COURSE CODE: EDU 711

COURSE TITLE: FOUNDATIONS OF EDUCATION

MODULE 1
UNIT 1: PHILOSOPHY OF EDUCATION

MEANING OF PHILOSOPHY
The word philosophy is derived from the Greek words philia (Loving) and sophia (Wisdom)
and means" the love of wisdom".
Philosophy is a method of reflective thinking and reasoned inquiry. It involves the attempt
to think through one's problems and to face all the facts involved.

Modes of Philosophy
Speculative Philosophy
Speculative philosophy is a way of thinking systematically about everything that exists.
Prescriptive Philosophy
Prescriptive philosophy seeks to establish standards for assessing values, judging
conduct and appraising art. It examines what we mean by good and bad, right and wrong,
beautiful and ugly.
Analytic Philosophy
Analytic philosophy focuses on words and meanings. The analytic philosopher examines
such notions as 'course', 'mind', 'academic freedom', 'equality of opportunity' etc., in order
to assess the different meanings they carry in different contexts.

The Relevance of Philosophy of Education

1. It encourages critical examination of issues and justification for actions.
2. It equips teachers with the ideas required for educational reforms and considers those
changes to be based on the analysis of current practices in education in line with the
values of the society.
3. Educational philosophy tends to provide an insight of what education is and the role
education should perform at the various stages of growth and for what category of
learners.
4. It gives more weight to the validity or soundness of arguments than to the authority of
the person arguing a case, thereby disregarding prejudice and personal interests.
5. It has an humbling effect, in other words, it compels one to keep an open mind on
evidence/findings that may render ones previous opinion less valuable.

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UNIT 2 EQUALITY OF EDUCATIONAL OPPORTUNITY
Interpretations of the Phrase "Equality of Educational Opportunity"
The first interpretation presupposes that each individual should receive an equal share of
educational resources irrespective of potential ability.
The second interpretation is to treat all those children of the same measured ability in the
same way irrespective of environmental factors.
The third interpretation focuses on positive discrimination in favour of educationally
underprivileged children, with the sole aim, to remedy the educational lag of
disadvantaged children.
Factors Responsible for Inequality of Educational Opportunity
Among the numerous factors responsible for inequality of educational opportunity are:
family background, poor or rich, educated or otherwise, underaged children, intellectual
ability, poor health and unfavourable environment.

Efforts made to Bridge the Gap between Northern and Souther Nigeria
Both state and the federal governments have developed strategies on how to achieve
equal opportunity in education. Among the strategies are:
Bursaries and scholarships award. Students are enticed by bursaries and scholarship
awards in order to cope well in their studies.
With the current UBE initiative, many citizens would benefit from the programme thus
reducing in- equality of educational opportunity among citizens.
Many schools in the rural areas are now acquiring a new look. Some dilapidated
structures were reactivated and many UBE blocks were constructed.
The average age for primary one is fixed at six years, parents should observe the age limit.

UNIT 3 PSYCHOLOGY OF EDUCATION

Meaning of Psychology
Psychology was defined as a "science of behaviour" which can be observed, verified,
measured and studied in a systematic manner-in fact, in a scientific way.
Psychology thus, can be simply defined as a study of individuals behaviour which consist
of overt actions that are as a result of his response to stimuli.

Branches of Psychology
Psychology is sub-divided in various branches:
i) General psychology
ii) Human psychology
iii) Animal psychology
iv) Genetic psychology
v) Developmental psychology
vi) Educational psychology
vii) Abnormal psychology
viii) Social psychology
ix) Experimental psychology
x) Physiological psychology
xi) Industrial psychology
xii) Military psychology

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3.3 Educational Psychology and its Scope
This is a branch of psychology, which deals with the application of psychological theories
(findings) into the field of education.
The scope of educational psychology includes the followings:
1. Learner: His developmental characteristics, individual differences, intelligence,
personality and mental health.
2. Learning process: Theories of learning, motivation of learning, factors affecting
learning; diagnosis of learning problems, etc.
3. Evaluation: Evaluation of learning outcomes, and are of statistical methods in
conducting research related to practice and theory of education.

Contribution to Practice of Education

This include the following:
 Curriculum planning.
 Classroom management.
 Using teaching aids/materials.
 Time-tabling.
 Schools administration.

UNIT 4 INTRODUCTION TO LEARNING THEORIES

Definition of learning
Learning is a psychological process that refers to any change of behaviour that is
relatively permanent and could be attributed to a result of some particular experience,
observation or training.

