LAGOS STATE UNIVERSITY

DIRECTORATE OF SANDWICH DEGREE PROGRAMME

BIOLOGY EDUCATION COURSE GUIDE
PHILOSOPHY AND OBJECTIVES OF THE PROGRAMME
PHILOSOPHY
The philosophy of Biology Education is to produce highly efficient classroom teachers who
have all the skills of Biology and converse correctly, intelligently and fluently with Biology
Education. Biologist/Botanist or anyone who can explore living and non-living things in the
world. By this training, the so produced must be able to advance to his studies or succeed
in jobs which requre the use of biology content-wise pedagogically at higher studies. They
must be able to handle any aspect of Biology and Education. Minimum of twenty eight and
maximum of thirty four unit courses is to be undertake at each module.

VISION
The programme aims to become one of the most subscribed to programme in the
Faculty of Education that is aimed at developing competent and proficient Biology
teacher for the purpose of promoting Science and Technology in Nigeria.
MISSION
It has the mission of preparing high and skilled Biology educators/teachers and
Biology specialist who are equipped with technical know-how of Biology teaching
methodologies and Biology Curriculum development and pedagogy.
OBJECTIVES
In line with the above philosophy the objectives of Biology education programme
are to :
1. Enable Students to acquire the various concepts, principles, theories, laws and
conception schemes of their relevant subject –Biology.

2. Enable Students to acquire teaching and practical skills and other aspects of
methodology of teaching Biology.

3. Exposes Students to industrial application of Biology as asubject.

4. Help Students to become effective classroom teacher.

5. Acquire the ethics of teaching Biology as aprofession.

6. Become Professional science and in particular Biology teacher.

7. Disseminate information in Biology education to the society.

8. Develop necessary laboratory skills in Biology and,

9. Developpositive values and attitudes in their discharge of duty as Biology teachers.

ADMISSION REQUIREMENTS FOR COMPUTER SCIENCE EDUCATION
UTME
i. Five (5) ‘O’ Level credit passes in in SSCE/NECO/GCE including English Language,
Mathematics,Biology, Physics, and Chemistry
ii. Grade II teachers’ Certificate in related subjects
Direct Entry
iii. Three ‘A’ Level passes in Biology,Mathematics and Physics, or NCE passes at Merit
Level in Biology, Chemistry, or Physics and Mathematics.
iv. NCE technical with passes at Merit Level
v. LASU Foundation Graduates

Examination Malpractices
The department frowns seriously at any act of examination malpractice. The
penalty for examination malpractice is dismissal.
Approved Procedure for the Re-Assessment of Examination Scripts
The complainant will submit in writing an application for remarking to the Head of
Department clearly stating the reasons in writing and copy the Vice-Chancellor and
the Dean of the Faculty. Student will then pay a prescribed fee of N500.00 for a re-
assessment.
The Head of Department conducts a discrete investigation into the request and
takes one of the following actions:
i) Advises the students to drop the request if he finds no substance in it.
ii) Where a complainant is dissatisfied with the advice of the Head of
Department in (i) above, the following procedure will operate.
iii) The complainant pays the sum of five hundred naira (N500.00) to the
University
iv) Makes the request for remarking to the Dean of the Faculty through the Head
of Department clearly stating his/her reasons in writing
v) Depending on the prevailing circumstances, the remarking could be
undertaking by the Head of Department or any other Lecturer who could
make a professional judgment on the course being remarked and on the
Lecturer. The Dean, in consultation with the Head of Department or any other
 suitably qualified person, sends a sample representing the spread of the
grades in the course together with the questions and marking scheme to the
external examiner or any other expert in the subject who is not lower in rank
than the internal examiner. The decision of the external examiner shall be
final and the Dean shall report the outcome of the exercise to the Vice
Chancellor
Any disciplinary action that might arise from a request for re-marking shall be
treated according to existing regulations governing such matters.
Re-sit Examination
There shall be NO RESIT EXAMINATION in any course offered. However, students
may retake the course after they have attended lectures at the next available
opportunity.
STUDENTS RESPONSIBILITIES
It is the responsibility of each student to ensure the following:
(a) Prompt registration at the beginning of each semester
(b) Regular attendance at lectures
(c) Quick response to official calls
(d) Completion of all academic assignments
(e) Effective use of the library and studying at his/her convenience
(f) Close relationship with his/her level adviser
(g) Good preparations and success in all examinations
(h) Compliance with all rules and regulations of the university
(i) Eschews all acts that can lead to suspension or dismissal from the
university. Some of such serious acts are joining cult and examination
malpractice.
To this end, students should know that their success or failure depends on how
they are able to manage their resources and comport themselves in the university.
MODULE 1: BIOLOGY EDUCATION
S/N COURSE
COURSE COURSE
CODE COURSE TITLE
UNITS STATUS
1. BIO 101 Basic Principles of Biology 3 C
2. BIO 102 Introductory Ecology 2 C
3. BOT 101 Diversity of plants 3 C
4. CHM 101 General Chemistry 1 4 C
5. CHM 102 General Chemistry II 4 C
6. EDM 101 Introduction of educational Management 2 C
7. EFC 101 Introduction of education foundation 2 C
8. EST 104 Introduction to School curriculum and 2 C
instruction
9. GNS 111 Communication in English and Use of 2 C
Library
10. GNS 104 Yoruba Language and Culture 2 C
11. PHY 105 Experimental Physics I 3 E
12. ZOO 101 Diversity of Animals 3 C
13. ZOO 102 Organization of Mammalan Body 2 C

