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Developmental psychology is a diverse and very rich
field in educational psycl~ology.ASa field, it deals with the
processes, issues, and problems associated with getting
conceived, developing in the womb, being born, and
growing up hun~an.It is concerned with the chronological
unfolding of the mrious aspects of the child's development,
nan~elyphysical, motor, intellectual, emotional, social,
language, moral development, and so on. This explains why
this book is titled: Developnzentlrl Psychology m d Edzacrrfion:
Theories, Issues and Trends. The objectiveof the book: Devclopmerz fa1 Ps~~chology and
Education: Theories, lssrres crnd Tre~7ds is to wrap-up the diverse
knowledge in developinental psychology in a manner that
presents sufficient material for undergraduate students and
at the same time stimulate interest c?f research students of
The deteriorating rate of moral standard is now a growing concern to 'the
Nigerian society. This concern is largely predicated in the seeming low
performance of certain societal institutions to the Moral development of
the Nigerian Youths. Thus. the problem of this study was to investigate
the extent to which PROJECT TIME (Project for teachers training in Moral
Education) has contributed to the Moral upliftment of the Nigerian Youth
between 19971 - 1996.
This study was designed to investigate the extent to which home
environmental factors such as family stability, preventing style, n ~mb e ro f
wires in the house, number of children in the family, socio-economic status of
the prevent on determine adjustment problems experience by schooling
adolescents in Benue State.
The study was guided by fiye (5) research questions and one (1)
hypothesis. The population for the study in made up of J.S.S-I1 and SS-It
adolescents how the 15 selected secondary'behplds in the state.
Four hundred (400) students both make god females from Urban and
Rural secondary schools, were selected for the study consisting of 154 as
males and 216 as females.
The instruments were for the study were house environment and
adjustment problem inventories. In analyzing the data, mean and standard
deviation were used. Multiple regression was under to test the null hypothesis
at 0.05 level of sufficient.
During the analysis, it was revealed that
Both male and female adolescents experienced high adjustment
problenis in connection with people and adjustment to school while
male adolescent have high adjustment problerns in family unity female
adolescents have family un~ty.
Both adolescents from Urban and Rural secondary school experienced
high adjustment problems in connection with people, adjustment to
school and in family unity.
That both JSS-II and SS-I1 adolescents experienced high adjustment
problems in connection with people, adjustment to school while JSS-II
adolescent experienced high adjustment problems to family uni.:y, SS-II
adolescent have moderate adjustment problems to family unity.
That both male adolescent from Urban and rural secondary school
experienced high adjustment problems in connection with people,
adjustment to school and in family unity.
That both female adolescents from urban and rural secondary schools
experienced high adjustment problems in connection with people and
adjustnient to school while both of then experienced moderate
adjustment problems in family unity.
The null hypothesis stated that there will be no significance connection
between adjustment problems experience by male and female
adolescents is accepted.
In 1965, the International Institute for Educational Planning (IIEP) embarked on a series of African case studies designed to shed light upon several major problems confronting educational planners in developing countries. These problems included the integration of educational and economic planning, the costing and financing of educational development, the supply of and demand for teachers, the effect of rapid expansion on the quality of education, the planning of adult education, the bearing of educational planning upon external aid, and the administrative aspects of planning, including implementation. The task was undertaken in three stages. The first involved the collection and analysis of documentation on three English-speaking countries, Nigeria, Tanzania and Uganda, and two French-speaking countries, Ivory Coast and Senegal, where the studies were to be undertaken, followed by the drafting and critical review of provisional reports. The second stage consisted of field investigations by staff members and expert consultants, lasting one to three months in each case. In several instances reports were prepared by experts on the scene in accordance with outlines jointly designed and agreed to. The last stage involved the drafting, criticism, revision and final editing of the reports for publication. Two senior staff members of the IIEP directed the studies in the English-speaking and French-speaking countries respectively, from initial design to find editing. Altogether, eighteen field studies were carried out with the help of officials and advisers of the countries concerned. To the extent possible, the same problem was examined on a similar basis in different countries so that it could later be subjected to comparative analysis. Although the IIEP intends later to synthesize certain of the studies in book form, it considers that most of the full original reports should be made available promptly in monograph form for training, operational and research purposes. It should be emphasized, however, that the intent of these reports is not to give advice to the countries studied but rather to extract from their experiences lessons which might prove useful to others and possibly to themselves.
IIEP African studies
While gratitude is expressed to the governments, organizations and many indi- viduals whose co-operation made these studies possible, and to the Ford Founda- tion and the French Government for their help in financing them, it is emphasized that responsibility for the facts, analyses and interpretations presented rests with the authors. In making the decision to publish these studies, neither Unesco nor the IIEP necessarily endorses the views expressed in them, but they feel that their content is worthy of open and free discussion
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