Types of Learning
1. Classroom learning
2. Social learning
3. Incidental learning .
4. Problem solving learning .
5. Verbal learning
6. Skill learning
Theories of Learning
A theory refers to any systematic or coherent set of ideas, principles or laws proposed to
further our understanding, control and prediction of natural phenomena.
Learning theories can be broadly classified into two categories.
1. S -R Theories (behaviours) Associations/ConnectionistsSome examples of learning
theories include the following:
i. Pavlov's conditioning theory of learning
ii. Thorndike's theory of learning
iii. Skinner's theory of learning
iv. Watson's theory of learning
v. Guthrie's theory of learning
vi. Hall's theory of learning
2. Cognitive field theories: Some examples of theories under this category include:
a. Gestalt's theory of learning

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 b. Field's theory of learning (Kurt Levin)
c. Tolman's sign

Principles of Learning
Pavlov's theory of learning
The following are the learning principles Pavlov gave after his experiments with dogs.
i) Reinforcement -repeated presentation of food (reinforcement) made the animal to
repeat behaviour (salivation). Discontinued presentation of reinforcer (food) made
behaviour to disappear.
ii) Extinguish -this is the animal's inability to repeat (forget) learned behaviour due to
lack of reinforcement.
iii) Stimulus Generalisation -Pavlov observed that his dog which learnt to salivate at the
sound of the bell, salivated on learning another similar sound (e.g. buzzer or whistle).
Learning process in human beings hold to this principle.
iv) Stimulus discrimination -Pavlov observed that his dog salivated in the presence of a
small red bell rather than other bells. Thus the ability to discriminate the small red
bell from the other bells is pertinent and occurs through discrimination.

Thorndike's principles of learning

The following forms the tenets of learning deduced from Thorndike's experimentation
with rats.
i. Law of effect.
ii. Law of exercise (practice).
iii. Law of readiness.
iv. Law of intensity
v. Law of recency.'
vi. Law of multiple responses.

Application
The above principles can be wisely applied into classroom teaching/learning processes.
The following recommendations are given.
i. More opportunities should be given to learners to use and repeat (practice) the
knowledge they acquired in the classroom.
ii. To strengthen learning, a room should be given for re-learning of the learnt materials.
iii. Assignments, exercise and drills should be given after each instruction.
iv. Adequate teaching materials need to be employed in classroom instruction.
v. Pupils/students should be rewarded after making correct responses during teacher-
learner interactions.
vi. vi. Readiness factors: motivations, experience relevance of materials and personal
adjustment of learners should be adequately taken care of before instructions are
designed.

UNIT 5 READINESS TO LEARNING

The term readiness is defined as a "state of body, mind and feeling produced by a
combination of growth (maturation) and experience which implies fitness and ability to
embark on some new task." Simply put, readiness is the levels of preparedness of a
learner that enables him to learn new tasks.
Factors that determine readiness to learn:

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i. Maturation -This refers to the sort of growth and development that occurs mostly
independent of any effort to promote it.
ii. Experience: Experience here is simply defined as previous learning or entry
behaviour. Entry behaviour refers to the knowledge, skills etc, a learner is supposed
to possess before learning a new task.
iii. Relevance of Materials and Methods of Instruction: A learner may be capable (i.e.
matured) and may possess the experience needed but may fail to learn if the
materials to be learnt are not suitable or relevant. This holds true if the methods of
instruction are not relevant.
iv. Other factors: Some other factors of importance include level of motivation, positive
attitude and learners' personal adjustment.

Building Readiness
(i) Providing pre-school experiences: Pre-school experiences include those skills
needed by a child before formal schooling system. They are needed by all children if
they are to adapt to the demand of school. They include:
 Writing, painting, counting, use of vocabulary etc.
 Social skills such as sharing, cooperation, competition, group work, following
rules and regulations.
 Others: pictures study, book study etc.
(ii) Providing Readiness programmes in Schools: Children in school who show lack of
readiness in school tasks should be identified. Diagnostic tests and other
procedures should be used to identify such children.
(iii) Building Self-Confidence: Psychologists have emphasised that positive attitude to
oneself (i.e. positive self-concept) is a very important factor that determines one's
readiness to learn. Therefore, teachers should strive hard to build self-confidence
through the following:
 Frequent praise by teachers
 Giving room for competition
 Giving student's responsibilities
 Individual counselling.