14. LAS 112 Introduction to Teaching Profession 2 C

Total Units (34 units compulsory and 2 units 36

electives)
MODULE 2: BIOLOGY EDUCATION
S/N COURSE COURSE TITLE COURSE COURSE
CODE UNITS STATUS
1. BIO 201 Cell Biology 2 C
2. BIO 202 Introductory Genetics I 3 C
3. BIO 205 General Physiology 3 C
4. BOT 102 Flowering Plants: Forms and Functions 2 C
5. EDM 211 Fundamentals of Educational Planning 2 C
6. EFC 211 History of Western Education 2 C
7. EFC 232 Psychology of Learning 2 C
8. EFC 241 Sociological of Foundation of Education 2 C
9. ENT 202 PRACTICAL ENTERPRENEURSHIP 2 C
10. EST 222 Biology Methods 2 C
11. EST 224 Production & Utilization of Instructional Material 2 C
12. GNS 201 Lagos and African History 2 C
13. PHE 202 First Aid And Safety Education 2 C
14. ZOO 201 Lower Invertebrates 2 C
15. BIO 206 Biostatistics I 2 C
16. GNS 111 Communication in English and Use of Library
2 C*
(DE only)
Total Units (34 UNITS COMPULSORY) 34
MODULE 3: BIOLOGY EDUCATION
S/N COURSE COURSE COURSE
COURSE TITLE
CODE UNITS STATUS
1. BIO 203 Basic Ecology I 3 C
2. BOT 201 Lower Green Plants 2 C
3. BOT 202 Seed Plants 2 C
4. BOT 307 Plant Physiology 3 C
5. EDM 311 School Organization and Management 2 C
6. EFC 322 Philosophical Foundation of Education 2 C
7. ENT 302 Practical Enterpreneurship 2 C
8. EST 317 Instructional Strategies in Sciences 2 C
9. EST 322 Theories of Learning in Science Education 2 E
10. EST 326 Introduction to Computer Education 2 E
11. GNS 301 Philosophy, Science and Environment 2 C
12. LAS 321 Curriculum Development 2 C
13. ZOO 202 Higher invertebrates 2 C
14. ZOO 302 Animal Physiology 2 C
15. ZOO 306 General Histology 2 C
16. EFC 321 Introduction to Special Education 2 R
17. *Yoruba Language and Culture (Direct entry
GNS 104 2 C*
only
Total Units ( 32 UNITS COMPULSORY AND 4 36
UNITS ELECTIVES
MODULE 4: BIOLOGY EDUCATION
S/N COURSE COURSE TITLE COURSE COURSE
CODE UNITS STATUS
1. BIO 302 Genetics and Evolution 3 C
2. BOT 302 Bryophytes and Pteridophytes 3 C
3. BOT 303 Fungi / Mycology 3 C
4. BOT 304 Plants Taxonomy 3 C
5. EST 305 Test, Measurement and Education Statistics 3 C
6. EST 497 Teaching Practice I & II 6 C
7. EST 398 Research Methodology 2 C
8. EST 422 Improvisation of Materials in Science 2 C
9. ZOO 301 BIOLOGY OF TROPICA PARASITES 3 E
10. BOT 405 Advance Plant Physiology 3 E
11. EST 424 Issues in Science Education 2 E
12. BIO 301 Basic Ecology II 2 E
Total Units (25 units compulsory and 10 units 35
electives)
MODULE 5: BIOLOGY EDUCATION

