmes are designed to prepare holders of First/Masters Degrees in

Biology Education and related disciplines who would provide effective leadership in
research and teaching at different levels of education and training.

Specifically, the M.Sc/Ph.D (Biology Education) programmes are designed to achieve the following
objectives:

i. further development of professional

expertise of students in Biology Education;
ii. further development of knowledgeable
scholars who would provide leadership in professional practice and intellectual
competence in Biology Education at tertiary level;
iii. further production of Biology Educators who are knowledgeable in and committed
to the implementation of our national policy on Education at the tertiary levels;
iv. further development of competent researchers in Education theory and practice in
Biology for Nigeria's Education system;
v. further production of Biology Educators who can propel social change through
Education both intellectually in attitudes, skills, values, and world views;
vi. produce Biology Educators who are committed to reform Educational delivery
through effective application and utilization of ICT in both national and global
contexts; and
vii. Providing relevant intellectual capital in Biology Education for Nigeria and the rest

JOB OPPORTUNITIES:
Successful graduates of the above programmes have ample teaching opportunities with various ministries of
education, research institutes, Universities, Colleges of Educations, Polytechnics or private schools in Nigeria
or elsewhere.
M.Sc (BIOLOGY EDUCATION)
BASIC ADMISSION REQUIREMENTS:
The criteria for admission into the Master's programme (M.Sc (Ed ) will be as follows:
i. Candidates who hold Bachelor's degrees in Biology Education from an approved university must obtain a
minimum of second Class (Honours) lower division with a CGPA of 3.5/5.0 for an academic programme.
3
ii. Candidates who hold HND in Biology from approved polytechnics must in addition have a PGDE and
obtain a minimum of Credit with a CGPA of 3.5.0 for an academic programme.
iii. Evidence of NYSC discharge certificate or exemption/exclusion certificate is also required.
iv. In addition, a candidate will undergo a screening exercise in the University and Department of Science
Education

EXPECTED DURATION OF PROGRAMME

i. A full-time Academic Masters programme should run for a
minimum of 4 semesters and a maximum of 6 semesters
ii. Part-time Academic Master's programme should run for a
minimum of six semesters and a maximum of 8 semesters,
iii. For extension beyond the specified maximum period, a special
permission of University Senate shall be required.

REQUIREMENTS FOR GRADUATION

To be awarded a Master's degree in Biology Education candidate must pass a minimum of 36 units
courses made up as follow:
(i) Minimum core courses of 10 units
(ii) Area of specialization minimum of 20 units
(iii)M.Sc.( Ed) Research Project 6 units
(iv) A student shall present at least one seminar, submit and defend
a research dissertation
(v) A student for Master's degree in Biology Education
programme shall carry out research in a relevant area of specialization and submit an acceptable
research dissertation (6 units) which must be defended before a panel of external and internal
examiners.
STRESS AREAS Codes
 Foundation Courses 0
 Issues/Trends 1
 Evaluation 2
 Innovation 3
 Curriculum 4
 Seminar 5
 Methods/Materials 6
 Research 9

MASTER’S DEGREE PROGRAMME IN BIOLOGY EDUCATION

FIRST SEMESTER

Course Course Title Credit

Code Unit

RME 601 Research Methods in Education 2

4
PGC 601 Applications of ICT in Research 3
Methodology

RME 603 Statistical Methods in Educational 3

Research

EDS 641 Science Curriculum Development, 3

Evaluation & Innovation.

EDS 605 Foundations of Science Education 2

EDU 613 Psychology of Learning 2

EDB 661 Methods and Material for Biology 2

Instruction/Teaching

OPTION A: PLANT SCIENCE (Take 6 Units)

PSB 673 Techniques in Plant Ecology 3

(*Compulsory)

PSB 665 Environmental Impact Assessment 3

OR

PSB 663 Concepts of Plant community 3

OPTION B: ZOOLOGY

ZEB 623 Principles, Concepts and Problems 3

in Parasitology and Public Health

ZEB 659 Ecosystem Management 3

Total 23

SECOND SEMESTER

Course Course Title Credit

Code Unit

RME 604 Advanced Statistical Methods in 2

Education

EDS 636 Science, Technology, Society and 2

Development

EDB 618 Issues and Trends in Science Education 2

EDS 624 Science Education and Disadvantaged 2

Groups

5
 OPTION A: PLANT SCIENCES

PSB 666 Ecosystems Pollution Ecology 3

Or

PSB 668 Landscape Restoration Ecology 3

OPTION B: ZOOLOGY

ZEB 654 Ecology of Tropical Ecosystems 3

Total 11

SECOND YEAR

THIRD AND FOURTH SEMESTERS

Course Course Title Credit

Code Unit

EDS 651 Graduate Seminar in Science 3

Education

EDB 690 Research Project in Biology 6

Education

TOTAL 9

Ph.D. BIOLOGY EDUCATION

Duration of Doctoral programme (after Master’s degree)

Full-time A minimum of 6 semesters
Maximum of 10 semesters
Part-time A minimum of 8 semesters
Maximum of 12 semesters

PhD PROGRAMME IN BIOLOGY EDUCATION (ZOOLOGY OPTION- ZOO)

First semester

6
Course Course Title Credit
code Unit

RME 701 Advanced Research method II 3

EDU 703 Information and communication 3

technology (ICT) II

ZEB 721 Advances in Epidemiology, Public 3

Health and Control of Parasitic
Diseases

OR

ZEB 751 Advances in Protozoan , Molluscan 3

and Arthropod Borne water Diseases

EDB 751 Ph.D seminar in Biology Education 3

PGC 701 Synopsis and Research grant writing 3

Total 15

Second Semester

Course code Course Title Credit Unit Credit Unit

RME 702 Advanced Educational statistics II 3 3

ZEB 722 Advances in Epidemiology, Public

Health and Control of Parasitic Diseases. 3
OR
ZEB 752 Advances in Ecosystem Management 3 3

EDB 752 Ph.D seminar II in Biology Education 3 3

Total 9 9

Third-Fifth Semesters

Independent Study, Proposal, Field Study, Data Analysis and

Report Writing

SIXTH SEMESTER

Course code Course Title Credit Unit Credit Unit

EDB 790 Ph.D Project in Biology Education 10 10

Ph.D PROGRAMME IN BIOLOGY EDUCATION (PLANT SCIENCES OPTION -

PSB)
7
First semester

Course code Course Title Credit Unit

RME 701 Advanced Research method II 3

EDU 703 Information and communication

technology (ICT) II 3
PSB 761 Topics in Plant Ecology/
Environmental Botany/Economic
and Industrial Botany. 3

OR
PSB 701 General Seminar 3
EDB 751 Ph.D seminar in Biology Education 3

PGC 701 Synopsis and grant writing 3

Total 15

Second Semester
Course code Course Title Credit Unit Credit Unit

RME 702 Advanced Educational statistics II 3 3

PSB 773 Advanced Techniques in Plant Ecology 3 3

PSB 703 Special Seminar 3 3

EDB 752 Ph.D seminar II in Biology Education 3 3

Total 12 12

Third-Fifth Semesters

Independent Study, Proposal, Field Study, Data Analysis And

Report Writing

SIXTH SEMESTER

Course code Course Title Credit Unit Credit Unit

EDB 790 Ph.D Project in Biology Education 10 10

COURSE DESCRIPTION

RME 601 Research Methods in Education (2 Units)

8
Types of Research, methods and data; types of instruments; types of procedures for on
methods of data analysis; application of computer in data analysis; presentation and
conclusions.

RME 603Statistical Methods in Educational Research (3 Units)

Review of Basic Statistical Concepts; descriptive, parametric, inferential and statistics; t-

statistic, ANOVA, ANCOVA, Regression Analysis, Chi-square techniques for post-hoc
analysis; application of computer in statistical analysis and results of statistical analysis.

EDS 641 Science Curriculum Development, Evaluation and Innovation

(3 Units)

Different views on curriculum and their implications for science curriculum examination of
the major curricular efforts in Nigeria, in the USA, in the UK and Eastern block country;
practical experiences in the development of a chemistry curriculum. The role of curriculum in
National Development, government participation development. Curriculum implementation
in view of the national philosophies curriculum for contemporary development. Change,
change models and the curriculum. Determinants of curriculum strategies for affecting
curricular innovations. Formative and Summative evaluation in curriculum development.
Techniques of curriculum evaluation, problems and prospects of curriculum evaluation in a
contemporary world. Case studies of curriculum evaluation. Models of curriculum evaluation.

EDS 605 Foundations of Science Education (2 units)

Philosophy of science: meaning and nature of science, scientific knowledge, processes,

attitudes and ethics. The nature and rationale for science education. Philosophical views of
Thomas Kuhn, Karl Popper, James Brunner et cetera. Science Education as a discipline:
history of science education and development of science education programmes in Nigeria.

EDS 618 Issues and Trends in Science Education (2 units)

Historical development of Science Education in Nigeria; Integration Policy in Science

Education”

- Principles and evolution; Emerging Issues in Science Education.

- Global Policies; MDGs, SEDs, Climate change. Nigeria policy provision for Science
Education at various levels of Education.

Gender, language and cultural/environmental issues; teaching/learning, psychosocial and

enterpreneural issues in Science Education. Science, Technology and national development.
Issues and Trends in students enrolment, achievement, interest, attitudes and teacher
education programmes in Nigeria.

9
EDS 624: Science Education and Disadvantaged Groups (2 Units)

Conception of science for all and children with special needs: visual impaired, speech and
hearing difficulties. Provision of science programmes/ softwares for the disadvantaged
groups.

EDS 631: Science, Technology and Societal Development

(2 Units)

Implications of the study of science on the development of society in the relevance social,
political and economic advancement; contemporary scientific and development in selected
countries including Nigeria.

EDS 651: Graduate Seminar in Science Education (2 Units)

Study, discussion and debate of selected topics/issues in Science education. Survey, analysis
or research and development in the field. Preparation and presentation of individual projects
and reports on different topics/issues relating to Science education.

EDB 622: Materials and Resources for Teaching Biology

(2 Units)

Materials and resources necessary for biology teaching; role of biology laboratory and media
in biology teaching. Management of teaching materials and personnel.

EDB 690: Research Project in Biology Education (5 Units)

Selection and completion of a project in Biology education under the guidance of a supervisor
and presentation of the project report.

