1. Lecturer’s Name: Dr. Ruslin Bin Amir
Group Members:
•Nik Siti Maisarah Binti Abd Rahman
A143827
•Hayani Amanina Binti Hisham A143822
•Yazmalina Binti Yaacob A143844
EDUCATIONAL
PSYCHOLOGY IN
GENERAL
2. PSYCHOLOGY IS A SCIENCE, AND TEACHING IS AN ART; AND
SCIENCE NEVER GENERATE ARTS DIRECTLY OUT OF
THEMSELVES.
-WILLIAM JAMES, A GREAT AMERICAN PHILOSOPHER SAID
IN ‘TALKS TO TEACHERS’.
3. Psyche – soul / mind
Logic – study
Psychology – a study of human soul or mind
OR a study of human mind and behavior OR a
scientific study of human mind to understand,
explain and predict human behavior.
PSYCHOLOGY
4. What is Educational Psychology?
Why do we enroll with Educational
Psychology?
How can Educational Psychology benefit
teachers?
QUESTIONS
5. Definition:
1. It is simply knowledge gained from psychology & applied
to the activities in the classroom.
2. A combination of psychology and education; scientific
research on student behavior in education aspect.
3. According to Brophy,2003 & Wittrock,1992 – It involves
applying the methods of psychology to study classroom
and school life.
WHAT IS EDUCATIONAL
PSYCHOLOGY?
6. Atan Long (1976); Science of
research on student behavior in
learning environment in the
classroom.
Smith (1978); Scientific
research on individual behavior
in education including teaching
& learning principles and
techniques to solve education
problems.
Slavin (1991); Research on
student, teaching & learning
focuses on education process,
skills, values and attitude
distracted from teacher to
student in the classroom,
including psychology principle
in teaching.
DEFINITION
7. 1. Critical thinking – What would you do in order to
help all your students to progress & prepare for great
achievements?
Answer : Of course by learning the right methods and
skills required for us to teach in an environmental
classroom.
WHY DO WE ENROLL WITH
EDUCATIONAL PSYCHOLOGY?
8. 2. Educational Psychology teaches us to be aware of the
challenges & possibilities of teaching.
3. For example : In a class, there will be a group of
students who performed very well in their examination
while some obtained low marks.
Solution : You will realize that some students who are
gifted and talented learners while some might be having
learning disabilities.
WHY DO WE ENROLL WITH
EDUCATIONAL PSYCHOLOGY?
11. 1. Provide knowledge on theories & psychology
principles for them to practice in class.
2. Give knowledge on students behavior - teachers can
avoid discipline problems in class.
3. Teachers can create a healthy personality & positive
self-concept with better guidance.
HOW CAN EDUCATIONAL
PSYCHOLOGY BENEFITS TEACHERS?
12. 4. Give better understanding to students & able to use
motivation techniques to create good teacher-student
relationship.
5. Provide teachers knowledge, skills and useful teaching
attitude in education activities.
HOW CAN EDUCATIONAL
PSYCHOLOGY BENEFITS TEACHERS?
14. Language and labels
- “Labelling students is a controversial issue”
Eg: students with learning disabilities NOT learning
disabled students
Disabilities An inability to do something specific
such as pronounce words or see or walk.
Handicaps Is a disadvantage in certain situations.
STUDENTS WITH
LEARNING CHALLENGE
15. CHARACTERISTICS OF STUDENTS
WITH LEARNING DISABILITIES
ANXIETY AROUND READING DIFFICULTY RECOGNIZING WORDS
OR LETTERS
Reluctant to read Inserts an incorrect word, substitutes or skips
words
Cries or acts out to avoid reading Reverses letters or numbers - 48 for 24 for
example
Seems tense when reading Mispronounces words – “cape” for “cope”
Mixes up order of words in sentences: “I can
bikes ride” for “I can ride bikes”
Reads very slowly and with little fluency –
starts and stops often
16. According to Friend, 2011, there are two general approaches:
•Direct instructions – Clear explanations and demonstrations of new
material, teaching in small steps with practice after each step, immediate
feedback and teacher guidance and support.