S/N COURSE COURSE TITLE COURSE COURSE

CODE UNITS STATUS
1. BOT 407 Plant Morphogenetic 3 E
2. BOT 414 Economics Botany 3 E
3. EDM 411 Leadership Style in Formal Organization 2 E
4. EFC 419 Issues in Early Childhood Education 2 E
5. EFC 422 Philosophy of Nigeria Education 2 E
6. EFC 442 Education and Development 2 E
7. EFC 452 Comparative Education 2 E
8. EST 411 Curricular Innovation 2 C
9. EST 415 Learning System Design 2 E
10. EST 498 Research Project 4 C
11. ZOO 403 Human Genetics 3 E
12. ZOO 406 Animal Ecology 2 E
13. ZOO 407 Conservation and Pollution 3 E
14. ZOO 411 Advanced Hydrobiology 3 E
Total Units ( 6 units compulsory and 29 units 35
electives)
BIO 101Basic Principles of Biology 3 Units
Levels of Biological organization, Macromolecules, Carbohydrates, lipids, proteins and nucleic acids,
structure and function of cell organelles. Microscope concept, types. Techniques and uses. Basic principles
of reproduction, mitosis and growth, meiosis and gametogenesis. Genetically terminologies-Gene variation
and inheritance, with examples from plants and animals.
BIO 102Introductory Ecology 2 Units
Definition of terms-
Ecology, Environment, habitat, community, ecosystem, population biome, biosphere etc. ecological factors;
concept-type and profile of both terrestrial and aquatic habitats. Ecosystem concept –definition, types,
characteristics and components. Food chains and food web. Pyramids of energy and number/mass.
ZOO 101: Diversity of Animals 3Units
General classification of animals. Characteristics and life history of representatives of each phylum. Animals
of economic importance; medical veterinary and agricultural. The concept of evolution, multicellularity, germ
layers, body cavities, metameric segrementation cephalization etc.
ZOO 102: Organization of the Mammalian Body 3Units
The Rat as a mammal. External features and adaptations to the environment. Anotomy and function of the
skin, skeletal and muscular systems. Nutrition, digestion and absorption. Gas exchange and the respiratory
system. The cardiovascular system; the blood and lymph. Nervous system. Reproduction, Homeostasis.
BIO 201Cell Biology 3Units
Evolution of the cell. Nucleic acids: DNA, RNA, DNA replication. Protein synthesis and the genetic code.
Energy conversion; Carbon fixation, glycolysis, oxidative catabolism and phosphorylation. The cell membrane.
Transport of molecules, exocytosis and endocytosis.
BIO 202Introductory Genetics 3Units
The chromosomes, chemical composition and structure. The gene and expression of genes. Definitions of
contrasting phenomena. Simple Mendelian inheritance. Independent assortment of genes (Mendelian
inheritance postulates and Experiments). Non-Mendelian inheritance, linked and recombination. Polygenic
inheritance, Extra nuclear inheritance, mutations, mutagenesis, mutagens, probability of goodness of fits.
BIO 203Basic Ecology I 2 Units
The ecological factors reviewed: Ecology of habitat-terrestrial and aquatic. Adaptations of organisms to
habitats. Natural destruction of communities, fire, volcanic eruptions. Succession of communities.
Population and its dynamic interactions in communities
BIO 205 General Physiology 3 Units
Basic concepts of the following:
Physiological phenomena nutrition in animals photosynthesis mineral nutrition in plants, respiration,
transpiration, reproduction and regulators. Germination, locomotion in plants and animals.
BIO 206 Biostatistics I 2 Units
Basic statistical methods and sampling techniques. Statistical parameters-mean, mode, median, frequency
and frequency distribution, quartile percentile. Graphical techniques, histograms, F-polygons, pie-charts,
linear graphs, polygraphic techniques. Sampling and population measurements.
ZOO 201 Lower Invertebrates 3 Units
Protozoa-Nematoda. The general characteristic and interrelationships. Their mode of life, evolution, adaptive
radiation and economic importance.
ZOO 202 Higher Invertebrates 2 Units
General characteristics of higher invertebrates, i.e. Annelida to Echinodermata. Classification, Phylogenetic
relationships, adaptive radiation and mode of life.