UNIT 6 MOTIVATION AND ITS RELATION TO LEARNING

What is Motivation?
Motivation is the force or condition within the organism that impels it to act or respond.
Another definition claims that motivation refers to the biological, social and learned
factors that initiate, sustain and stop goal-directed behavioul:

Types of Motivation
i) Extrinsic Motivation: These include those forces outside an individual that regulates
his behaviour. The energising motive is something external to the individual (e.g.
food, water etc.),
ii) Intrinsic Motivation: These include forces within the individual. It has nothing to do
with the external world. It is a sort of motivation that comes as a result of an inherent
feeling of self satisfaction as one participates in learning activity.
iii) Achievement Motivation: This refers to the motivation for achievement in the school,

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 place of work, profession etc. It implies the craving for accomplishment, conquest,
competence etc.

Theories of Motivation
There are numerous theories of motivation. Some of these are briefly stated as follows:
1. Hedonistic Theory: Those who subscribe to this theory are of the view that human
actions are mainly triggered by a desire for pleasure and the avoidance of pain.
2. Physiological Equilibrium Theory: This theory holds that human beings are
supposedly constituted by a balanced state of physiology. This balanced state is
called "Homeostasis".
3. Reduction Theory: This theory postulates that human beings act in order to reduce
drive. A drive is a state of tension which occurs whenever a need (want or deficiency)
exists.
4. Cybernetic Theory: This theory sees motivation as being intrinsically attached to
human activity. The theory claims that motivational force flows from within the
individual rather than being a result of pursuing outside incentives.
5. Conditioning Theory: This theory sees motivation purely in terms of antecedent
factors or consequence of behaviour. Human- beings act in anticipating positive
consequences of their actions.
6. Maslow's Growth Theory: This theory views motivation as a growth process moving
from a lower to higher level. All human activities are motivated by the desire to pass
through what he calls the hierarchy of motives.

Motivating students for better learning.

 Make your lesson interesting and appealing.
 Develop a state of need in the students by exposing them to the objectives of the
lesson.
 Structure your learning situation and material in a way that allows success in earlier
steps, reinforce later steps.
 Provide adequate feed back to students on a continuous basis.
 Make judicious use of incentives. Evolve a token economy system. Develop an
atmosphere for healthy competition among students.
 Make all learning meaningful and relevant to the experiences of the students.
 Develop curiosity by widening the experiential horizon of the students. Make all
learning pleasant, desirable and worthwhile.
 Develop positive attitude and intentions toward learning in students.

UNIT 7 TRANSFER OF LEARNING

Meaning of Transfer of Learning

Transfer of learning is said to occur whenever a previous learning has some effects on
the learning of new responses. "The influence that learning one task may have on the
subsequent learning of another is called transfer of learning".
Forms of Transfer of Learning
1. Positive transfer: Positive transfer occurs when the previous performance (i.e.
experience) benefits the performance on the subsequent tasks.
2. Negative transfer: It occurs when the previous performance (experience) disrupts the

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 performance on the second task.
3. Zero transfer: This occurs when the previous performance (experience) has no effect
on the performance of the second task.

Conditions for Transfer of Learning

When the stimulus pairs are different but the responses are the same, the transfer effect
is positive. The greater the similarity between the stimuli in the two situations, the more
the positive transfer.
Advice to Teachers
The following suggestions should be followed to gain the maximum benefit of transfer of
learning.
 Learning in the classroom should be such that it results in a thorough mastery of
whatever is to be learned.
 The pupils should have experience with a wide range of problems that differ
somewhat from one another, this may function as training for flexibility.
 The teacher should emphasise principles and their application.
 Pupils must have the opportunity of participating in the use of the principles with a
variety of problem situations.
 Develop positive attitude and transfer consciousness in students.
 Make curriculum and teaching relevant to past and expected student experiences.
 Pay special attention to aspects that will facilitate positive transfer in your teaching.

MODULE 2 HISTORICAL AND SOCIOLOGICAL PERSPECTIVES

UNIT 1 CONCEPT AND NATURE OF EDUCATION

The Concept of Education
The term education is elusive. It is simply difficult to say what education is but rather,
simpler definition has been given by UNESCO.
They viewed education as "Organised and sustained instruction designed to
communicate a combination of knowledge, skills and understanding valuable for all the
activities of life".

Education as a Process
Education is a process whereby the immature members of a group or society are brought
to maturity through the influence of the environment.

Education as a Product
Education as a product is the sum total of a man's experiences. Through the process of
education, we learn. 'his learning may be simply cognitive, as when we acquire ordinary
knowledge; that is when we simply now.
The following characteristics make formal education unique.
1. It is strictly controlled.
2. It is curriculum-oriented.
3. It is evaluation and or examination oriented.
4. It requires regular financing.
5. It involves professionally qualified staff.

