Educational Psychology


About

Psychology is a relatively young field of study, breaking away from mainstream philosophy in the latter part of the nineteenth century. Its name is derived from two Greek terms namely psyche – meaning mind, and logos meaning science or the study of. In general, psychology defined as the scientific study of behaviour. Science is used to imply that observations are used in the study of behaviour.

The key purpose of psychology is to use theories and principles obtained from empirical studies describe, predict and understand human behaviour. Psychologists use basic psychological knowledge to solve human problems in different settings such as Clinical Psychology that seeks to understand and treat personal problems and correct abnormal behavior; Counseling Psychology which helps people with personal problems, for example in grieving, careers and family issues; Industrial Psychology which is concerned with recruitment , motivation and enhancing job satisfaction of employees; Developmental Psychology which is concerned with changes that take place in people during their lifespan; Social Psychology that studies the behaviour of people in groups; Cognitive Psychology that deals with mental processes such as problem solving, creativity, intelligence and memory, among others. Education is a complex social process that was defined by Aristotle as the process of training a person to fulfill their purpose by exercising all faculties to the fullest extent as a member of society. Education presents various problems to which psychology has responded through its branch of Educational Psychology.

Educational Psychology is a field of study that applies Psychological theories and principles to develop effective methods of teaching and learning as well as solving psychological problems in schools. The rise of Educational Psychology as a distinct field of study in the late 19th and early 20th century is credited to the works of pioneer scientists of that era who applied psychological methods to educational problems. These include luminaries like William James, Alfred Binet, Jean Piaget and Edward Thorndike. This was the period that most government around the world had begun to modernize their respective country’s education sectors and these thinkers proposed ways that could improve the educational process using psychological principles. These principles were built on the works of pre-Psychology classical thinkers such as Heinrich Pestalozzi, Jean Roseau and John Locke. The golden era in the growth of educational psychology was in the middle years of the 20th century where formal departments were set up in various universities and teacher training institutions around the world. It is here that various scholars published theories and established specific schools of thought that shaped modern educational psychological principles. These include constructivists Lev Vygotsky and Jerome Brunner as well as behaviourists Benjamin Skinner and Albert Bandura.

Over the years, Educational Psychology became entrenched in both the pre-service and in-service teacher training curricula. The course provides important background knowledge that pre-service and in-service educators can use as the foundation for professional practice. This field guides onhow to achieve the goals of education efficiently by providing answers to questions such as – when are children ready to start learning certain types of subject matter? What is the best method for teaching certain skills? How can retention be improved? How do you know that learning has taken place? Knowledge of educational psychology helps the teacher to respond differently to learners of different ages, genders and socioeconomic backgrounds, formulate effective teaching strategies to meet needs of learners and to use acceptable approaches to discipline, among others.

Apart for training teachers, Educational Psychology is provided as an advanced course for specialists in the Education sector. These scholars have been instrumental in advancing research that has impacted in educational policy as well as initiating reforms in the conduct of education. Notably in Kenya, Educational psychologists were instrumental in the writing of the 2017 Basic Education Curriculum Framework by providing theoretical foundations for the Competency Based Curriculum.

The department of Education Psychology is one of the oldest at the Kenyatta University having begun its existence in the year 1973 when it was transferred from the university of Nairobi during the inception of the Kenyatta University College. Following is a schedule of the previous and the current heads of the department ;

Years

Name

1973 1974

Dr Schmalgemeir

1974 – 1977

Dr A. Khan

1977 – 1980

Prof. B. Otaala

1981 – 1985

Prof. D. Kiminyo

1986 – 1988

Dr. G.K. Karugu

1989 – 1993

Prof. S. Bali

1994 – 1997

Dr. F. Ingule

1998 – 2000

Dr. Mary Mwangi

2001 – 2003

Dr. Sammy Tumuti

2003 – 2007

Dr. Philomena Ndambuki

2011 – 2015

Dr. Tabitha Wang’eri

2015 – 2019

Dr. Peter A. M. Mwaura

2019 – present

Dr. David G. Kariuki

Programmes

DIPLOMA IN GUIDANCE AND COUNSELLING

Entry Requirements

Mean grade of C (plain) at KCSE or Div.III at KCE or Mean grade of C- (minus) at KCSE or

equivalent with Certificate in the relevant area from a recognized institution.