ZOO 203 Chordates 3 Units
Systematic evolution and functional anatomy of Chordates. Geographical distribution of vertebrates. The
Nigerian Fuuna.
BIO 301 Basic Ecology II 3 Units
Sampling techniques in local habitats, communities in the ecosystem, ecology of local terrestrial and aquatic
communities. Soil as an ecosystem. Succession concept and seasonal variation. The impact of man on the
ecosystem, urbanization, pollution management of the environment. Attributes and dynamics of populations.
BIO 302 Genetics and Evolution 3 Units
Genetic variability – mutagenesis, effects of ionizing and non-ionizing radiations and chemical agents on
DNA. Characteristics of morphological and biochemical mutagens. Genetic mapping and linkage of genes.
The Hardly-Weinberg equilibrium, factors that affect gene frequencies in Mendelian populations. Continuous
polygenic and discontinuous variations. Polygenic inheritance. ABO and MN blood groups in human
populations. Genetic control of disease expression. Theories of evolution. Genetic bases of evolution,
polyploidy, fossil evidence.
ZOO 301 Biology of Tropical Parasites 3 Units
Classification, adaptive morphology, life cycle and other features of interest in the Protozoans,
platyhelminths, nematodes and parasitic arthropods; drawing particular attention to the various adaptations
and to the mode of life exhibited by selected members of the group.
ZOO 302 Comparative Animal Physiology 3 Units
The principles of physiological adaptation and homeostatis. Thermal relations of animals, salt/water balance,
excretion, respiration neuromuscular physiology, endocrinology.
ZOO 306 General Histology 3 Units
Cellular basis of tissue formation. Different types of tissues, Organs and organ systems. Histological
techniques. Sectioning techniques and slide preparation.
ZOO 403 Advanced Genetics 3 Units
Genetic variations in human populations, polymorphisms, transcient and balanced polymorphisms.
Polygenic traits. Dermatoglyphics, consanguinity. Chromosome instability and chromosomal aberrations,
fundamental principles of genetic toxicology, mechanisms of mutagenesis, sources of mutagens,
antimutagenesis, carcinogens. Genetic counseling.
ZOO 406 Animal Ecology 2 Units
Animal distribution, abundance and communities in local terrestrial and aquatic habitats. Ecology of local
habitats and the influence on populations species diversity. Growth and natural regulations of animal
(competition, predation etc.)
ZOO 407 Conservation and Population 3 Units
Natural resources of the world with emphasis on Nigeria, the values, utilization, destruction and principles of
management. Concept of pollution, pollutants and their biological effects, environmental impact
assessment, assessment, control and future prospects.
BIO 401 Molecular Genetics 3 Units
Genetics of the nucleic acids, Genetic implications of the Walson-Crick model of DNA. Mutagenesis,
duplication and specificity. Recombinant. DNA technology, Biotechnology/Genetic engineering and it’s
economic application. Genetics of bacteria and viruses, Genetic fine-structure analysis.
ZOO 411 Advanced Hydrobiology 3 Units
Aquatic fauna of freshwater, seas, brackish water. The plankton and benthos. Man-made lakes, Water
movements and stratification. Biological monitoring, Aquatic pollution and pollutants.
BOT 101: Diversity of Plants
• Introduction
• Major characteristics and classification, structure, biology, life cycle and economic importance of:
 Viruses,
 Bacteria,
 Fungi,
 Algae,
 Lichen,
 Bryophytes,
 Pteridophytes,
 Gymnosperms and Angiosperms
 Practical to include among others, morphological observations and descriptions of members of the
groups of the kingdom. Slides, chats, preserved and life specimens will be used
BOT 102: Flowering Plants Forms and Functions
• Introduction
• Forms (morphology, anatomy), functions, types, economic importance of:
• Leaves,
• Stems,
• Roots,
• Seeds,
• Fruits,
• Flowers
• Practical to include morphological descriptions: sectioning and staining and demonstration of some
vital physiological processes