PGC 601: Application of ICT in Research Methodology

(3 Units)
In-depth research work aimed at acquiring full knowledge and presentations in scholarly
writing of the concepts, issues, trends in the definition and development of the study from
African and Western perspectives. Major steps in research: Selection of Problem, literature
review, design, data collection, analysis and interpretation, conclusions. Study of various
research designs, historical, case studies, survey, descriptive, cross sectional, experimental,
etc. Analysis, surveys and synthesis of conceptual and philosophical foundations of different
disciplines. Identification of research problems and development of research questions and or
hypotheses. Detailed treatment of methods of collecting relevant research data and the format
for presenting research results (from designing the table of contents to referencing,
bibliography and appendix). Data analysis and result presentation in different disciplines
using appropriate analytical tools. Methods of project/dissertation writing. Application of
appropriate advanced ICT tools relevant in every discipline for data gathering, analysis, and
result presentation. Essentials of spreadsheets, internet technology, internet search engines,
statistical packages, precision and accuracy of estimates, principles of scientific research,

10
concepts of hypothesis formulation and testing, organization of research and report writing.
All registered Masters Degree students must attend a solution-based interactive workshop to
be organized by the school of postgraduate Studies for a practical demonstration and
application of the knowledge acquired from the course, conducted by selected experts.
PGC 701: Synopsis and research grant writing (3 Units)

Identification of types and nature of grant and grant writing; mining of grant application calls
on the internet. Determining appropriate strategy for each grant application. Study of various
grant applications structures and contents and writing of concept notes, detailed project
description, budgeting and budgeting defense. Project justification, review of critical
problems, principles of scientific research, concepts of hypothesis formulation and testing,
aims and objectives, essentials of literature review, methodology, experimental design,
SWOT analysis, work plan, budgeting, expected outcome, beneficiary, cost benefit analysis,
overall contributions to society. Study of sample grants writings in various forms and writing
of mock research and other grants. Identification of University of Nigeria Synopsis structure
and requirements (Introduction, methodology and results). Determining the content of each
subunit of the synopsis. Steps in the writing of the synopsis from project report
/dissertation/thesis. Structural and language issues. Common errors in synopsis writing and
how to avoid them. The role of the student and the supervisor in the production of the
synopsis. Writing of mock synopsis. All registered Ph.D students must attend a solution-
based interactive workshop to be organized by the school of Postgraduate Studies for a
practical demonstration and application of the knowledge acquired from the course,
conducted by selected experts.

RME 701: Advance Research Methods in Education II (3 Units)

The concept and nature; scientific processes in research; problem definition, variable
identification; sources of research topics, theory construction and hypotheses formulation;
techniques for literature review; principles of design, instrumentation, data collection,
techniques for data analysis and presentation of results. Candidates must be introduced to
computers and data analysis; analytical software and techniques in education. The orientation
must be practical throughout as candidates are guided prepare tentative research proposals
they must present and defend individually in class; techniques of research reporting; and
research proposal writing.

RME 702: Advanced Educational Statistics II (3 Units)

Concepts of educational statistics; the role of statistics in education; descriptive statistics and
the various areas of application in education; classroom data, school records, school
demography, social relations in school; school administration and finances; Inferential
statistics; population and sampling theory; non-parametric statistics, types and applications,
types, applications and limitations. The nature of parametric statistics, types and applications
in education, statistical models in education, application and limitations (correlation,
univariate and multivariate analysis of educational data), the nature of significant tests,
problems of inferences. Candidates must be taught to utilize computer in various phases of
this course and to be familiar with various analytical software. Emphasis must be placed on
11
educational and practical application of basic statistical concepts in various educational
disciplines.

EDU 703: Information and Communication Technology II (3 Units)

In-depth knowledge of skills and techniques of data processing in education. Overview of

sources, storage, retrieval and dissemination of data/information. Programme design and
management of data; Management of data bank. General problem solving with the use of
information technology. Hands-on experience should be emphasized.

EDU 790: Thesis (10 Units)

Candidates are required to demonstrate research competencies by selecting a thesis topic in

their relevant areas of specialization. The research is carried out by the individual student
under the guidance of a competent supervisor according to graduate school requirements. The
candidate is expected to make some significant contributions to knowledge. The Thesis is
defended before an appropriately constituted examining committee chaired by the Head of the
Department. The External Examiner’s verdict shall override all other decisions.

RME 751: Seminar in Biology Education I - 3 Credit Units

Discussion and presentation of reports on selected proposal topic by each student in a chosen
area of Biology Education as approved by the Department. The course shall be examined by
means of a Proposal Defense.

RME 752: Seminar in Biology Education II – 3 Credit Units

Presentation of complete reports on selected Thesis topic by each student in a chosen area of
Biology Education as approved by the Department. The course shall be examined by means
of a detailed discussion of the completed thesis. Emphasis will be on appropriateness of
issues raised in the background to the topic; Relevance of literature; Field activities; Data
analysis and Results, among others.

CHEMISTRY EDUCATION PROGRAMMES

Philosophy

The philosophy of Postgraduate study programme in Chemistry Education is the development

of professional chemistry teachers, educators and administrators who will be social agents of
change through education in chemistry, researches and administration of chemical education.

Objectives

The Objectives of M.Ed programme in Chemistry Education are:

i) production of high calibre professional Chemistry

teachers, educators and administrators;
ii) development of knowledgeable and competent
scholars who possess requisite research skills in Chemistry education.
iii) production of high-level work force that can initiate

12
 and or implement policies in the area of chemistry education for technological and
industrial development.
iv) produce Chemistry teachers, educators and
administers who can give Nigerian education a national identity while making
relevant impact in the global context through exploration of cultural contents and
context of chemistry education.
Job Opportunities
Successful graduates of the above programme have ample teaching opportunities with various ministries of
education, research institutes, Universities, Colleges of Educations, Polytechnics or private schools in Nigeria
or elsewhere in the world. They also have job opportunities as educational administrators in the ministries of
education , educational institutions and educational parastatals.

Basic Admission Requirements:

The criteria for admission into the Master's programme (M.Ed) in chemistry Education will be as follows:
(i) A good First Degree honours in Chemistry Education with a minimum of second class lower division from
recognized university, with a CGPA of 3.5
(ii)A good first degree honours in other disciplines with a minimum of 2nd class honours lower division, plus
PGDE from a recognized University obtained at credit level.
(iii) Candidates who hold HND in Chemistry from approved polytechnics must in addition have a PGDE at
credit level and a CGPA of 3.5/0.
(iv) In addition, a candidate will undergo a screening test or interview in the University and Department of
Science Education
(v) There will be evidence that they met the matriculation requirement of the University of Nigeria, Nsukka
and evidence of having completed NYSC as indicated by discharge certificate or certificate of exemption /
exclusion.
Duration of Programme:
i. A full time Master’s degree programme should run for a
minimum of 4 semesters and a maximum of 6 semesters
ii. Part-time Master's programme should run for a minimum of 6
semesters and a maximum of 8 semesters,
iii. For extension beyond the specified maximum period, a special
permission of senate shall be required.
Requirements for Graduation:
To be awarded a Master's degree in Chemistry Education, candidate must pass a minimum of 36 units of
courses made up as follow:
(i) Minimum core courses of 10 units
(ii) Area of specialization minimum of 20 units
(iii) MSc ( Ed) Research Project 6 units
(iv) A student shall present at least one seminar, submit and defend a research dissertation
(v) A student for a Master's degree in Chemistry Education programme shall carry out research in a
relevant area of specialization and submit an acceptable research dissertation (6 units) which must be
defended before a panel of external and internal examiners.

Stress Areas Codes

 Foundation Courses 0
13
 Issues/Trends 1
 Evaluation 2
 Innovation 3
 Curriculum 4
 Seminar 5
 Methods/Materials 6
 Research 9

MASTER’S DEGREE PROGRAMME IN CHEMISTRY EDUCATION

FIRST YEAR

FIRST SEMESTER

Course Code Course Title Credit

Unit
PGC 601 Application of ICT in research 3
Methodology
EDS 641 Science Curriculum Development, Evaluation & 3
Innovation.
EDS 605 Foundations of Science Education 2
EDU 613 Advanced Psychology of Learning 2
EDC 661 Methods and Material for Chemistry 2
Instruction/Teaching
CHM 601 Inorganic Reaction Mechanism 2
CHM 617 Selected Topics in Physical Chemistry 2
CHM 621 Advanced Organic Reaction Mechanism 2
RME 601 Research Method in Education 2
RME 603 Statistical Method in Educational 3
Research
Total 23
SECOND SEMESTER

Course Course Title Credit

Code Unit
RME 604 Advanced Statistical Methods in Education 2
EDS 636 Science, Technology, Society and Development 2
EDS 618 Issues and Trends in Science Education 2
EDS 624 Science Education and Disadvantaged Groups 2
Total 8

SECOND YEAR

Third & Fourth Semester

14
Course Course Title Credit
code Unit

EDC 651 Graduate Seminar in Chemistry Education 3

EDC 690 Research Project in Chemistry Education. 6

Total 9

Total of 1st, 2nd, 3rd and 4th Semesters 40

Ph.D PROGRAMME IN CHEMISTRY EDUCATION

Duration of Doctoral programme (after Master’s degree)

Full-time A minimum of 6 semesters
Maximum of 10 semesters
Part-time A minimum of 8 semesters
Maximum of 12 semesters
First Semester

Course Code Course Title Credit Unit

RME 701 Advanced Research methods II 3
EDU 703 Information and communication 3
technology (ICT) II
CHM 701 Current Trends in inorganic chemistry 4
CHM 711 Current trends in physical chemistry 4

PGC 701 Synopsis and grant writing 3

EDC 752 Ph.D Seminar in Chemistry Education 3

Total 20

Second Semester

Course Course Title Credit

code Unit

EDU 702 Advanced Educational statistics II 3

CHM 721 Current trends in organic chemistry 4

CHM 731 Current Tends in Analytical 4

chemistry

15
EDC 722 Ph.D seminar in Chemistry Education 3

Total 14

Third Semester – Fifth Semester

Independent Study, Proposal, Field Study, Data analysis and Report Writing.

Sixth Semester

Course Code Course Title Units

EDC 790 Ph.D Thesis 10

TOTAL 10

COURSE DESCRIPTIONS FOR PG PROGRAMMES

RME 601: Research Methods in Education (2 Units)

Types of Research, methods and data; types of instruments; types of procedures for on
methods of data analysis; application of computer in data analysis; presentation and
conclusions.

RME 604: Advanced Statistical Methods in Education

(2 Units)

Review of Basic Statistical Concepts; descriptive, parametric, inferential and statistics; t-

statistic, ANOVA, ANCOVA, Regression Analysis, Chi-square techniques for post-hoc
analysis; application of computer in statistical analysis and results of statistical analysis.

EDS 641: Curriculum Development, Evaluation and

Innovation in Science Education (3 Units)

Different views on curriculum and their implications for science curriculum examination of
the major curricular efforts in Nigeria, in the USA, in the UK and Eastern block country;
practical experiences in the development of a chemistry curriculum. The role of curriculum in
National Development, government participation development. Curriculum implementation
in view of the national philosophies curriculum for contemporary development. Change,
change models and the curriculum. Determinants of curriculum strategies for affecting
curricular innovations. Formative and Summative evaluation in curriculum development.
Techniques of curriculum evaluation, problems and prospects of curriculum evaluation in a
contemporary world. Case studies of curriculum evaluation. Models of curriculum evaluation.

EDS 605: Foundations of Science Education (2 units)

16
Philosophy of science: meaning and nature of science, scientific knowledge, processes,
attitudes and ethics. The nature and rationale for science education. Philosophical views of
Thomas Kuhn, Karl Popper, Jerome Brunner et cetera. Science Education as a discipline,
Historical Foundations of science education, Science Education and development,
Development of science education in Nigeria. Psychological Foundations of Science
Education, Sociological Foundations of Science Education.

RME 603: Statistical Methods in Education Research (3 Unit)

Review of some basic statistical concepts: descriptive, parametric, inferential and t-statistics,
ANCOVA, Regression Analysis, chi-square techniques for post-hol analysis. Application of
concept in statistical analysis and results or statistical analysis.

EDS 618: Issues and Trends in Science Education (2 units)

Gender, language, cultural/environmental, teaching/learning, psychosocial and

entrepreneurial issues in science education. Science and national development. Trends in
students’ enrollment/achievement and teacher- education.

EDS 624: Science Education and Disadvantaged Groups

(2 Units)

Conception of science for all and children with special needs: visual impaired, speech and
hearing difficulties. Provision of science education for all, Rational for Science Education all,
Concept of disadvantages in Science education, Identification of the disadvantaged in science
education, Science Education for the disadvantaged groups, effective strategies, challenges,
and management of science education for the disadvantaged.