Mode of Study and Course Duration

The Diploma course in Guidance and Counselling is offered through Distance and e-Learning

(ODel) programme. The course duration is 18 months. The course is by course work and project.

Evaluation

The course will be evaluated through sit in continuous assessment tests, take away assignments

and examination. The sit in CATs accounts for 30%. The university examination accounts for

70%

Total score is 100%. Pass mark is 40%

Certification: Diploma in Guidance and Counselling

Unit Code and Title

Year One

Semester One

EPS 021: Research Methods in Counselling

EPS 022: Introduction to Counselling and Psychotherapy-1

EPS 023: Introduction to Psychology

EPS 024: Introduction to Guidance and Counselling

EPS 025: Personal and Social Counselling

EPS 026: Child and Adolescent Development

EPS 027: Adult Development and Aging

EPS 028: Behaviour Modification

EPS 029: Theories of Career Development

EPS 030: Group Counselling

EPS 031: Fundamentals of Communication in Guidance and Counselling

EPS 032: Drugs and Substance Abuse

EPS 033: Ethics in Counselling

EPS 034: Assessment and Evaluation in Counselling

EPS 035: Field Practicum

EPS 036: Project

DIPLOMA IN CLINICAL AND CHILD NEUROPSYCHOLOGY

Entry Requirements

Applicants with the following qualifications shall be eligible for admission to the Clinical Child

Neuropsychology programme:

i. Mean grade of C (Plain) at KCSE or Div III at KCE or at least (1) one Principal and (1)

one Subsidiary in KACE OR Mean grade of C- (Minus) at KCSE or equivalent with P1

certificate and at least two (2) years experience.

ii. Applicants with at least grade C (plain) or Credit 6 in English, Biology, Chemistry and

Mathematics at KCSE and KCE respectively will have an added advantage.

Mode and Duration of the Programme

The programme will be offered by full-time mode initially, with a provision for part-time mode

later.

The minimum duration of the programme will be 18 months, commencing

Examination

The course will be evaluated through sit in continuous assessment tests, take away assignments

and examination. The sit in CATs accounts for 30%. The university examination accounts for

70%. Total score is 100%. Pass mark is 40%

Certification:

Diploma in Child and Clinical Neuropsychology

Unit Code and Title

EPS 042: Introduction to Developmental Neuropsychology

EPS 043: Anatomical Organization of the Nervous System

EPS 044: Gross Structure and function of the Nervous System

EPS 045: Etiology, Function and Significance of the Nervous System-Clinical Seminar 1

EPS 046: Issues in Developmental Neuropsychology

EPS 047: Classification of Disorders

Second Semester Course Units

EPS 048: Disorders of Development and Their Consequences

EPS 049: Neurobehavioral and Diagnostic Issues

EPS 050: Disturbances of Function

EPS 051: Introduction to Research Methods

EPS 052: Theory and Practice in Neuropsychological Assessment

EPS 053: Introduction to Pediatric Neuropsychology

Year 2

EPS 054: Assessment of Learning Difficulties

EPS 055: Assessment Process

EPS 056: The NEPSY Test

EPS 057: Learning Disorders, Remediation and Education

EPS 058: Practicum (One Unit)

BACHELOR OF EDUCATION

Mode of Study

The undergraduate educational psychology units are offered in the regular, Institutional Based

and Open and Distant learning and the eLearning platform modes of study.

Entry Requirements

Kenyatta University undergraduate entry requirements for the school of education apply.

S Ed

Course Duration

Kenyatta University, Bachelor of Education duration of study shall apply

Evaluation

The course will be evaluated as follows: A minimum of two CATs scored out of 30% and the

main University examinations scored out of 70%. Total score shall be 100%. Grading will be

done as follows: 70% and above (A); 60-69% (B); 50-59% (C); 40-49% (D); Below 40% (Fail)

Bachelor of Education

Level 100

EPS 100: Introduction to Psychology

Level 200

EPS 200: Developmental Psychology

EPS 201: Psychology of Learning

Level 400

EPS 400: Educational Measurement and Evaluation

POST-GRADUATE DIPLOMA IN EDUCATION

Mode of Study

The undergraduate educational psychology units are offered in the regular, Institutional Based

and Open and Distant learning and the eLearning platform modes of study.

Entry Requirements

Kenyatta University undergraduate entry requirements for the school of education apply.