BOT 201: Seedless Plants

• Introduction
• Algae
-General characteristics
-Basis for classification
-Classification
-Economic importance
-Range in morphology
-Reproduction
• Bryophytes
• -General characteristics
• -Alternation of generations
• -Classification
• Hepaticae, Anthocerotae, Musci (General characteristics, reproduction)
BOT 201: Seedless Plants Cont’d
• Pteridophytes
• -General characteristics
• -Adaptations of pteridophytes to terrestrial life
• -Classification
• Psilosida, Lycopsida, Sphenopsida, Pteropsida (General characteristics, reproduction)
BOT 202: Seed Plants
• Introduction
• General characteristics of seed plants
• Gymnosperms
• Distinguishing features of gymnosperms
• Classification of gymnosperms
• Angiosperms
• Characteristics of angiosperms
• Classification of angiosperms
• Leaf apex
• The flower
• Symmetry of a plant
BOT 302: BRYOPHYTES AND PTERIDOPHYTES
• Introduction
• Characteristics, origin and classification of the Bryophytes
• Structures of different classes of Bryophytes
• Reproduction in Bryophytes
• Characteristics and classification of Pteridophytes
• Forms and structures of Pteridophytes
• Life cycles of the Pteridophytes
• Economic importance of Bryophytes and Pteridophytes
BOT 303: FUNGI/MYCOLOGY
• Introduction
 • General biology of fungi
-Vegetative structure
- Nutrition
- Growth
- Reproduction
• Classification of Fungi
- Sub-divisions of fungi, structure, reproduction, economic importance
Practical to include isolation of fungi from different sources using basic isolation techniques like direct
isolation, serial dilution. Identification of fungi using morphological and microscopic characters
BOT 304: PLANT TAXONOMY
• General principle of plant taxonomy: Definition, objective, importance and scope.
• Phases in plant taxonomy
• Identification
• Classification
• Binomial nomenclature
• Taxonomic characters
• Herbarium Techniques
BOT 307: PLANT PHYSIOLOGY
• Seed germination
• Different medium used in seed germination.
• Conditions necessary for germination
• Structure and physiology of stomata
• Senescence
• Seed dormancy.
• Plant hormones
BOT 405: ADVANCED PLANT PHYSIOLOGY
• Photosynthesis
• Photoperiodism
• Biochemistry of flowering floregen
• Physiology of seasonal development
i. Endogenous timing
ii. Time memory
iii. Circadian rhythm
• Vernalization
• Senescence
• Plant Physiology in Agriculture
i. Growth curve
ii. Limiting factors of plant growth
iii. Pest control
iv. Weed control
v. Seed and fruit production
vi. Food crop preservation and processing
BOT 407: PLANT MORPHOGENESIS
• Introduction
• Study of Growth and development at:
A. Cellular level; i. Cell division ii. Cell enlargement iii. Cell differentiation iv. Cell maturation
B. Organ level; i. Embryogenesis ii. Leaf ontogeny iii. Shoot and root apical growth iv lateral growth
(secondary growth) v. floral formation.
• Study of symmetry, correlation, phyletic causal morphology and development.
• Study of phytohormones and abnormal growth.
• Study of environmental effects on plant development
BOT 414: ECONOMIC BOTANY
• Introduction
• Plants and man
• Cultivation and processing of some food crops in Nigeria
• Tubers and vegetables
• Cultivation and processing of cash crops (Cocoa and rubber)
• Cultivation and processing of cereals, oil palm, legumes
• Forest and forest resources
• Wood and woodwork
• Confectionery, perfume, spices and the relatives in industries
• Medicinal plants some examples and economic importance
PHY 106 Experimental Physics II 2 C
 Experiments arising from the theory courses of PHY 102 and PHY 104 some of these experiments
are
 Experiment on focal length of concave mirror
 Experiment on focal length of convex mirror
 Experiment on focal length of convex lenses
 Experiment on focal length of concave lenses
 Experiment using rectangular glass block to determine refractive index
 Experiment using Triangular glass block to determine refractive index
 Experiment to verify Ohm’s Law
  Experiment to determine the value of an unknown resistor
 Any other related experiments in Electricity and optics
• NOTE: Minimum of four or five practical's per modular year or session.
• For four experiments done 25 marks maximum is allocated to each experiment to give a total of 100
marks (100%)
• For Five experiments done 20 marks max is allocated to each experiment to give a total of 100
marks (100%)
PHY 105 Experimental Physics I UNIT: 2C
 Experiments arising from the theory courses of PHY 101 and PHY 103. some of these experiments
are
 Experiment on Accuracy in linear measurement using the Meter rule, Venier calliper and Micrometer
screw gauge
 Experiment to verify Hooke’s Law using spiral spring
 Experiment using the simple pendulum to determine acceleration due to gravity
 Experiment on moment of a body
 Experiment on specific heat capacity of a good conductor by method of mixture
 Other related experiment to these courses
• NOTE: Minimum of four or five practicals per modular year or session.
• For four experiments done 25 marks maximum is allocated to each experiment to give a total of 100
marks (100%)
• For Five experiments done 20 marks max is allocated to each experiment to give a total of 100
marks (100%)
EDM 101
1. ADMINISTRATION AND MANAGEMENT
Unit 1. The Concept of Management and Administration
Unit 2. The Concept of Educational Management and Educational Administration
2. THE ADMINISTRATIVE SKILLS
Unit 1. Definition and Basic Classification of Administrative Skills
Unit 2. Means by Which Administrative Skills May be Acquired
3. MANAGEMENT SCHOOLS OF THOUGHT
Unit 1. The Traditional Management School of Thought
Unit 2. The Human Relation Management School of Thought
Unit 3. The Behavioural Science Management School of Thought
4. BASIC LEADERSHIP STYLES
Unit 1. Traditional Leadership Styles
Unit 2. Systems Approach to Leadership
5. DECISION-MAKING IN FORMAL ORGANISATION
Unit 1. Concept of Decision-Making
Unit 2. Decision-Making Process and Kinds of Decisions
6. COMMUNICATION IN FORMAL ORGANISATION
Unit 1. Definition and Purpose of Communication
Unit 2. Elements and Types of Communication
Unit 3. Barriers to Free Flow of Communication
7. HUMAN RESOURCES MANAGEMENT IN EDUCATION
Unit 1. Recruitment and Selection of Personnel
Unit 2. Stages involved in Recruitment and Selection Processes
Unit 3. Interviewing and Placement of Personnel
8. Evaluation
a. Assignment
b. Test
c. Examination
CHM 101 GENERAL CHEMISTRY 3 UNITS STATUS C
This course is intended to provide background in the problems and practice of chemistry. It includes topic in
physical, organic and inorganic areas of chemistry such as atomic and Molecular structure of matter.
Chemical reactions and equations, chemical bonding, colligative properties of solutions, simple treatment of
acids and bases, IUPAC nomenclature, empirical, molecular and structural formulae of organic compounds.
It includes simple inorganic practicals.