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Types of Education
1. Traditional: Traditional education is the indigenous, ancient or old education in any
society, which is aft old as the society itself. Through this system of education,
attitudes, the beliefs, the morals, the customs, the traditions etc., of the society are
passed from one generation to the other.
2. Muslim Education: Simply put Muslim education system comprises the Quranic
schools, the 11m; and the Madrash schools, which are aimed at exposing the learner
(man or woman) baby boy or girl to the divine words of God to nable him/her recite
portions of the Quran during regular prayers and other religious duties of Islam; to
repare the learner for useful living as a committed and practising Muslims in later life:
to achieve moral and piritual excellence in life.

Higher Education
The education as incorporated in the National Policy on Education encompasses post-
secondary section of the national educational system which is given in Universities,
Polytechnics and Colleges of Technology including such courses as are given by the
Colleges of Education, the Advanced Teacher Training Colleges, Correspondence
Colleges and such institutions as may be allied to them.

UBE
UBE is another abbreviation that stands for yet another laudable Education programme
tagged Universal Basic Education. The programme was launched in Sokoto State by the
Nigerian Civilian
President -Chief Olusegun Obasanjo, in yet another bid to come up with a programme that
will be universal- throughout the country so as to extend the fruits of education to all
nooks and crannies of the Nigerian nation.

The Status Of Teachers -An Overview.

Historically, the teaching profession was of noble origin. A very long time ago, teachers
were regarded as top members of the social strata.
The knowledge they possessed enabled them to be regarded as such. History has it that
teachers had been at the services of kings and rulers of ancient kingdoms in Greek, Asia
and Europe. The service they rendered as transmitters of knowledge made them noble. In
old Greece, Spartan and Athenian societies, teachers were employed not only to teach the
royals, but also to offer military and political advice. By then teachers were handled with
care.
The teacher at the beginning of the Nigerian educational system was also of noble origin.
When the British introduced the formal educational system in what is today Nigeria
through the missionaries, the then teachers were of high status. With the self-government,
teachers continued to enjoy the pride their predecessors had in the ancient times during
colonialism.
Factors Responsible for the Falling Status of Teaching.
 Number of teachers compared with other professions in Nigeria is very large
 Recruitment of teachers indiscriminately to meet the teachers requirement of the UPE
scheme .The coming into teaching profession of many unqualified teachers .Lack of
strong unionism to press for improved teacher's status
 Poor salary for teachers as a result of governmental policies and large number of

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 employed teachers .Teacher themselves have a poor self-image of themselves
.Deplorable conditions of service
 Poor performance of teachers as a result of some of the factors stated above.
1. Read (a) and (b) and judge them TRUE or FALSE
a) History has it that teachers did not enjoy any pride in ancient kingdoms.
b) The teaching profession has always had a noble origin.
c) Think of possible solutions to the problems being faced by teachers and how the
situation can be improved upon.

Education and Society

In changing society, there is always some divergence between what the society is and
what it wants to be, between its practice and its ideals.
Thus the educational system, being part of the culture has two supplementary functions
1. To be a mirror that reflects the society as it is, and;
2. To be an agent of social change and a force directed toward implementing the ideals
of society.

The School
According to Marx Webster, School is an organisation with an administrative structure,
characterised by a high degree of specialisation.

The Community
A community simply defined, is the group of people living in one place, district or country
considered as a whole'. (Oxford Dictionary).

Religious Organisations
These are organisations that serve as agencies of education. They have among their
numerous activities provision of programmes of instructing for young people, some want
to perpetuate the beliefs of their groups.

Social Class and Educational Opportunities

The term social class refers to "a collection of men (and women) who share basically the
same position in the allocative scheme or more or less endogamous stratum consisting
of families of about equal prestige who are or would be acceptable to one another, for
social interaction that is culturally regarded as more for less symbolic of equality".
Class is an aggregate of stratum of people socially bunched together by some prior
determined criteria in a given community or society.
The basic unit of a class is the family, that is to say, class membership is a family not an
individual status; for a class is a conglomeration of group of families of equal standing.
Stratification
Stratification may be referred to as any classification based on individual or group
differences.
Stratification in society arises from two main factors namely the fact that
(a) many good things in life are scarce and not easily accessible by all and sundry e.g.
education, good food etc., and
(b) those who are able to get these things do so essenti~lly by virtue of individual and
group differences and certain qualities which they posse such as intelligence, wealth,
high income, high honour and other social endowments.