Course Duration

Kenyatta University, Bachelor of Education duration of study shall apply

Evaluation

The course will be evaluated as follows:

A minimum of two CATs scored out of 30% and the University examinations scored out of 70%.

Total score shall be 100%. Grading will be as follows:

Grading will be done as follows: 70% and above (A); 60-69% (B); 50-59% (C); 40-49% (D); Below

40% (Fail)

Course Structure (The department to advice students on unit requirement)

MASTER OF EDUCATION (EDUCATIONAL PSYCHOLOGY)

Entry Requirements

The common regulations for all Master’s Degrees in the University shall apply. The general

regulations for all Master’s Degree in the School of Education shall apply. The following shall be

eligible for registration for M.Ed. in the Department:

i. A holder of Bachelor of Education Degree in related field, with at least Second Class

Honours (Upper Division) or equivalent from Kenyatta University or any recognized

institution.

ii. Those with Second Class (Lower Division) may be considered on condition that they

have Grade “C” and above in units relevant to their areas of specialization.

iii. A holder of Bachelor degree with postgraduate diploma in education from Kenyatta

University or any other recognized university.

Examination

The course will be evaluated as follows: A minimum of two CATs scored out of 30% and the

University examinations scored out of 70%. Total score shall be 100%. Grading will be done as

follows: 70% and above (A); 60-69% (B); 50-59% (C); Below 50% (D) - fail)

Certification:

Master of Education (Educational Psychology)

Unit Codes and Title

ECC 802: Educational Statistics

EPS 800: Child Development

EPS 801: Human Learning and Classroom Processes

EPS 802: Educational Measurement

EPS 803: Psychological Testing

EPS 804: Guidance and Counselling In Education

EPS 806: Computer Applications in Behavioural Statistics

EPS 807: Group Dynamics

EPS 808: Adolescent Psychology

EPS 809: Personality Dynamics and Behavioural Adjustments

EPS 810: Cognitive Processes

EPS 811: Theories of Child Development

EPS 813: Thesis-8 Units

MASTER OF EDUCATION (GUIDANCE AND COUNSELLING)

Entry Requirement

i. Kenyatta University regulations for Masters Degree shall apply.

ii. A holder of Bachelor of Education Degree in related field, with at least Second Class

Honours (Upper Division) or equivalent from Kenyatta University or any recognized

institution.

iii. Those with Second Class (Lower Division) may be considered on condition that they

have Grade “C” and above in units relevant to their areas of specialization.

iv. A holder of Bachelor’s degree with postgraduate diploma in education from Kenyatta

University or any other recognized university.

Examination

The course will be evaluated as follows: A minimum of two CATs scored out of 30%. University

examinations scored out of 70%, 70%-100% (A) 60%-69% (B) 50% -59% (C), below 50% (fail)

Unit Code and Title

ECC 800: Research Methods in Education

ECC 802: Educational Statistics

APS 805: Theories of CounsellingS Ed

APS 808: Marital and Family Therapy

APS 813: Addiction Counselling and Psychotherapy

APS 814: Loss and Grief Counselling

EPS 813: Thesis (8) Units

EPS 823 Project (4) Units

EPS 824: Practicum Report

EPS 825: Guidance Practice in Schools

EPS 827: Theories of Personality

EPS 828: Counselling Practicum

EPS 830: Theories of Career Development

EPS 831: Abnormal Psychology

EPS 837: Organizational/Industrial Psychology

EPS 839: Human Sexuality

EPS 843: Counselling Supervision

DOCTOR OF PHILOSOPHY

Entry Requirements

In order to qualify for admission for the Doctor of Philosophy degree in Educational Psychology

of Kenyatta University, the candidates must meet the following academic and professional

requirements. The common regulations for the Doctor of Philosophy degree of Kenyatta University.

The common regulations for the degree of Doctor of Philosophy in the school of Education.

Meet the following departmental requirements:

i. Be holder of a Masters of Education degree of Kenyatta University or its equivalent

from other recognized institutions of higher learning

ii. Must have covered at-least five (5) Units at Med level in the area of specialization with a

B and above or equivalent grade.

iii. Must show ability to undertake academic research in the area of specialization.

Programme duration

The course will take four years

Examination Regulations

All courses shall be examined at the end of the semester in which they are taken. The examination

shall consist of University examination, which will constitute 50 percent and continuous

assessment, which shall constitute 50 percent. The pass mark shall be set at 50 percent. Student

who fails to satisfy the board of examiners in one or two units in any one semester shall be allowed

to take a supplementary examination in the failed unit. Students who fail in more than two units

in any one semester shall be discontinued.