EDS 636: Science, Technology and Society and Development

(2 Units)
Implications of the study of science on the development of society in the relevant social,
political and economic advancement; contemporary scientific and development in selected
countries including Nigeria.

EDS 651: Graduate Seminar in Chemistry Education (2 Units)

Study, discussion and debate of selected topics/issues in chemical education. Survey, analysis
or research and development in the field. Preparation and presentation of individual projects
and reports on different topics/issues relating to chemical education.

EDC 661: Methods and Materials for Chemistry Instruction

(2 Units)

Materials and resources necessary for chemistry teaching; role of chemistry laboratory and
media in chemistry teaching. Management of chemistry teaching materials and personnel.

17
EDC 690: Research Project in Chemistry Education (6 Units)

Selection and completion of a project in chemistry education under the guidance of a

supervisor and presentation of the project report.

PGC 601: Application of ICT in Research Methodology (3 Units)

In-depth research work aimed at acquiring full knowledge and presentations in scholarly
writing of the concepts, issues, trends in the definition and development of the study from
African and Western perspectives. Major steps in research: Selection of Problem, literature
review, design, data collection, analysis and interpretation, conclusions. Study of various
research designs, historical, case studies, survey, descriptive, cross sectional, experimental,
etc. Analysis, surveys and synthesis of conceptual and philosophical foundations of different
disciplines. Identification of research problems and development of research questions and or
hypotheses. Detailed treatment of methods of collecting relevant research data and the format
for presenting research results (from designing the table of contents to referencing,
bibliography and appendix). Data analysis and result presentation in different disciplines
using appropriate analytical tools. Methods of project/dissertation writing. Application of
appropriate advanced ICT tools relevant in every discipline for data gathering, analysis, and
result presentation. Essentials of spreadsheets, internet technology, internet search engines,
statistical packages, precision and accuracy of estimates, principles of scientific research,
concepts of hypothesis formulation and testing, organization of research and report writing.
All registered Masters Degree students must attend a solution-based interactive workshop to
be organized by the school of postgraduate Studies for a practical demonstration and
application of the knowledge acquired from the course, conducted by selected experts.

PGC 701: Synopsis and grant writing (3 Units)

Identification of types and nature of grant and grant writing; mining of grant application calls
on the internet. Determining appropriate strategy for each grant application. Study of various
grant applications structures and contents and writing of concept notes, detailed project
description, budgeting and budgeting defense. Project justification, review of critical
problems, principles of scientific research, concepts of hypothesis formulation and testing,
aims and objectives, essentials of literature review, methodology, experimental design,
SWOT analysis, work plan, budgeting,expected outcome, beneficiary, cost benefit analysis,
overall contributions to society. Study of sample grants writings in various forms and writing
of mock research and other grants. Identification of University of Nigeria Synopsis structure
and requirements (Introduction, methodology and results). Determining the content of each
subunit of the synopsis. Steps in the writing of the synopsis from project
report/dissertation/thesis. Structural and language issues. Common errors in synopsis writing
and how to avoid them. The role of the student and the supervisor in the production of the
synopsis. Writing of mock synopsis. All registered Ph.D students must attend a solution-
based interactive workshop to be organized by the school of Postgraduate Studies for a
practical demonstration and application of the knowledge acquired from the course,
conducted by selected experts.

RME 701: Advance Research Methods in Education II (3 Units)

18
The concept and nature; scientific processes in research; problem definition, variable
identification; sources of research topics, theory construction and hypotheses formulation;
techniques for literature review; principles of design, instrumentation, data collection,
techniques for data analysis and presentation of results. Candidates must be introduced to
computers and data analysis; analytical software and techniques in education. The orientation
must be practical throughout as candidates are guided prepare tentative research proposals
they must present and defend individually in class; techniques of research reporting; and
research proposal writing.

RME 702: Advanced Educational Statistics II (3 Units)

Concepts of educational statistics; the role of statistics in education; descriptive statistics and
the various areas of application in education; classroom data, school records, school
demography, social relations in school; school administration and finances; Inferential
statistics; population and sampling theory; non-parametric statistics, types and applications,
types, applications and limitations. The nature of parametric statistics, types and applications
in education, statistical models in education, application and limitations (correlation,
univariate and multivariate analysis of educational data), the nature of significant tests,
problems of inferences. Candidates must be taught to utilize computer in various phases of
this course and to be familiar with various analytical software. Emphasis must be placed on
educational and practical application of basic statistical concepts in various educational
disciplines.

EDU 703: Information and Communication Technology II (3 Units)

In-depth knowledge of skills and techniques of data processing in education. Overview of

sources, storage, retrieval and dissemination of data/information. Programme design and
management of data; Management of data bank. General problem solving with the use of
information technology. Hands-on experience should be emphasized.

EDC 751: Ph.D seminar in Chemistry Education I ( 3 Units )

Discussion and presentation of reports on selected proposal topic by each student in a chosen
area of Chemistry Education as approved by the Department. The course shall be examined
by means of a Proposal Defense.

EDC 752: Ph.D seminar in Chemistry Education II ( 3 Units )

Presentation of complete reports on selected Thesis topic by each student in a chosen area of
Chemistry Education as approved by the Department. The course shall be examined by means
of a detailed discussion of the completed thesis. Emphasis will be on appropriateness of
issues raised in the background to the topic; Relevance of literature; Field activities; Data
analysis and Results, among others.
19
 EDU 790: Ph.D Thesis (10 Units)

Candidates are required to demonstrate research competencies by selecting a thesis topic in

their relevant areas of specialization. The research is carried out by the individual student
under the guidance of a competent supervisor according to graduate school requirements. The
candidate is expected to make some significant contributions to knowledge. The Thesis is
defended before an appropriately constituted examining committee chaired by the Head of the
Department. The External Examiner’s verdict shall override all other decisions.

PHYSICS EDUCATION PROGRAMME

PHILOSOPHY
Considering the role of Science, Technology and Mathematics in the social and economic
advancement of our nation, the necessity to train high level manpower in Science Education
cannot be over emphasized. The overall philosophy of postgraduate programmes in Physics
Education is the development of professional educators who are social engineers of change
through education either as professional teachers, researchers or managers of educational
institutions and end-user organizations. The M.Sc/Ph.D programmes in Physics Education are
specifically designed to enhance the quality of Physics Teachers as well as Physics Educators
towards the actualization of this philosophy.

OBJECTIVES OF THE PROGRAMME:

Generally, the programmes are designed to prepare holders of Ph.D Masters Degrees in
Physics Education who would provide leadership, effective research and teaching at
different levels of higher education.

Specifically, the M. Sc/Ph.D (Physics Education) programmes would consolidate on the earlier
stated aims of the Physics Education programme in all aspects of learning as follows:

i. further development of professional expertise of

students in Physics Education;
ii. further development of knowledgeable
scholars who would provide leadership in professional practice and intellectual
competence in Physics Education at tertiary level;
iii. further production of Physics educators who
are knowledgeable in and committed to the implementation of our national
policy on Education at the tertiary;
iv. further development of competent
researchers in Education theory and practice in Physics for Nigeria's Education
system;
v. further production of Physics Educators
who can propel social change through Education both intellectually in attitudes,
skills, values, and world views;
vi. producing Physics Educators who are committed to
reform Educational delivery through effective application and utilization of ICT
in both national and global contexts; and
vii. providing relevant intellectual capital in Physics
20
 Education for Nigeria and the rest of the world.

JOB OPPORTUNITIES:
Successful graduates of the above programmes have ample teaching opportunities with various ministries of
education, research institutes, Universities, Colleges of Educations, Polytechnics or private schools in Nigeria
or elsewhere.
M.Ed PHYSICS EDUCATION PROGRAMME
ADMISSION REQUIREMENTS:
The criteria for admission into the Master's programme (M.Ed ) Chemistry Education shall be as follows:
i. Candidates who hold Bachelor's degrees in Physics education from an approved university must obtain a
minimum of second Class (Honours) lower division with a CGPA of 3.5/0 for an academic programme.
ii. Candidates who hold HND in Physics from approved polytechnics must in addition have a PGDE at
credit level and a CGPA of 3.5/0.
iii. In addition, a candidate will undergo a screening test or interview in the University and Department of
Science Education.

EXPECTED DURATION OF PROGRAMME:

i. A full time Academic Masters programme should run for a
minimum of 4 semesters and a maximum of 6 semesters
ii. Part-time Academic Master's programme should run for a
minimum of 6 semesters and a maximum of 8 semesters,
iii. For extension beyond the specified maximum period, a special
permission of senate shall be required.

REQUIREMENTS FOR GRADUATION:

To be awarded a Master's degree in Physics Education candidate must pass a minimum of 36 units
courses made up as follow:
i. Minimum core courses of 10 units
ii. Area of specialization minimum of 20 units
iii. M.Sc.( Ed) Project 6 units
iv. A student shall present at least one seminar, submit and defend
a research dissertation
v. A student for an Academic Master's degree in Physics
education programme shall carry out research in a relevant area of specialization and submit an
acceptable research dissertation (6 units) which must be defended before a panel of external and
internal examiners.

STRESS AREAS Codes

 Foundation Courses 0
 Issues/Trends 1
 Evaluation 2
 Innovation 3
21
  Curriculum 4
 Seminar 5
 Methods/Materials 6
 Research 9

MASTER DEGREE PROGRAMME FOR PHYSICS EDUCATION

FIRST SEMESTER
Course Code Title Credit Unit
PGC 601 Applications of ICT in Research Methodology 3
RME 601 Research Methods in Education 2
EDU 613 Psychology of Learning 2
RME 603 Statistical Methods in Educational Research 3
EDU641
EDS 520 Curriculum
Science Theory and
Curriculum Practice and Innovation
Development 2 3
EDS 605 Foundations of Science Education 2
EDP 661 Methods and Materials in Physics Education 2
SED 514 Methods and Materials in Physics Education 2
PHY 603 Quantum Mechanics 2
PHY 605 Statistical Physics 2
PHY 607 Methods of theoretical physics 2
Total <3 23

SECOND SEMESTER
Code Title Credit Units
EDS 618 Issues and Trends in Science Education 2
EDS 636 Science, Technology, Society and Development. 2
EDS 624 Science Education & Disadvantaged Groups 2
PHY 602 Classical Electrodynamics 2
PHY 604 Computational Analysis in Physics. 2
RME 604 Advanced Statistical Methods in Education 2
Total 14

SECOND YEAR
THIRD & FORTH SEMESTERS
Course Code Title Credit Units
EDS 651 Graduate Seminar in ScienceEducation 3
EDP 690 Master’s degree Research Project 6
Total 9

Ph.D PHYSICS EDUCATION

BASIC ADMISSION REQUIREMENTS:
Candidates seeking for Ph.D admission in Physics education must satisfy the following conditions:
i. All Candidates must have a master's degree in the Physics
22
 Education with a CGPA of 4.0 or 60% and above.
ii. Holders of M. Phil in Physics Education
iii. In addition, a candidate may undergo a screening exercise by
the University involving examination or interview.

DURATION OF PROGRAMME:
i. A full time Physics Education Doctorate programme shall run
for a minimum of 6 semesters and a maximum of 10 semesters,
ii. Part-time Physics Education Doctoral programme shall run for
a minimum of 8 semesters and a maximum of 12 semesters.
iii. For extension beyond the specified maximum period, a special
permission of Senate shall be required.