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Social Mobility
The term social mobility refers to the movement of an individual from one position to
another in the social structure.
Parents Social Status
There is a plethora of evidence to suggest that social class positions influence education
in many ways, but in particular, who goes to school, one's achievement in school and for
how long one remains in the system. Whatever conclusions are arrived at, there is no
doubt about the positive influence of parents social class on the education of their
children, they eat the best food, they sleep in the best house, they are exposed to the best
modem materials and even attend the best schools.
Culture
Culture simply means civilisation and a cultured man is synonymous with a civilised man.
In a related development, culture is viewed as "that complex whole which include
knowledge, beliefs, arts, morals, laws, customs and any other capabilities acquired by
man as a member of society.
Classification of Culture
(1) Speech, which includes language, writing system, e.g. we can distinguish between
Arabic, the Chinese and the Greek system of writing.
(2) Material traits, which includes food habits, shelter, transportation, dress, utensils and
tools, weapons, occupations and industries. ~
(3) Mythology and scientific knowledge.
(4) Religious practices, which include ritualistic forms, treatment of the sick, care of the
dead.
(5) Family and social practices which includes forms of marriage, method of reckoning
relationships, inher- itance, social control, sports and games.
(6) Governrnent,judicial and political forms. (7) Welfare.
Environmental Factors
If environment suggests the physical setting of the society or community in which one
lives, it is, therefore, no doubt that, that environment can affect the learning of children in
schools because this physical setting varies enormously from class to class. One has
only to consider the housing typical of lower class families in rural areas as compared
with that of the middle class family in a house in a sub-urban community or bigger
houses in the cities.
The Physical Agents of Environment
When a child is born, the toys and other hardwares, which are given to him, are physical in
nature. He can touch, manipulate, dismantle and assemble them as he pleases. During all
these processes, the child learns a' lot of things. As the child grows up, he comes into
contact with looks; television sets, learning aids and equipment. All these physical
facilities enable the child to learn faster and carry out many functions.
The physical elements of the environment which influence the child includes his clothes,
shoes, ornaments, types j of dwelling, furniture and the urban infrastructures. As
mentioned above, a child who comes from a slum, for j instance, will behave differently
from one who comes from a sub-urban setting. This is the effect of environment. A child
who has been exposed to a lot of learning equipment and audio-visual aids will have a
more improved perception than the one who has none of such facilities.
Children in the urban areas are exposed to modem facilities for learning, their
environmental quality is a model and that automatically should have a positive influence
over their education.

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 S4

NATIONAL OPEN UNIVERSITY OF NIGERIA Plot 91, Cadastral Zone,

Nnamdi Azikiwe Express Way, Jabi, Abuja Faculty of Education
COURSE CODE: EDU711 (2 CREDIT UNITS)
COURSE TITLE: INTRODUCTION TO FOUNDATIONS OF EDUCATION
INSTRUCTIONS: ATTEMPT QUESTION ONE AND ANY OTHER 2.
TIME ALLOWED: 2 HOURS

1a. Explain in details the speculative nature of educational philosophy. 10marks.

1b. Your students have a misconception about the course Philosophy of Education. Justify the
relevance of the course to teaching profession. 10marks.

1c. As a classroom teacher, explain the strategies that you will employ to motivate your students
to learn.10marks

2a. Distinguish clearly between analytic philosophy and prescriptive philosophy. 10marks.

2b. Suggest 5 (Five) applications of the learning principles that teachers can wisely apply
into classroom teaching/learning processes. 10marks
3a. Discuss how readiness can be built for effective teaching and learning. 10 marks

3b. Explain the strategies that teachers should adopt to ensure students enjoy maximum benefit
of transfer of learning in classroom situations. 10 marks

4a.Give a concise meaning of motivation and explain any two types of motivation in detail. 10
marks

4b. Discuss 5 (Five) characteristics that distinguish formal education from informal and non-
formal types of education. 10 marks
 S1

NATIONAL OPEN UNIVERSITY OF NIGERIA

Plot 91, Cadastral Zone, Nnamdi Azikwe Express Way, Jabi, Abuja
Faculty of Education
2020_1 Semester

COURSE CODE: EDU711 (2 CREDIT UNITS)

COURSE TITLE: Foundations of Education
INSTRUCTIONS: Attempt questions one and any other 2.
TIME ALLOWED: 2 HOURS

1a. Some students have a misconception about the course Philosophy of Education. Explain
briefly to them the relevance of the course to teachers. 10marks
1b. What are the contributions of Educational Psychology to the practice of Education?
10marks
1c. How would you motivate your students to learn properly? 10marks

2a. Discuss four (4) major principles of Pavlov theories of learning within class situation.
10marks
2b. Enumerate the Readiness factors among students. 10marks

3a. Write short note on each of the following principles of learning: 12marks
(i) Law of Effect
(ii) Law of Exercise
(iii) Law of Readiness
3b. Discuss the classroom implications of the principles in 3a above (8marks).

