The interconnection of teaching nad educational psychology.

2. EDUCATION
 The traditional concept of education emphasizes t
he
mastery of subject matter and competence in
specific
study. As now, education is interpreted as the sum
of the activities directed at developing the total
behavior
of human being toward the fulfillment of himself in
the society.
PSYCHOLOGY
 is the scientific study of behavior and mental
processes. In other words, psychology is the
science of human and animal behavior, it includes

3. What is Educational
Psychology?
 Educational Psychology is the branch of Psych
ology which is concerned with the applications
of the
principles, techniques and other resources of
psychology to the solution of classroom
problems.

4. OPPORTUNITIES AND
CHALLENGES OF TEACHING
 Opportunity to make a
positive difference in
the lives of your
students.
 Opportunity to help
students negotiate the
challenges they face
as they experience
physical, social,
emotional and
 Teachers are held
accountable for the
academic success
of each student.
OPPORTUNITIES CHALLEGES

5. ADDRESSING
ASSUMPTIONS ABOUT
DIVERSITY

6. Effective teachers are aware of the
diversity they are likely to
encounter in the classroom.
 minority group
 Ethnic group
 Racial group
 Sex
Gender
Socio-economic
status
Disability

7. Effective teachers attempt to
understand the possible causes of
differences among groups.

8. Effective teachers address and
embrace diversity.
 Prejudice feelings
 Confirmation bias
 Belief perseverance
 Discrimination

9. EDUCATIONAL
PSYCHOLOGY : A
RESOURCE FOR
TEACHERS

10.  Educational Psychology links the science of
psychology to educational practice and
provides teachers with evidence-based
knowledge to support their day-to-day decision
making in the classroom.

11. EDUCATIONAL
PSYCHOLOGY: THE
SCIENCE

12.  The science of Educational Psychology
involves formulating theories.
 Theories are sets of ideas used to explain a
phenomenon and make predictions about
behavior - and then conducting research on
those theories.

13. BASIC GUIDELINES FOR OBTAINING
REPUTABLE RESEARCH:
1. Don’t use newspaper and magazine articles,
because they are not research articles.
2. Don’t do Internet searches using search
engines, because they may not yield credible
sources.
3. Do find peer-reviewed articles in scholarly
journals at a local university library.
4. Do visit websites of professional associations
to see if they have links to education research

14. THREE
ELEMENTS IN
EVERY
RESEARCH
STUDY
1. Samples
2. Measures
3. Design

15. 1. SAMPLES
 A smaller set of individuals from the population
of interest.

16. 2. MEASURES
 A framework of gathering
information.
SOME MEASURES
COMMONLY USED IN
EDUCATIONAL
RESEARCH:
1. Observations
2. Interviews
3. Tests and Surveys

17. 3. DESIGNS
 describe the data collection method or
research approach that is used in a study. It
defines the various ways by which information
is gathered for evaluation or assessment.
 Variables can be
a) Events
b) Characteristics
c) behaviors

18. TYPES OF RESEARCH
DESIGNS
1. DESCRIPTIVE DESIGNS
 is a quantitative research design that describes
phenomena as they exist, taking care not to
influence subjects or events in any way.

19. TYPES OF RESEARCH
DESIGNS
2. CORRELATIONAL DESIGNS
refers to a statistical technique that can show
whether and how strongly pairs of variables are
connected. Generally, a correlation design is
used to describe the statistical association
between two or more variables.

20. TYPES OF RESEARCH
DESIGNS
3. EXPERIMENTAL DESIGNS
An experimental research design is considered
the most accurate method of research. Usually
applied to the physical sciences, it attempts to
prove or disprove a hypothesis numerically,
using statistical analysis.

21. TYPES OF RESEARCH
DESIGNS
4. QUASI-EXPERIMENTAL DESIGNS
these experiments can be useful in generating
data to indicate general trends. They are
effective in obtaining a general overview that
can be followed up with a quantitative or case
study to focus on the underlying reasons for the
results generated.