REQUIREMENTS FOR GRADUATION:

To be awarded a Doctor of Philosophy in Physics Education candidate must pass a minimum of 40 units
of courses made up as follow:
i. Minimum 3 core courses of 3 credits units each giving total of 9 units
ii. A minimum of 4 courses of 3 credit units each in the area of
specialization 12 units
iii. Ph.D Thesis of 10 credit units
iv. All registered courses shall be passed by the candidate

STRESS AREAS Codes

 Foundation Courses 0
 Issues/Trends 1
 Evaluation 2
 Innovation 3
 Curriculum 4
 Seminar 5
 Methods/Materials 6
 Research 9
Ph.D. PROGRAMME FOR PHYSICS EDUCATION
FIRST SEMESTER
Code Title Credit Unit
PGC 701 Synopsis and Grant Writing 3
EDS 721 Advanced Science Curriculum Design, Development, Evaluation and 3
Practice
PHY703 Computer Methods in Physics 3
PHY705 Recent Advances in Physics 3
PHY 755 Experimental Study of Solar Energy 3
RME 701 Advanced Research Method II <3
3
23
 EDU 703 Information and Communication Technology II 3
Total 21
SECOND SEMESTER
Code Title Unit Unit
RME 702 Advanced Educational Statistics 3
EDP 732 Process Skills in Physics Education 3
EDU 741 Advanced ICT & Educational Data Processing 3
PHY 741 Operational Geophysics 3
Total 12
Semester Three
Code Title Unit
EDP 751 Seminar in Physics Education I 3
Total 3
Semester Four
Code Title Unit
EDU 741 Workshop and Laboratory Practice in 3
EDP 752 Seminar in Physics Education II 3
Total 6
Semesters Five and Six
S/N Code Title Unit
1 EDP 790 Ph.D Thesis 10
Total 10
[Grand Total of Credit Units is 52]
COURSE DESCRIPTIONS FOR MASTER’S DEGREE
PGC 601: Application of ICT in Research Methodology
(3 Units)

In-depth research work aimed at acquiring full knowledge and presentations in

scholarly writing of the concepts, issues, trends in the definition and development of
the study from African and Western perspectives. Major steps in research: Selection of
Problem, literature review, design, data collection, analysis and interpretation, conclusions.
Study of various research designs, historical, case studies, survey, descriptive, cross sectional,
experimental, etc. Analysis, surveys and synthesis of conceptual and philosophical
foundations of different disciplines. Identification of research problems and development of
research questions and or hypotheses. Detailed treatment of methods of collecting relevant
research data and the format for presenting research results (from designing the table of
contents to referencing, bibliography and appendix). Data analysis and result presentation in
different disciplines using appropriate analytical tools. Methods of project/dissertation
writing. Application of appropriate advanced ICT tools relevant in every discipline for data
gathering, analysis, and result presentation. Essentials of spreadsheets,
internet technology, internet search engines, statistical packages, precision and accuracy of

24
estimates, principles of scientific research, concepts of hypothesis formulation and testing,
organization of research and report writing. All registered Masters Degree students must
attend a solution-based interactive workshop to be organized by the school of postgraduate
Studies for a practical demonstration and application of the knowledge acquired from the
course, conducted by selected experts.

EDS. 641: Curriculum, Evaluation, and Innovation in Science

Education (2 units)
Analysis of various curriculum theories, nature of curriculum field, philosophical analysis of models
of curriculum planning and development, pedagogical approaches to various educational activities.
Theoretical dimensions in curriculum practice, emerging global issues in curriculum such as gender studies,
peace and conflict resolution etc and curriculum implementation.
Different ways of designing science curriculum- Their merits as well as demerits. Curriculum theories and
implementation principles for curriculum assessment and review. An in-depth application of the theories and
principles to Physics curriculum in schools.

EDP 623: Process Skills in Physics Education (2 units)

Basic and integrated skills. Ways of assessing process skills and their respective advantages. Process (on-the-
spot) assessment. Products assessment schedules. Paper and pencil tests. e-test: preparation, administration and
scoring. Workshop and Laboratory Practice; their meanings and relevance. Strategies in preparation of and
mounting a workshop. Assessment of participants' outcome in workshops. Preparation for and conducting
laboratory practice, Components of subject and interdisciplinary laboratories, Safety in workshop and
laboratory practice to include laboratory rules and hazards prevention/control. The Learners' record book -
receding assessment and evaluation. Visits to standard laboratories.
EDS. 651: Seminar in Science Education (3 units)
This will be in two sections:
a) A general review of organization of studies in Physics Education by all students.
b) Students are expected to choose any topic in the Physics Education and present a seminar
paper based on it.

EDP 690: Master’s Degree Project (6 units)

Each Student will carry out a research under a supervisor. The work will have relevance to Physics
Education in Nigeria and will make contribution to knowledge in this area.
PHY 602: Classical Electrodynamics (2 units)
Maxwell's equation-covariance under Lorentz transformation, four potential, field tensor, Lorentz
gauge. Motion of charged particles in electromagnetic field. Fields due to a system of charges -
retarded potential, Multiple expansion of electromagnetic field. Radiation from accelerated charges-
problem of radiation reaction and self energy.

PHY 603: Quantum Mechanics (2 units)

25
 Fundamental principles of quantum mechanics. Schrodinger, Heisenberg and interaction pictures.
Operators, state vectors representations, Dirac notations. Elements of scattering theory. Born approximation;
time-dependent perturbation theory. Green's function method, partial wave expansion. Application to the H-
atom and laser. Theory of angular momentum-addition of angular momentum.
PHY 604: Computational Analysis in Physics (2 units)
Introduction to UNIX ( dif, awk, genit, vi) MATLAB array operations 2-D and 3-D plots with
Mtlab calculus and transforms with matlab FORTRAN programming. Phython scripting and
applications in physical problems, C & C++ programming index.
PHY 605: Statistical Physics (2 units)
Liouville theorem. Micro canonical ensemble. Canonical and grand canonical ensembles.
Fluctuations. Darwin-Fowler method, classical limits of statistical mechanics Equipartition theorem.
Black body radiation. Debye theory of specific heat. Foundation of statistical mechanics. Ideal classical, Bose
and Fermi gases. Imperfect gas. Cluster expansion. Phase transition. The Isino Model. Molecular field
approximation. Critical fluctuation. Time correlation function. Fluctuation-dissipation theorem.
PHY 607: Methods of Theoretical Physics (2 units)
Use of Fourier series. Fouroier and Laplace transforms in physics. Uses of complex variable and
analytical continuation. Solutions of second order ordinary and partialdifferential equations.
Mathieu, Legendreequations etc. Greens functions. Integral equations and Feynman’s
diagrammatic techniques. Theory of matrices. Numerical methods. Eigen values problems.
Transformations and elements of group theory and applications.
RME 601: Research Methods in Education - 2 Credits
Types of research, method and data, types of instruments; types of procedures for data
collection; methods of data analysis, application of computer in data analysis, presentation of
results and conclusions.

RME 603: Statistical Methods in Educational Research -

3 Credits
Review of Basic statistical concepts, descriptive, parametric, inferential and non-
parametric statistics; t-statistic, ANOVA, ANCOVA, Regression analysis, chi-square and
statistical techniques for post-hoc analysis; application of computer in statistical analysis;
meaning and results of statistical analysis.

EDS 605: Foundations of Science Education

Philosophy of science: meaning and nature of science, scientific knowledge, processes,
attitudes and ethics. The nature and rationale for science education. Philosophical views of
Thomas Kuhn, Karl Popper, James Brunner et cetera. Science Education as a discipline:
history of science education and development of science education programmes in Nigeria.

EDP 661: Methods & Materials in Physics Education

26
Materials and resources necessary for physics teaching; role of physics laboratory and media
in physics teaching. Management of teaching materials and personnel.

EDS 624: Science Education & Disadvantaged Groups

Conception of science for all and children with special needs: visual impaired, speech and
hearing difficulties. Provision of science education for all, Rational for Science Education all,
Concept of disadvantages in Science education, Identification of the disadvantaged in science
education, Science Education for the disadvantaged groups, effective strategies, challenges,
and management of science education for the disadvantaged.

EDS 618: ISSUES AND TRENDS IN SCIENCE

EDUCATION
Historical development of Science Education in Nigeria; Integration in Science Education
- Principles and evolution; Emerging Issues in Science Education.
- Global Policies; MDGs, SEDs, Climate change. Nigeria policy provision for Science
Education at various levels of Education.
Gender, Language and cultural/environmental issues; teaching/learning, psychosocial and
enterpreneural issues in Science Education. Science, Technology and national development.
Issues and Trends in students enrolment, achievement, interest, attitudes and teacher
education programmes in Nigeria.

RME 604 : Advanced Statistical Methods in

Education - 2 Credits
Further work in statistics and their application to education. Multiple and multivariate
regression, ANOVA, ANCOVA, MANOVA. Factor analysis, discriminant analysis,
canonical correlation. Non-parametric statistics, including contingency tables. Interpretation
of output of computer programmes in the statistics.

EDS 636: SCIENCE, TECHNOLOGY AND SOCIETY

(2 Unity)
Implications of the study /practice of science or the environment/society and their
development in the relevant social economic, political and cultural issues.

COURSE DESCRIPTION FOR Ph.D

PGC 701: Synopsis and Grant Writing in Physics (3 Units)

Identification of types and nature of grant writing; meaning of grant application calls on the internet.
Determining appropriate strategy for each grant application. Study of various grant applications, budgeting and
budget defense in grants applications. Study of sample grant writings in various forms. Writing of mock
research proposal for grants. Identification of University of Nigeria synopsis structure and requirements.
Determining the content of each sub-unit of the synopsis. Steps in writing of synopsis from Thesis document.
Structural and language issues in Thesis writing. Common errors in synopsis writing and strategies for
avoiding them. The role of the student and the supervisor in the production of synopsis. Writing of mock
synopsis. All registered Ph.D students must attend a solution-based interactive workshop to be organized by
the School of Postgraduate Studies for a practical demonstration and application of the knowledge acquired
from the course, conducted by selected experts
PHY 703: Computational Analysis in Physics (3 Units)

27
Introduction to UNIX (diff. awk, gedit, vi) MATLAB array operations 2-D and 3-D Plots with Matlab
calculus & transforms with matlab FORTRAN programming. Phython scripting and applications in physical
problems, C & C+ + programming latex.
PHY 705: Recent Advances in Physics (3 Units)
Review of minimum of 20 journal papers on a topic other than the topic of research of the student in his/her
area of specialization. [Astronomy and Astrophysics, Atmospheric Sciences, Solar Physics, Solid State
Physics, Geophysics, Theoretical Physics]
PHY 741: Operational Geophysics (3 Units)
Use of geophysical instruments, field work. Aeromagnetic maps and processing . General details of
geophysical methods, processing and interpretations of data. Seminar.
PHY 751:. Observational Astronomy (3 Units)
Spherical Astronomy, Optical/astronomy, bands and features. Observational techniques in optical/IR
astronomy. Optical/telescopes and their features (interferometers), Radio astronomy bands and observables ,
Radio interferometry x- & R- ray astronomy. Data handling in astronomy.
PHY 761: Tools in Atmospheric Physics (3 Units)
Weather instruments, Cosmic rays instruments, geomagnetic field instruments, remote sensing instruments,
field measurements of atmospheric and geophysical parameters, processing and interpretation of atmospheric
data, satellite applications, Seminar.
PHY 775 Experimental Study of Solar Energy (3 Units)
Experimental study of the operations and performance of the Following:
(a) Selected solar Photovoltaic Utilities
(b) Selected solar Photo-thermal Utilities
(c) Selected solar Energy Storage Units
(d) Group seminar

EDP 721: Advanced Science Curriculum Design, Development,

Evaluation and Practice in Physics: (3 Units)
Section A: Detailed analysis of various curriculum theories, nature of curriculum field. Philosophical,
Psychological, Sociological dimensions of curriculum planning and development. Pedagogical approaches to
various educational activities in the Physics curriculum. Theoretical dimensions in curriculum practice,
emerging global issues in curriculum such as gender studies, peace and conflict resolution etc and curriculum
implementation.
Section B: Different ways of designing science curriculum- Their merits as well as demerits. Curriculum
theories and implementation principles for curriculum assessment and review. An in- depth application of the
theories and principles to Physics curriculum in schools.
RME 702: Advanced Educational Statistics (3 Units)
Statistical inference, probability theory, test of hypotheses and significance. Analysis of variance and
correlation analysis and their application to Educational research. Multiple regression and analysis of covariate
and Multivariate statistical procedures encountered in social research. The use of computers and
minicomputers to explain statistical concepts and compute statistical indices.