GNS 101: USE OF LIBRARY

HISTORICAL DEVELOPMENT AND TYPES OF LIBRARIES
This topic explores the historical development of libraries from the Ancient, medieval and Modern period,
noting the actors in each of the periods; the write up materials, the contributions of Egypt, Sumerians’ etc to
the establishment of monastic, cathedral and University libraries such as Academic, Public, National, Special
Libraries etc through the development of libraries in Nigeria and the various departments and sections of the
library.
ORGANISATION AND ARRANGEMENT OF LIBRARY MATERIALS
The objective of this topic is to introduce students to the arrangement of library materials; cataloguing and
classification of library materials and the different classification schemes (LC, Dewey, Moys etc) it takes a
cursory look at the library catalogue and the arrangement of the materials in the catalogue – Author, title and
subject. It ends with how to locate materials in the library.
INFORMATION SOURCE IN THE LIBRARY
This topics look at the different information sources and reference in the library. The characteristics of
reference materials and types such as encyclopedia, dictionaries, maps, biographies, journals, gazette etc
THE ROLE OF LIBRARIES IN RESEARCH
It defines research in relation to the library. The library plays a pivotal role in research. The arrangement of
materials in the library and making the works of earlier researchers accessible to current researchers.
THE COPYRIGHT LAW AND ITS IMPLICATIONS FOR LIBRARIES
It explores the scope of the copyright law and the “fair use rule”. It concludes with the infringements of the
copyright law-civic and criminal.
INFORMATION AND COMMUNICATION (ICT) IN LIBRARY SERVICES
It assesses the importance and relevance of ICT to libraries; internet, e-mail, the various data bases in the
library etc.
LIBRARY AND THE ROLE OF LIBRARIES IN EDUCATION
This topics looks at the definitions of education and the National Policy of Nigeria in Education. It takes a
cursory look on the role of libraries in Education such a: (a) conducive learning environment, independent of
values, bibliography etc.