• Strategy instruction – specific rules for focusing attention and
accomplishing tasks.
TEACHING STUDENTS WITH
LEARNING DISABILITIES
17. Other types of challenges faced by learners are:
-Hyperactivity and Attention Disorders (ADHD)
-Communication Disorders
-Emotional or Behavioral Difficulties
-Intellectual Disabilities
-Health and Sensory Impairments
-Autism Disorder and Asperger Syndrome
18. The No Child Left Behind Act (2002), defines gifted students as
those “who give evidence of high achievement capability in areas
such as intellectual, creative, artistic, or leadership capacity, or in
specific academic fields.
- IQ test: Gifted learners- 130, highly gifted- above 145,
exceptionally gifted- 160 and profoundly gifted- above 175
(Kronholz, 2011).
GIFTED/TALENTED
LEARNERS
19. -The work of gifted
students is original,
extremely advanced
for their age and
potentially of lasting
importance.
20. Originated from?
- Deep and prolonged practice is necessary to achieve at
the highest level.
Problems faced?
- More likely to be depressed. May be bored, frustrated
and isolated.
21. Methods and strategies:
-Encourage abstract thinking, creativity, reading
of high level and original texts, and
independence. Not just the learning of greater
quantities of fact.
-One approach that doesn’t seem promising is
cooperative learning in mixed-ability groups.
TEACHING GIFTED
STUDENTS
23. •The answer to the question is by research.
•Research is the mechanism professionals used in
order to expand their body of knowledge.
•The theories are developed by them and tested
through research.
24. •The field of psychology has attempted to
answer complicated questions about human
nature, such as:
•What treatments are effective for mental illness?
•What is the most effective way to teach children?
•What makes people happy?
TYPES OF RESEARCH DESIGN
25. Cross-sectional research = to study a group of
people just one time, in a single session.
CROSS-SECTIONAL RESEARCH
PRO
• Easy and cheap
• Only need them for a single.
session
• It's easier to get people to
agree to be in a study if it
only takes a single hour or
single day
CON
• Cannot observe whether
people change over time.
• That's where the second
type of research comes into
play.
26. Longitudinal research = to study a certain group of
people over multiple sessions, or over an extended period
of time.
LONGITUDINAL RESEARCH
PRO
• Can follow people over time
CON
• Expensive and time
consuming
• Difficult to get volunteers
27. •Field Study / Naturalistic Observation
•Experimental Study
•Case Study
•Survey Study
•Correlational Study
TYPES OF RESEARCH IN
EDUCATIONAL PSYCHOLOGY
28. The experimenters observe the participants
in their natural environments.
FIELD STUDY / NATURALISTIC
OBSERVATION
PRO
• the behaviors you observe will
certainly be more natural because,
ideally, you are simply watching what
would have happened anyway, even if
you weren't there.
CON
• Have no control over the
environment.
29. Classic type of research , which is when a
researcher creates two or more groups of people
to compare.
EXPERIMENTAL STUDY
PRO
• Have control over the situation
CON
• Requires a lot if advance planning
and control over the participants
for them to be done correctly.
30. Case study = use of a single person in a research
study.
CASE STUDY
PRO
• Allows a researcher to gain a lot
of in-depth, detailed information
due to the close examination of
this single case.
CON
• What you learn about this
particular person might not
be true of anyone else.
31. Survey study = researchers give a group of
people a survey with lots of questions, and the
participants simply answer the questions.
SURVEY STUDY
PRO
• Easy, simple and inexpensive
• can get hundreds of people to
complete the survey in a
relatively short period of time
CON
• Difficult to truly test the
impact of certain variables
when all people are doing is
filling out a survey.
• Some people might not be
honest in their survey
responses.
32. Correlation means relationship, so the purpose of a
correlational study is to determine if a relationship exists,
what direction the relationship is, and how strong it is.
CORRELATION STUDY
PRO
• Can assess the strength of a
relationship
• Is popular with lay population
because it is relatively easy to
explain and understand
CON
• Can not make any assumptions
of cause and effect (explain
how third a variable can be
involved, or how the variables
can influence each other).