28
EDP 732: Process Skills in Physics Education (3 Units)
Basic and integrated skills. Ways of assessing process skills and their respective advantages. Process (on-the-
spot) assessment. Products assessment schedules. Paper and pencil tests. e-test: preparation, administration and
scoring.
EDU 741: Advanced ICT & Educational Data Processing (3 Units)
Conversion of test scores, questionnaire responses, among others and transforming them into measures of
central tendency, variability and computing statistical test of significance . The course is concerned with the
principles and methods used in processing and interpreting data based on 'statistical packages for social
science (SPSS). Overview of sources, storage, retrieval and dissemination of data/information. Programme
design, management of data. Management of data bank. General problem solving with the use of
information technology. Hands-on experience should be emphasized.
EDP 751: Seminar in Physics Education I (3 Units)
Discussion and presentation of reports on selected proposal topics by each student in a chosen area of Physics
education as approved by the department. The course shall be examined by means of a proposal defense.
EDP 752 : Seminar in Physics Education II (3 Units)
Presentation of completed report on selected thesis topic by each student in chosen area of physics education as
approved by the department. The course shall be examined by means of a detailed discussion of the
completed thesis. Emphases will be on appropriateness of issues raised in background to the topic; relevant of
literature; field activities; data analysis; and results among others.

EDP 790: Ph.D Thesis (10 Units)

Each Student will carry out a research under a supervisor. The work will have relevance to Physics Education
in Nigeria and will make contribution to knowledge in this area. He will present Thesis on the project to both
internal and external academic panel.
MATHEMATICS EDUCATION PROGRAMME
Philosophy

The philosophy of the postgraduate Mathematics Education programme is the development of

professional Mathematics educators, who are social engineers of change through Mathematics
Education, either as professional mathematics teachers, researchers or managers of
educational institutions and end-user organizations.

Aims and Objectives

The aims and objectives of the Postgraduate Mathematics Education Programme are to:

i. develop professional expertise of students in mathematics education.

ii. develop knowledgeable scholars who will provide leadership in professional practice and
intellectual competence in mathematics education.
iii. produce mathematics educators who are knowledgeable in and committed to the
implementation of the National Policy on Education.

29
 iv. develop competent researchers in mathematics education theory and practice for
Nigeria education system.
v. empower mathematics educators who can propel social change through mathematics
education both intellectually, in attitudes, skills, values and world views.
vi. produce mathematics educators who can give Nigerian education a national identity
while making it relevant in a global context.
Job Opportunities
Successful graduates of the above programme have ample teaching opportunities with various ministries of
education, research institutes, Universities, Colleges of Educations, Polytechnics or private schools in Nigeria
or elsewhere in the world.

Admission requirement for Master's Degree

Candidates who hold Bachelor's degrees from approved University must obtain a minimum of
second class lower division with a CGPA of 3.5.0 Candidates with B. Sc Mathematics and
PGDE are eligible for admission into M. Ed programme.

Duration of programme
i. A full time Mathematics Education Masters programme shall run for a minimum of 4 semesters and
a maximum of 6 semesters,
ii. Part-time Mathematics Education Masters programme shall run for a minimum of 6 semesters and a
maximum of 8 semesters.
iii. For extension beyond the specified maximum period, a special permission of Senate shall be required.

Stress Areas Codes

 Foundation Courses 0
 Issues/Trends 1
 Evaluation 2
 Innovation 3
 Curriculum 4
 Seminar 5
 Methods/Materials 6
 Research Project 9

MASTER'S DEGREE PROGRAMME IN MATHEMATICS EDUCATION

First Semester
Course Code Title Credit
Unit
EDM 641 Curriculum Planning and Development in 2
Mathematics Education
EDM 605 Foundations of Mathematics Education 2
EDM 661 Methods and Materials for Mathematics 2
Education
RME 603 Statistical Method in Educational Research 3
MTH 541 Real Analysis 3
30
 PGC 601 Application of ICT in Research Methodology 3
Total 17
Second Semester
Course Code Title Credit
Unit
EDM 621 Evaluation of Mathematics Curriculum and 2
Instruction I
EDM 632 Innovation in School Mathematics I 2
RME 604 Advanced Statistical Methods in Education 2
MTH 512 Complex Analysis 3
Total 11
Second Year
3 and 4th Semesters
rd

Course Code Title Credit

Unit
EDM 651 Graduate Seminar in Mathematics 3
Education
EDM 690 Master Degree Research Project 6
Total 9
PHD PROGRAMME IN MATHEMATICS EDUCATION
Duration of Doctoral programme (after Master’s degree)
Full-time A minimum of 6 semesters
Maximum of 10 semesters
Part-time A minimum of 8 semesters
Maximum of 12 semesters

First Semester
Course Code Title Credit
Unit
RME 701 Advanced Research Methods II 3
EDU 703 Information and Communication Technology (ICT) II 3
EDM 721 Evaluation of Mathematics Curriculum and 3
Instruction II
MTH 805 Partial Differential Equations I 3
MTH 803 Real Analysis 3
EDM 751 Seminar I (Directed Individual Study) 3
PGC 701 Synopsis and research grant writing 3
Total 18

31
 Second Semester
Course Title Credit
Unit
RME 702 Advanced Educational Statistics II 3
EDM 712 Issues and Trends in Mathematics Education 3
EDM 732 Innovation in School Mathematics II 3
MTH 807 Advance Methods of Applied Maths. 3
MTH 804 Complex Analysis 3
EDM 752 Seminar II (Directed Individual Study) 3
EDM 790 Ph.D Thesis 10
Total 25
Third to Fifth Semester

Independent Study, Proposal, Field Study, Data Analysis and Report writing

Sixth Semester

EDM 790: Final presentation of Ph.D Thesis 10 unit

COURSE DESCRIPTION FOR MASTERS DEGREES

EDM 641: - Curriculum Planning and Development in

Mathematics Education ( 2 Units)

Historical development of mathematics education curriculum; Curriculum theory and

practice; views on curriculum and their implications for mathematics curriculum
development; Practical experiences in the development of mathematics curriculum for
selected levels of education.

RME 601: - Research Methods in Education I (2 Units)

The scope of research in education; sources of research data and techniques of data
collection; sampling. Analysis of data in the use of statistical techniques, mechanical,
electrical and electronic aids to data processing. Thesis and dissertation writing.

EDM 605: - Foundations of Mathematics Education

(2Units)

Historical foundations of Mathematics, Psychological theories of learning mathematics as

bases for its curricula development and teaching. Impact of technology and society on
mathematics curriculum.

EDM 661: - Methods and Materials for Mathematics

Education ( 2 Units )

32
 Major pedagogical issues and principles in the teaching and learning of mathematics at the
UBE, post-UBE and tertiary levels of the Nigerian Educational system. Identification,
procurement and utilization of relevant materials for the teaching of mathematics at the
specified levels.

EDM 621: - Evaluation of Mathematics Curriculum and

Instruction ( 2 Units)

Major processes involved in the evaluation of mathematics instruction, as they relate to the
cognitive, affective and psychomotor domains and their applications to continuous
assessment. Analysis of the processes of evaluating the mathematics curriculum and text
books will also be covered and such processes will be applied in evaluating all mathematics
curricula from UBE through post-UBE to tertiary levels of education.

EDM 632: - Innovations in School Mathematics I

Review of UBE and post-UBE schools mathematics curriculum contents with emphasis on
the innovative topics included in the curriculum in the areas of Mechanics, Statistics and
Analysis. Innovations in methods, materials, teaching strategies and evaluation related to
these contents.

RME 603: Statistical Methods in Educational Research -

(3 Credits )
Review of Basic statistical concepts, descriptive, parametric, inferential and non-parametric
statistics; t-statistic, ANOVA, ANCOVA, Regression analysis, chi-square and statistical
techniques for post-hoc analysis; application of computer in statistical analysis; meaning and
results of statistical analysis.

EDM 651: Seminar in Mathematics Education (2 Credit)

Readings, assignments, discussion and presentation of reports on selected topics by each
student in one chosen area of specialization as approved by the Department. The course will
be examined by means of assessment of students project at completion stage by a set panel.

PGC 601: Application of ICT in Research methodology

(3 Units)
In-depth research work aimed at acquiring full knowledge and presentations in scholarly
writing of the concepts, issues, trends in the definition and development of the study from
African and Western perspectives. Major steps in research: Selection of Problem, literature
review, design, data collection, analysis and interpretation, conclusions. Study of various
research designs, historical, case studies, survey, descriptive, cross sectional, experimental,
etc. Analysis, surveys and synthesis of conceptual and philosophical foundations of different
disciplines. Identification of research problems and development of research questions and or
hypotheses. Detailed treatment of methods of collecting relevant research data and the format
for presenting research results (from designing the table of contents to referencing,
bibliography and appendix). Data analysis and result presentation in different disciplines
using appropriate analytical tools. Methods of project/dissertation writing. Application of
appropriate advanced ICT tools relevant in every discipline for data gathering, analysis, and
result presentation. Essentials of spreadsheets, internet technology, internet search engines,
33
statistical packages, precision and accuracy of estimates, principles of scientific research,
concepts of hypothesis formulation and testing, organization of research and report writing.
All registered Masters Degree students must attend a solution-based interactive workshop to
be organized by the school of postgraduate Studies for a practical demonstration and
application of the knowledge acquired from the course, conducted by selected experts.

MTH 512: – Complex Analysis 3 Units

Analytical functions and conformal mappings. Analytical contimatives and elementary
Riemann surfaces. Transformations, infinite products; entire functions; include order and
types, the product theorems of Weiestcoss and others; the Riemann mapping theorems.

MTH 541:- Real Analysis 3 Units

Review of the concept of upper and lower limits of bounded sequences. Category spaces, the
Bairew category lemma, the unit open ball lemma, Zorn’s lemma. Basic properties of Hilbert
space and Banach spaces. Theory of functions of a real variable. Lebesgue measure and
integral. Differentiation and integration.

Course Description for Ph.D

RME 701: - Advanced Research Methods in Education II

(3 Units)
The concept and nature of research; scientific processes in research; problem definition,
variable identification; sources of research topics; theory construction and hypotheses
formulation; techniques for literature review; principles of design, instrumentation, data
collection, techniques for data analysis and presentation of results. Candidates must be
introduced to computers and data analysis; analytical software and techniques in education.
The orientation must be practical throughout as candidates are guided to prepare tentative
research proposals they must present and defend individually in class; techniques of research
reporting; and research proposal writing.