All students will be required to sit for oral comprehensive examination at the end of the trimester

in order to qualify for doctoral degree candidacy.

Grading system

70 %– 100 %( A) Distinction, 60%-69% (B) Credit, 50% – 59 %( C) Pass, Below 50(D) Fail

Certification: Doctor of Philosophy (Educational Psychology)

Unit Codes and Titles

EPS 900: Statistics and Computer Applications

EPS 901: Educational Psychology

EPS 902: Research Methods

EPS 903: Developmental Psychology

EPS 905: Educational Tests and Measurement

EPS 906: Scientific Writing and Publication in Educational Psychology

EPS 907: Human Learning

EPS 908: Mental Health and Learning

EPS 909: Theories of Guidance and Counselling

EPS 910: Moral and Ethical Controversies in Human Life Span

EPS 912: Educational Guidance and Counselling

EPS 913: Cognitive Psychology

EPS 915: Social Psychology of Education

EPS 916: Thesis

News & Events

Department of Educational Psychology’s Write-up for the 46th Graduation Ceremony Tribune

The mission of the Department of Educational Psychology is to empower educational psychology practitioners with critical skills in the evaluation, analysis and application of current research, theory and practices in Psychology and Education.

As part of its mission, the department has mounted the Diploma course in Child Neuropsychology, Master of Educational Psychology, Master of Guidance and Counselling and a PhD course in Educational Psychology. The courses are very marketable as graduates find positions in educational practice, institutional management and academia. The department is in cognisanze of the need for high standards in its content and as such a comprehensive curriculum review of its courses was done on the last week of May 2019.

Since the 1st February 2019 Dr David Kariuki has been the Department’s Chair, having taken over from Dr Peter Mwaura who had completed his term. The Department has 23 members of staff who in addition to teaching provide services in the various departmental committees. One of the most vibrant is the Postgraduate Committee which oversees the processing of masters and doctoral student research and project activities. Part of the preparations includes departmental proposal presentations and postgraduate capacity-development seminars. On 22nd February 2019 the committee mounted a successful seminar that was attended by over 70 students where they were taken through writing chapter three and chapter four of the thesis. The committee has done a sterling job as evidenced during the previous (46th ) graduation 4 PhD and 2 Masters ‘wore gowns’ at that occasion.

The department has a vibrant Welfare Committee that comprises both teaching and non-teaching staff. This has facilitated occasions where members condole, celebrate, bond, bid farewell and share together as we go through life. One of the most recent welfare occasion was the induction into grand-motherhood of a member of teaching staff where a lot of dancing, feasting and prayers were done. The other was a joint graduation party held on 23rd August 2019 that was hosted by new Drs Susan Ngunu and Mawang’ and attended by all members of the department.

Members of the department have been active in research, exchanges and linkages. A case in point is a fruitful partnership with Kuntztown University in the United States that has mainly facilitated the acquisition of books and other publications for the Departmental Resource Centre. The Department is actively negotiating new partnerships with other stakeholders in other foreign universities and non-governmental institutions providing psychological services. Some of the negotiations is being done departmental staff who have been involved in academic exchanges outside the country. The Department has also initiated a bi-weekly seminar dubbed “brown-bag” for the presentation of academic papers by members of staff as well as invited guests. The first brown-bag was held on Friday 17th May 2019 and featured a quest speaker Mr Timothy Cho. The Department also initiated a successful outreach activity where in collaboration with an NGO World Hope, was able to conduct a 12 day workshop 12th – 24th August 2019) for untrained teachers from primary schools in Nairobi’s Korogoch slum.

The Department’s major contribution to the university is teaching core undergraduate units (Introduction to Psychology, Developmental Psychology, Psychology of Learning and Educational Statistics and Evaluation) in the Bachelor of Education degree course. As we congratulate the grandaunts in this area, we urge them to consider furthering their studies with us.

   

Members of Staff with the external examinaer

Curriculum review May 2019

   

Curriculum review May 2019

New Chair of the Department Dr David Kariuki

   

Mealtime during the February 2019 postgraduate seminar

The February 2019 postgraduate seminar

   

Brownbag session May 2019

Counseling high school students May 2019

 

Last Updated on Thursday, 02 April 2015 09:14

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