4. Discuss any 5 theories of motivation. 20marks.

 National Open University of Nigeria
Plot 91, Cadastral Zone, Nnamdi Azikwe Express Way, Jabi- Abuja

Faculty of Education 1234

2021_1 Examination
PROGRAMME: PGDE
COURSE CODE: EDU 711
COURSE TITLE: INTRODUCTION TO FOUNDATIONS OF EDUCATION
CREDIT UNIT: 2
TIME ALLOWED: 2 HRS

INSTRUCTIONS: ANSWER THREE QUESTIONS IN ALL. QUESTION ONE IS

COMPULSORY

1a) Explain what differentiates Educational Philosophy from other disciplines. 10 marks.
1b. Explain briefly the relationship of philosophy to teachers` programme from your own
perception. 10 marks.
1c. Explain (5) ways you can systematically motivate your student your students to learn. 10
marks

2a) What is motivation, explain two types of it in detail. 10 marks.

b) Distinguish with at least 5 points between formal education, informal and non-formal types of
education. 10 marks

3a) What differentiates analytic philosophy from prescriptive philosophy. 10marks.

b) Proffer 5 applications of the learning principles that can be wisely applied in
teaching/learning challenging processes. 10 marks

4a) Justify the effectiveness of readiness teaching and learning situation. 10 marks
b) Discuss the strategies that teachers should adopted to ensure students enjoy maximum benefit
of transfer of learning in classroom situations. 10 marks
 S4

NATIONAL OPEN UNIVERSITY OF NIGERIA Plot 91, Cadastral Zone,

Nnamdi Azikiwe Express Way, Jabi, Abuja Faculty of Education
COURSE CODE: EDU711 (2 CREDIT UNITS)
COURSE TITLE: INTRODUCTION TO FOUNDATIONS OF EDUCATION
INSTRUCTIONS: ATTEMPT QUESTION ONE AND ANY OTHER 2.
TIME ALLOWED: 2 HOURS

1a. Explain in details the speculative nature of educational philosophy. 10marks.

1b. Your students have a misconception about the course Philosophy of Education. Justify the
relevance of the course to teaching profession. 10marks.

1c. As a classroom teacher, explain the strategies that you will employ to motivate your students
to learn.10marks

2a. Distinguish clearly between analytic philosophy and prescriptive philosophy. 10marks.

2b. Suggest 5 (Five) applications of the learning principles that teachers can wisely apply
into classroom teaching/learning processes. 10marks
3a. Discuss how readiness can be built for effective teaching and learning. 10 marks

3b. Explain the strategies that teachers should adopt to ensure students enjoy maximum benefit
of transfer of learning in classroom situations. 10 marks

4a.Give a concise meaning of motivation and explain any two types of motivation in detail. 10
marks

4b. Discuss 5 (Five) characteristics that distinguish formal education from informal and non-
formal types of education. 10 marks
 S1

NATIONAL OPEN UNIVERSITY OF NIGERIA

Plot 91, Cadastral Zone, Nnamdi Azikwe Express Way, Jabi, Abuja
Faculty of Education
2020_1 Semester

COURSE CODE: EDU711 (2 CREDIT UNITS)

COURSE TITLE: Foundations of Education
INSTRUCTIONS: Attempt questions one and any other 2.
TIME ALLOWED: 2 HOURS

1a. Some students have a misconception about the course Philosophy of Education. Explain
briefly to them the relevance of the course to teachers. 10marks
1b. What are the contributions of Educational Psychology to the practice of Education?
10marks
1c. How would you motivate your students to learn properly? 10marks

2a. Discuss four (4) major principles of Pavlov theories of learning within class situation.
10marks
2b. Enumerate the Readiness factors among students. 10marks

3a. Write short note on each of the following principles of learning: 12marks
(i) Law of Effect
(ii) Law of Exercise
(iii) Law of Readiness
3b. Discuss the classroom implications of the principles in 3a above (8marks).

4. Discuss any 5 theories of motivation. 20marks.