EDU 703: - Information and Communication Technology

(ICT) II ( 3 Units)

In-depth knowledge of skills and techniques of data processing in education. Overview of

sources, storage, retrieval and dissemination of data/information; Programme design and
management of data; Management of data bank. General problem solving with the use of
information technology, Hands-on experience should be emphasized.

RME702: Advanced Educational Statistics II 3 Units

Concept of educational statistics; the role of statistics in education; descriptive statistics

and the various areas of application in education; classroom data, school records, school
demography, social relations in school; school administration and finances; Inferential
statistics; population and sampling theory, non-parametric statistics in education; hypothesis
assumptions; types, applications and limitations. The nature of parametric staitstics, types and
34
applications in education; statistical models in education, application and limitations
(correlation, univariate and multivariate analysis of educational data), the nature of significant
tests, problems of inferences. Candidates must be taught to utilize computer in various phases
of this course and to be familiar with various analytical software. Emphasis must be placed on
educational and practical application of basic statistical concepts in various educational
disciplines.

EDM 712: - Issues and Trends in Mathematics Education

(3 Units)

Current issues and trend in mathematics education through review of research activities
and new programmes in mathematics education. Analysis and evaluation of innovations in
mathematics education, current issues, problems and prospects.

EDM 732:- Innovations in School Mathematics II 3 Units

In addition to the content of EDM 632 emphasis will be laid on improvisation and
production of instructional materials.

EDM 751: - Directed Individual Study I 3 Units

Students will acquire training in independent research study. Students are expected to
work on some research topic of interest and give a seminar on the work.

EDM 752: - Directed Individual Study II 3 Units

Students will acquire training on fundable proposal writing and independent research
study. Students are expected to write some fundable proposal on some research topic of
interest and give a seminar on the work.

MTH 803: - Real Analysis 3 Units

Measures and Integration. Outer measures. Lebesgue Measure. Basic properties of Banach
and Hilbert Spaces. Operators. Duality. Basic theorems in functional analysis, Classical
Banach spaces. Special theory of operators in Hilbert spaces. L, space as a Hilbert space.
Banach algebras. Gelfand theory, compact operators. Examples and applications to classical
analysis.

MTH 805: - Partial Differential Equation I 3 Units

Basic examples of linear partial differential equations and their fundamental equations and
their fundamental solutions. Existence and regularity of solutions ( local or global) of the
Cauchy problems: boundary value problems and mixed boundary value problems. The
fundamental solutions of their partial differential equations.

MTH 807: –Advance Methods of Applied Maths. 3 Units

35
The emphasis will be on advanced methods of solution rather than theory of ordinary and
partial Differential equations. Power and product series and special functions, contours
integral representation, integral transforms, conformal mapping. Wiener-Hopf techniques.

MTH 804: - Complex Analysis 3 Units

Geometric interpretation of derivatives, Comformal mapping, Mobius transformation,

Steorographic projection and sets of points on the Riemann Sphere. Periodic Functions,
Weirstrass Functions and Elliptic curves. Modular forms, Algebraic Functions, Riemann and
Covering Surfaces and discontinuous groups of Linear transformation. Automorphic forms

PGC 701: Synopsis and research grant writing (3 Units)

Identification of types and nature of grant and grant writing; mining of grant application calls
on the internet. Determining appropriate strategy for each grant application. Study of various
grant applications structures and contents and writing of concept notes, detailed project
description, budgeting and budgeting defense. Project justification, review of critical
problems, principles of scientific research, concepts of hypothesis formulation and
testing, aims and objectives, essentials of literature review, methodology, experimental
design, SWOT analysis, work plan, budgeting, expected outcome, beneficiary, cost benefit
analysis, overall contributions to society. Study of sample grants writings in various
forms and writing of mock research and other grants. Identification of University of Nigeria
Synopsis structure and requirements (Introduction, methodology and results).
Determining the content of each subunit of the synopsis. Steps in the writing of the
synopsis from project report/dissertation/thesis. Structural and language issues. Common
errors in synopsis writing and how to avoid them. The role of the student and the supervisor
in the production of the synopsis. Writing of mock synopsis. All registered Ph.D
students must attend a solution-based interactive workshop to be organized by the school of
Postgraduate Studies for a practical demonstration and application of the knowledge acquired
from the course, conducted by selected expert

EDM 751: Ph.D Seminar I (Seminar on Mathematics Education At Proposal Stage) -

3 Credit Units
Discussion and presentation of reports on selected proposal topic by each student in a chosen
area of Mathematics Education as approved by the Department. The course shall be examined
by means of a Proposal Defense.

EDM 752: PhD. Seminar II (At Completion of Thesis Before faculty Seminar)
– 3 Credit Units
Presentation of complete reports on selected Thesis topic by each student in a chosen area of
Mathematics Education as approved by the Department. The course shall be examined by
means of a detailed discussion of the completed thesis. Emphasis will be on appropriateness
of issues raised in the background to the topic; Relevance of literature; Field activities; Data
analysis and Results, among others.

36
 INTEGRATED SCIENCE EDUCATION PROGRAMME

PHILOSOPHY

Considering the role of Science and Technology in the social and economic advancement of a
nation, the necessity to train high level human power in Science Education cannot be over
emphasized. The philosophy of postgraduate programme in Integrated Science Education is
the development of high level professional educators/teachers who understand the basic concepts
of science as a discipline and are able to breakdown the artificial compartmentalization of science
so as to see science as a trans-disciplinary domain of human activity. The Integrated Science
perception of science enables the specialist to participate in human capital development of a
category of science teachers who operate at the basic education level where science is presented
to the learners in its unity of purpose and methodology thereby avoiding early specialization. The
nation as managers of educational institutions, researchers, and Science Education leaders. The
M. Ed/Ph.D degree programmes in Integrated Science Education are specifically designed to
enhance the quality of Integrated Science Teachers and Educators towards the actualization of
this philosophy and objectives of Basic science education at the primary and junior secondary school
levels of Nigeria’s education system.

OBJECTIVES OF THE PROGRAMME:

Generally, the higher degree programmes in Integrated Science are designed to prepare
holders of Masters and Ph.D Degrees in Integrated Science Education to provide effective
academic and administrative leadership in research and teaching at all levels of education
and training. Specifically, the M.Ed/Ph.D (Integrated Science Education) programmes are
designed to achieve the following objectives:

(i) raising the development of professional expertise of students in Integrated Science

Education;
(ii) removing the lid on Integrated Science which is being perceived as a science
teacher education programmes that limits the clientele to first degree.
(iii) further development of knowledgeable scholars who would provide leadership in
professional practice and intellectual competence in Integrated Science Education at tertiary
level;
(iv) Increase production of Integrated Science Educators who are knowledgeable in and
committed to the implementation of our national policy on Science Education at the
basic education levels;
(v) Increase production of competent researchers and innovators in science education
theory and practice in Integrated Science.
(vi) Further production of Integrated Science Educators who can propel social change
through Science Education both intellectually and attitudinally, while propagating
appropriate professional skills, values, and world views;
(vii) producing Integrated Science Educators who are committed to reform in science
education delivery through effective application and utilization of ICT in both national
and global contexts.

JOB OPPORTUNITIES:
Successful graduates of the above programmes have ample teaching opportunities with various ministries of
education, research institutes, Universities, Colleges of Educations, Polytechnics or private schools in Nigeria
or elsewhere.

37
 M.Ed. INTEGRATED SCIENCE EDUCATION
ADMISSION REQUIREMENTS:
The criteria for admission into the Master's degree programme (M.Sc.(Ed ) in Integrated Science shall be as
follows:
(i) Candidates who hold Bachelor's degrees in Integrated Education from an approved university must
obtain a minimum of second Class (Honours) lower division with a CGPA of 3.5.0 for an academic
programme.
(ii) Candidates with HND in Biology or Chemistry or Physics from approved polytechnics must in
addition have a PGDE and obtain a minimum of Credit level pass with a CGPA of at least 3.5.0
(iii) Evidence of NYSC discharge certificate or exemption/exclusion certificate is also required.
(iv) In addition, the candidate will undergo a screening exercise in the University and Department of
Science Education

EXPECTED DURATION OF PROGRAMME:

i. A full time Masters programme should run for a minimum of 4 semesters and a maximum of 6
semesters
ii. Part-time Masters programme should run for a minimum of 6 semesters and a maximum of 8
semesters,
iii. For extension beyond the specified maximum period, a special permission of University Senate shall
be required.

REQUIREMENTS FOR GRADUATION:

To be awarded a Masters degree in Integrated Science Education, candidates must pass a minimum of 36
credit units courses made up as follow:
i.
Minimum core courses of 10 units
ii.
Area of specialization minimum of 20 units
iii.
M.Ed Project 6 units
iv.A student shall present at least one seminar, submit and defend a research dissertation
v.A student for Master degree in Integrated Science Education programme shall carry out research
in a relevant area of specialization and submit an acceptable research dissertation (6 units) which
must be defended before a panel of external and internal examiners.
STRESS AREAS Codes
Foundation Courses 0
Issues/Trends 1
Evaluation 2
Innovation 3
Curriculum 4
Seminar 5
Methods/Materials 6
Research 9

MASTERS DEGREE PROGRAMME IN INTEGRATED SCIENCE EDUCATION

FIRST SEMESTER

38
Course Code Credit Unit

PGC 601 Applications of ICT in Research Methodology 3

RME 601 Research Methods in Education 2
RME 603 Statistical methods in Educational Research 3
EDS 641 Curriculum Development, Evaluation & 3
Innovation.
EDS 605 Foundations of Science Education 2
EDU 613 Psychology of Learning 2
EDI 661 Methods and Material for Integrated Science 2
Instruction/Teaching
CHM 401 Advanced Inorganic Chemistry II 2
PSB 673 Techniques in plant Ecology 3
Total 22
SECOND SEMESTER

Course Code Course Title Credit Unit

RME 604 Advanced Statistical Methods in Education 2
EDS 636 Science, Technology, Society and Development 2
EDS 628 Issues and Trends in Science Education 2
EDS 624 Science Education and Disadvantaged Groups 2
PSB 666 Ecosystem Pollution Ecology 3
PHY 394 Workshop Course II (Electronics) 2
CHM 422 Advanced Organic Chemistry 2
ZEB 654 Ecology of Tropical Systems 3
Total 18
THIRD AND FOURTH SEMESTER

Course Course Title Credit

Code Unit
PHY 393 Workshop Course I (Mechanical) 2
ZEB 659 Ecosystem Management 3
EDI 690 Master’s Research Project in Integrated Science 6
EDS 651 Graduate Seminar in Science Education 3
Total 14
PhD PROGRAMME IN INTEGRATED SCIENCE EDUCATION

Duration of Doctoral programme (after master’s degree)

Full-time A minimum of 6 semesters
Maximum of 10 semesters
Part-time A minimum of 8 semesters
Maximum of 12 semesters

First semester

Course Course Title Credit Unit

code
RME 701 Advanced Research methods II 3
39
EDU 703 Information and communication technology 3
(ICT) II
ZEB 721 Advances in Epidemiology, Public Health and 3
Control of Parasitic Diseases
CHM 617 Selected Topics in Physical Chemistry 2
EDI 751 Ph.D Seminar I in Integrated Science Education 3
PGC 701 Synopsis and Grants writing 3
Total 17
Second Semester

Course code Course Title Credit Unit

RME 702 Advanced Educational statistics II 3
PHY 755 Experimental Study of Solar Energy 3
ZEB 752 Advances in Ecosystem Management 3
EDI 752 PhD seminar II in Integrated Science 3
Education
Total 12

Third to Fifth Semester

Independent Study, Proposal, Field Study, Data analysis and Report Writing.

Sixth Semester

Course code Course Title Credit Unit

EDI 790: PhD Thesis 10
Total 10

COURSE DESCRIPTION

RME 601: Research Methods in Education (2 Units)

Types of Research, methods and data; types of instruments; types of procedures for methods
of data analysis; application of computer in data analysis; presentation and conclusions.

RME 604: Statistical Methods in Education (2 Units)

Review of Basic statistical concepts, descriptive, parametric, inferential and non-parametric

statistics; t-statistic, ANOVA, ANCOVA, Regression analysis, chi-square and statistical
techniques for post-hoc analysis; application of computer in statistical analysis; meaning and
results of statistical analysis.

40
EDS 641: Curriculum Development, Evaluation and
Innovation in Science Education (3 Units)

Different views on curriculum and their implications for science curriculum examination of
the major curricular efforts in Nigeria, in the USA, in the UK and Eastern block country;
practical experiences in the development of a chemistry curriculum. The role of curriculum in
National Development, government participation development. Curriculum implementation
in view of the national philosophies curriculum for contemporary development. Change,
change models and the curriculum. Determinants of curriculum strategies for affecting
curricular innovations. Formative and Summative evaluation in curriculum development.
Techniques of curriculum evaluation, problems and prospects of curriculum evaluation in a
contemporary world. Case studies of curriculum evaluation. Models of curriculum evaluation.

EDS 605: Foundations of Science Education (2 units)

Philosophy of science: meaning and nature of science, scientific knowledge, processes,

attitudes and ethics. The nature and rationale for science education. Philosophical views of
Thomas Kuhn, Karl Popper, James Brunner et cetera. Science Education as a discipline:
history of science education and development of science education programmes in Nigeria.

EDS 618:Issues and Trends in Science Education (2 units)

Gender, language, cultural/environmental, teaching/learning, psychosocial and

entrepreneurial issues in science education. Science and national development. Trends in
students’ enrollment/achievement and teacher- education.

EDS 624: Science Education and Disadvantaged Groups

(2 Units)
Conception of science for all and children with special needs: visual impaired, speech and
hearing difficulties. Provision of science programmes/ softwares for the disadvantaged
groups.

EDS 636: Science, Technology, Society and Development

(2 Units)

Implications of the study of science on the development of society in the relevant social,
political and economic advancement; contemporary scientific and technological development
in selected countries including Nigeria.

EDS 651: Graduate Seminar in Science Education (3 Units)

Study, discussion and debate of selected topics/issues in Integrated Science education.

Survey, analysis or research and development in the field. Preparation and presentation of
individual projects and reports on different topics/issues relating to Integrated Science
education.

41
EDI 661: Methods and Materials for Integrated Science
Instruction/ Teaching (2 Units)

Materials and resources necessary for Integrated Science teaching; role of integrated science
laboratory and media in integrated science teaching. Management of integrated science
teaching materials and personnel

EDI 690: M.Ed Research Project in Integrated Science

Education (6 Units)

Selection and completion of a project in Integrated Science Education under the guidance of a
supervisor and presentation of the project report.

PGC 601: Applications of ICT in Research methodology

(3 Units)

In-depth research work aimed at acquiring full knowledge and presentations in scholarly
writing of the concepts, issues, trends in the definition and development of the study from
African and Western perspectives. Major steps in research: Selection of Problem, literature
review, design, data collection, analysis and interpretation, conclusions. Study of various
research designs, historical, case studies, survey, descriptive, cross sectional, experimental,
etc. Analysis, surveys and synthesis of conceptual and philosophical foundations of different
disciplines. Identification of research problems and development of research questions and or
hypotheses. Detailed treatment of methods of collecting relevant research data and the format
for presenting research results (from designing the table of contents to referencing,
bibliography and appendix). Data analysis and result presentation in different disciplines
using appropriate analytical tools. Methods of project/dissertation writing. Application of
appropriate advanced ICT tools relevant in every discipline for data gathering, analysis, and
result presentation. Essentials of spreadsheets, internet technology, internet search engines,
statistical packages, precision and accuracy of estimates, principles of scientific research,
concepts of hypothesis formulation and testing, organization of research and report writing.
All registered Masters Degree students must attend a solution-based interactive workshop to
be organized by the school of postgraduate Studies for a practical demonstration and
application of the knowledge acquired from the course, conducted by selected experts.

PGC 701: Synopsis and Grants writing (3 Units)

Identification of types and nature of grant and grant writing; mining of grant application calls
on the internet. Determining appropriate strategy for each grant application. Study of various
grant applications structures and contents and writing of concept notes, detailed project
description, budgeting and budgeting defense. Project justification, review of critical
problems, principles of scientific research, concepts of hypothesis formulation and testing,
aims and objectives, essentials of literature review, methodology, experimental design,
SWOT analysis, work plan, budgeting, expected outcome, beneficiary, cost benefit analysis,
overall contributions to society. Study of sample grants writings in various forms and writing

42
of mock research and other grants. Identification of University of Nigeria Synopsis structure
and requirements (Introduction, methodology and results). Determining the content of each
subunit of the synopsis. Steps in the writing of the synopsis from project
report/dissertation/thesis. Structural and language issues. Common errors in synopsis writing
and how to avoid them. The role of the student and the supervisor in the production of the
synopsis. Writing of mock synopsis. All registered Ph.D students must attend a solution-
based interactive workshop to be organized by the school of Postgraduate Studies for a
practical demonstration and application of the knowledge acquired from the course,
conducted by selected experts.

RME 701: Advanced Research Methods II (3 Units)

The concept and nature; scientific processes in research; problem definition, variable
identification; sources of research topics, theory construction and hypotheses formulation;
techniques for literature review; principles of design, instrumentation, data collection,
techniques for data analysis and presentation of results. Candidates must be introduced to
computers and data analysis; analytical software and techniques in education. The orientation
must be practical throughout as candidates are guided prepare tentative research proposals
they must present and defend individually in class; techniques of research reporting; and
research proposal writing.

RME 702: Advanced Educational Statistics II (3 Units)

Concepts of educational statistics; the role of statistics in education; descriptive statistics and
the various areas of application in education; classroom data, school records, school
demography, social relations in school; school administration and finances; Inferential
statistics; population and sampling theory; non-parametric statistics, types and applications,
types, applications and limitations. The nature of parametric statistics, types and applications
in education, statistical models in education, application and limitations (correlation,
univariate and multivariate analysis of educational data), the nature of significant tests,
problems of inferences. Candidates must be taught to utilize computer in various phases of
this course and to be familiar with various analytical software. Emphasis must be placed on
educational and practical application of basic statistical concepts in various educational
disciplines.

EDU 703: Information and Communication Technology II

(3 Units)

In-depth knowledge of skills and techniques of data processing in education. Overview of

sources, storage, retrieval and dissemination of data/information. Programme design and
management of data; Management of data bank. General problem solving with the use of
information technology. Hands-on experience should be emphasized.

EDI 751: Ph.D Seminar I in Integrated Science Education

43
Discussion and presentation of reports on selected proposal topic by each student in a chosen
area of Educational Research, Measurement and Evaluation as approved by the Department.
The course shall be examined by means of a Proposal Defense.

EDI 752: Ph.D Seminar II in Integrated Science

Education (3 Units)
Presentation of complete reports on selected Thesis topic by each student in a chosen area of
Educational Research, Measurement and Evaluation as approved by the Department. The
course shall be examined by means of a detailed discussion of the completed thesis. Emphasis
will be on appropriateness of issues raised in the background to the topic; Relevance of
literature; Field activities; Data analysis and Results, among others.

EDI 790: PhD Thesis (10 Units)

Candidates are required to demonstrate research competencies by selecting a thesis topic in

their relevant areas of specialization. The research is carried out by the individual student
under the guidance of a competent supervisor according to graduate school requirements. The
candidate is expected to make some significant contributions to knowledge. The Thesis is
defended before an appropriately constituted examining committee chaired by the Head of the
Department. The External Examiner’s verdict shall override all other decisions.

EDUCATIONAL RESEARCH, MEASUREMENT AND EVALUATION

PROGRAMME AREA

Philosophy

The philosophy of the postgraduate programme in Educational Measurement and Evaluation

is the development of professional educational assessment experts and educators, who are
social engineers of change through Psychometrics or Educational Measurement and
Evaluation (M & E), either as professional teachers, researchers or managers of educational
institutions and end-user organizations.

Aims and Objectives

The aims and objectives of the M&E Postgraduate Programme are to:

(i) develop professional expertise of students in educational M&E.

(ii) develop knowledgeable scholars who will provide leadership in professional practice and
intellectual competence in educational M&E.
(iii)produce educators who are knowledgeable in and committed to the implementation of the
National Policy on Education.
(iv) develop competent researchers in educational M&E theory and practice for Nigeria
education system.
(v) empower M&E educators who can propel social change through M&E practices both
intellectually, in attitudes, skills, values and world views.
(vi) produce M&E educators who can give Nigerian education a national identity while
making it relevant in a global context.

44
(vii) to produce M&E experts who would work to eliminate the many ills in examinations
thereby improve the credibility and acceptability of Nigeria's National examinations
Job Opportunities
Successful graduates of the above programme have ample teaching opportunities with various ministries of
education, research institutes, Universities, Colleges of Educations, Polytechnics or private schools in Nigeria
or elsewhere in the world. They also have job opportunities in the various national and international
examination bodies that assess learning outcomes for various purposes.

Admission requirement for Master's Degree

Candidates who hold Bachelor's degrees from approved University in various disciplines
must obtain a minimum of second class lower division with a CGPA of 3.5/0. Candidates
who hold HND certificates and PGDE are eligible for admission into M.Ed programme.
Candidates for Ph.D programme must have obtained their Master's Degree with CGPA of 4.0
to be eligible to the Ph.D programme.

Stress Area Code

Research 0
Issues and Trends 1
Psychometrics/Measurement 2
Assessment /Evaluation 3
Computer Applications 4
Seminar 5
Practicum 6
Project/Thesis 9

M.Ed IN EDUCATIONAL RESEARCH, MEASUREMENT & EVALUATION

FIRST YEAR

FIRST SEMESTER

Course Code Course Title Units

PGC 601 Applications of ICT in Research Methodology 3

RME601 Research Methods in Education 2

RME 603 Statistical Methods in Educational Research 3

45
RME 625 Introduction to Measurement Theory 2

RME 631 Formative and Summative Evaluation of 2

Achievement And Programmes
RME 633 Principles and Techniques of Classroom 2
Assessment

Total 14

SECOND SEMESTER

Course Course Title Units

Code

RME 622 Experimental Research Design 2

RME 604 Advanced Statistical Methods in Education 2

RME 612 Foundations of Educational Measurement and 2

Evaluation

RME 622 Educational Measurement and Test Construction 3

RME 632 Programme Evaluation 2

RME 642 Data Management with Computer I 2

RME 662 Practicum in Educational Assessment 2

Total 15

SECOND YEAR

THIRD AND FOUTH SEMESTERS

Course Code Course Title Units

RME651 Graduate Seminar in Educational Measurement 3

and Evaluation

RME 690 M.Ed Research Project 6

Total 9

Grand Total (38)

Ph.D PROGRAMME IN EDUCATIONAL RESEARCH, MEASUREMENT &

EVALUATION

FIRST SEMESTER

Course Code Course Title Units

46
RME 701 Advanced Research Methods II 3

EDU 703 Information and Communication Technology II 3

RME 721 Measurement Theory 3

RME 731 Project Monitoring & Evaluations 3

RME 751 Seminar on Advances in Educational 3

Measurement

PGC 701 Synopsis and Grants Writing 3

TOTAL 18

SECOND SEMESTER

Course Code Units

RME 702 Advanced Educational Statistics II 3

RME 704 Qualitative Research Methods in Education 3

RME 724 Multivariate Statistical Concepts in Education 3

RME 752 Seminar in Systems Evaluation 3

TOTAL 12

THIRD SEMESTER – FIFTH SEMESTER

Independent Study, Proposal, Field Study, Data analysis and Report Writing.

SIXTH SEMESTER

Course Course Title Units

Code

RME 790 Ph.D Thesis 10

TOTAL 10

Grand Total (40)

47
 COURSE DESCRIPTIONS (MASTERS)

PGC 601: APPLICATIONS OF ICT IN RESEARCH

METHODOLOGY. 3 Credit units
In-depth research work aimed at acquiring full knowledge and presentations in scholarly
writing of the concepts, issues, trends in the definition and development of the study area
from African and Western perspectives. Major steps in research: Selection of problem,
Literature review, Design, Data collection, analysis and interpretation, conclusions. Study of
various research designs, Historical, Case studies, Surveys, descriptive, cross sectional,
experimental, etc. Analysis, surveys and synthesis of conceptual and philosophical
foundations of different disciplines. Identification of research problems and development of
research questions and or hypotheses. Detailed treatment of methods of collecting relevant
research data and the format for presenting research results (from designing the table of
contents to referencing, bibliography and appendix). Data analysis and result presentation in
different disciplines using appropriate analytical tools. Methods of project/dissertation
writing. Application of appropriate advanced ICT tool relevant in every discipline for data
gathering, analysis and result presentation. Essentials of spreadsheets, internet technology,
and internet search engines. All registered masters degree students must attend a solution
based interactive workshops to be organized by the school of post-graduate studies for a
practical demonstration and application of the knowledge acquired from the course,
conducted by selected experts.

RME 601: Research Methods in Education-2Credits Unit

Types of research, method and data, types of instruments; types of procedures for data
collection; methods of data analysis, application of computer in data analysis, presentation of
results and conclusions.

RME 602: Experimental Research Design-2 Credits Unit

Introduction to experimental research design (e.g. randomized designs, the latin square, the
factorial design and the split plot design) and the use of relevant statistical techniques,
including the analysis of variance (ANOVA) and the analysis of covariance (ANCOVA).

RME 603: Statistical Methods in Educational Research -

3 Credits Unit
Review of Basic statistical concepts, descriptive, parametric, inferential and non-parametric
statistics; t-statistic, ANOVA, ANCOVA, Regression analysis, chi-square and statistical
techniques for post-hoc analysis; application of computer in statistical analysis; meaning and
results of statistical analysis.

RME 604: Advanced Statistical Methods in Education - 2

Credits Unit
Further work in statistics and their application to education. Multiple and multivariate
regression, ANOVA, ANCOVA, MANOVA. Factor analysis, discriminant analysis,
canonical correlation. Non-parametric statistics, including contingency tables. Interpretation
of output of computer programmes in the statistics.

RME 612: Foundations of Educational Measurement and

Evaluation 2 Credit Unit
48
Historical, philosophical and sociological foundations of Educational measurement and
evaluation within global, continental and national context. The course will also expose
candidates to political and economic dimension of educational assessment.

RME 622: Educational Measurement and Test

Construction 3 Credits Unit
Measurement, scale and scaling models, theory of measurement error; test construction
procedures; item writing, analysis and assembly in achievement, aptitude and non-cognitive
tests; reliability and validity of tests; practical work in test construction.

RME 625: Introduction to Measurement Theory

2Credit Units
Classroom assessment, Concept, Principles and Models of Assessment. Other Assessment
Systems: State, National, International Assessment systems and public examinations.
Classical Test theory (CTT), Basic concepts in CTT, Basic tenets and Assumptions,
Advantages and Limitations. Item analysis within classical test theory framework. Common
statistics used in CTT framework

RME 631: Formative and Summative Evaluation of

Achievement and Programmes - 2 Credits Unit
The concept of formative and summative evaluation as applied to cognitive, affective and
psychomotor achievement of students in an educational programme. Evaluation of
programmes, innovations, organizations and institutions

RME 632: Programme Evaluation 2 Credits Units

This course will deal with topics on meaning of program evaluation, assessing needs,
program theory, implementation, assessing the impact, determining causation, reliability,
variability and sensitivity in program evaluation, methodological constants and challenges in
program, evaluation, utilization results, Paradigms, empowerment evaluation, transformation
paradigm and models of evaluation.

RME 633: Principles and Techniques of Classroom

Assessment 2Credit Units
Course will focus on distinguishing basic concepts, purpose and levels of assessment,
formative and summative assessment, models of formative; taxonomy of educational
measures, Continuous assessment, development, administration and scoring of instruments
for assessing cognitive, affective and psychomotor behaviours tests – achievement,
intelligence and aptitude tests Psychometric properties of instruments; Interpretation of test
scores, Cultural, social and ethical considerations, item/test bias.

RME 642: Data Management with Computer I-2 Credits Unit

This course will provide students with skills in data analysis using SPSS. The SPSS
environment – inputting, aggregating and transforming data. Analyzing data – generating
reports, descriptive statistics, comparing means, Generalized linear models, Correlation and
Regression analysis, data reduction, scale (reliability).

RME 651: Seminar in Educational Measurement and

Evaluation 2 Credit
49
Readings, assignments, discussion and presentation of reports on selected on selected topics
by each student in one chosen area of specialization as approved by the Department. The
course shall be examined by of a detailed discussion of the completed project. Emphasis will
be on appropriateness of issues raised in the background to the topic; Relevance of literature;
Field activities; Data analysis and Results, among others.

RME 662: Practicum in Educational Assessment

2Credit Units
Laboratory and field based planning, development, trail compilation, norming and validation
of educational test in the cognitive, affective and psychomotor domains; field practices with
test and scales already developed, principles of test review. Differential emphasis will be
made to reflect the special interest of students such as in curriculum development, guidance
and counselling, administration and research.

RME 690: Research Project 6 Credits Unit

Selection and completion of a project under the guidance of a supervisor and presentation of
the completed project report.

COURSE DESCRIPTIONS (Ph.D)

PGC 701 Synopsis and Grants Writing -2 Credit Units

Identification of types and nature of and grant writing; mining of grants application calls on
the internet. Determining appropriate strategy for each grant application. Study of various
grant application structures and contents and writing of concept notes, detailed project
description, budgeting and budget defense. Study of sample grant writings in various forms
and writing of mock research and other grants. Identification of University of Nigeria
synopsis structure and requirements (Introduction, Methodology and Results). Determining
the content of each sub-unit of the synopsis. Steps in writing of synopsis from the
Dissertation/Thesis document. Structural and language issues. Common errors in synopsis
writing and strategies for avoiding them. The roles of the student and the supervisor in the
production of a synopsis. Writing of Mock synopsis. All registered Ph.D students must attend
a solution based interactive workshop to be organized by the School of Postgraduate Studies
for a practical demonstration and application of the knowledge acquired from the course,
conducted by selected experts.

RME 701 Advanced Research Methods in Education II

3 Credit units
The concept and nature of research; scientific processes in research; problem definition,
variable identification; sources of research topics; theory construction and hypotheses
formulation; techniques for literature review; principles of design, instrumentation, data
collection, techniques for data analysis and presentation of result.. Candidates must be
introduced to computers and data analysis; analytical software and techniques in education.
The orientation must be practical throughout as candidates are guided to prepare tentative
research proposals they must present and defend individually in class; techniques of the
research reporting, and research proposal writing

RME 702: Advanced Educational Statistics II- 3 Credit Units

Concepts of educational statistics; the role of statistics in education; descriptive statistics and
the various area of application in education; classroom data, school records, school
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demography, social relation in school; school administration and finances; inferential
statistics; population and sampling theory; nonparametric statistics in education; hypotheses
assumptions, types applications and limitations. The nature of parametric statistics, types and
application in education; statistical models in education, application and limitations
(correlation, univariate and multivariate analysis of educational data), the nature of significant
test, problems of inference. Candidate must be taught to utilize computer in various phase of
this course and be familiar with various analytical software. Emphasis must be placed on
educational and practical application of the basic statistical concepts in various educational
disciplines.

EDU 703: Information and Communication

Technology II 3 Credit Units
In-depth knowledge of skills and techniques of data processing in education. Overview of
sources, storage, retrieval and dissemination of data/ information. Programme design and
Management of data bank. General problem solving with the use of information technology.
Hands-on experience should be emphasis.

RME 704: Qualitative Research Methods in Education

3 Credit Units
The course will focus on nature of qualitative research, approaches, methods, sampling and
selection in qualitative research, qualitative analysis and presenting qualitative research.

RME 721: Measurement Theory 3 Credit Units

Item response theory (IRT), Basic concepts in IRT, Basic tenets and Assumptions,
Advantages and Limitations, Models of IRT. Applications of IRT to Item bias or DIF,
Deviant answer patterns, Computerized Adaptive Testing (CAT). Applications of IRT in:
Item analysis and test construction, Estimation of item/person parameters, Test and item
information. Model-data fit. Test Equating, Some basic data collection designs for equating
studies. Generalizability Theory. Basic concepts of G theory. Generalizability designs. Kinds
of measurement errors, Conditional error variance.

RME 724: Multivariate Statistical Concepts in

Education 3 Credit Units
Multivariate regression, Multivariate Analyses of Variance (MANOVA), Multivariate
Analysis of Covariance (MANCOVA). Cluster analysis; Factor Analysis, Structural Equation
Modelling: Path Analysis.

RME 731: Project Monitoring and Evaluation 3 Credit Units

An overview of meaning of project monitoring and evaluation, planning for monitoring and
evaluation, designing a monitoring and / or evaluation process, collecting information,
analyzing information, impact analysis, project evaluation guidelines, techniques of project
appraisal, principles of project appraisal, methodological framework for project evaluation,
methods/ criteria of project evaluation

RME 751: Seminar on Advances in Educational

Measurement I 3 Credit Units
Discussion and presentation of reports on selected proposal topic by each student in a chosen
area of Educational Research, Measurement and Evaluation as approved by the Department.
The course shall be examined by means of a Proposal Defense.
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RME 752 Seminar on Systems Evaluation II – 3 Credit Units
Presentation of complete reports on selected Thesis topic by each student in a chosen area of
Educational Research, Measurement and Evaluation as approved by the Department. The
course shall be examined by means of a detailed discussion of the completed thesis. Emphasis
will be on appropriateness of issues raised in the background to the topic; Relevance of
literature; Field activities; Data analysis and Results, among others.

RME 790: Ph.D Thesis 10 Credit Units

Candidates are required to demonstrate research competencies by selecting a thesis topic in
their relevant area of specialization. The research is carried out by the individual student
under the guidance of competent supervisor according to graduate school requirements. The
candidate is expected to make some significant contributions to knowledge. The thesis is
defended before an appropriately constituted examining committee chaired by the Head of the
department. The external Examiner’s verdict shall override all other decisions.

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