EDM 211: FUNDAMENTALS OF EDUCATIONAL PLANNING

1. The Concepts of Education and Planning
a. The meaning of education and types/forms
b. General benefits of education
c. The meaning of planning and its features
d. Models of planning
e. Related concepts to planning (e.g. financial planning, physical planning, perspective planning, annual
planning, planning by direction, planning by inducement, normative planning, strategic planning, operational
planning, contingency planning, etc.
2. Educational Planning and Its Rationale
a. The concept of educational planning
b. Features of educational planning
c. Some fundamental educational planning questions
d. Major concerns of educational planning
e. Dimensions/categories of educational planning
f. Principles of educational planning
g. Rationale for educational planning in Nigeria
h. Factors influencing educational planning in Nigeria
i. Problems of educational planning in Nigeria
j. Effects of the politicisation of educational planning in Nigeria
3. Specific educational Problems of Developing Countries
a. Some recurring educational problems (e.g. wasteful imbalances within the educational system demand
for education being in excess of capacity, costs of education rising faster than revenue, some non-financial
bottlenecks, rising unemployment, the wrong kind of education, etc.
b. Educational experience of the developed countries after the 2nd World War (comparable with Nigeria)
c. Suggested developmental principles in the development of policies and strategies in educational planning
4. Planning Procedures
a. Steps to effective planning
b. The role of planning unit/educational planners in the application of educational planning
c. Why planning fails
5. Approaches to Educational Planning
a. Social Demand Approach, Manpower Requirements Approach, Rate of Returns Approach, etc.
b. Assumptions/requirements for the success of each
c. Advantages and disadvantages of each
6. Some Planning Techniques a. PPBS, MBO, CPM, PERT, etc.
b. Advantages and disadvantages of each
7. Qualitative Methodology of Educational Planning a. Delphi technique as a qualitative methodology of
educational planning
b. Features of the technique
c. Applications/advantages of the technique
d. Assumptions of the technique
e. Advantages of the technique
f. Disadvantages of the technique
8. Quantitative Methodology of Educational Planning
a. Some techniques of planning (e.g. population growth rate,
9. Evaluation
a. Assignment
b. Test
c. Examination
EDM 311: SCHOOL ORGANIZATION AND MANAGEMENT
COURSE OUTLINE
1. Concept of School Administration and Management
a. Conceptualization of the term Administration and Management
b. Similarities and Differences between Administration and Management
c. Concept of Educational Administration and Management
d. The school as a social organization
e. The component of Management in a school setting
f. Administration skills required for effective school administration and Management
2. Theory of Organisation
a. Evolution of organizational theory
b. Definitions of an organization by various scholars
c. Organization as a process and activities
d. Kinds of organization
e. System of an organization
f. Views of scholars on formal organization
g. Principles of organization
h. Behaviors of leaders in a formal organization
3. Educational Leadership Styles in Formal Organisation
a. Traditional leadership styles
b. Systems Approach to leadership
c. Theories of leadership (Basic theories)
d. Instrument of leadership in a school setting
4. Decision Making in Formal Organization
a. Concept of decision making
b. Decision making process
c. Kinds and classification of decision making
d. The garbage can model of decision making
5. Communication in Formal Organisation
a. Definition of communication
b. Elements of communication
c. Types of communication
d. Purpose of communication
e. Problems and barriers to free flow of communication in a formal organization
6. Personnel Administration in School Management
a. School Managers: Principals and Head Teachers
b. Teachers and Non-teaching staff recruitment process
c. Selection process
d. Placement and development process
e. Staff performance evaluation
7. Conducts, Ethics and Discipline in the School System
a. Concept of discipline of teachers and students
b. Professional conducts and misconduct in the school system
8. School Records and Book Keeping
a. The concept of school records and book keeping
b. Classification of school records
9. Educational Agencies for Qualitative and Quantitative Education
a. The West Africa Examination council (WAEC)
b. The Nigeria Education Research and Development (NERDC)
c. The Joint Administration and Matriculation Board \(JAMB)
d. The National University Commission (NUC)
e. Teacher Registration Council of Nigeria (TRCN)
10. Concept of Evaluation in Education
a. Test, Measurement and Evaluation in the school system
b. Getting the best out of the staff and student evaluation
c. Staff and student Development
11. School Establishment Process and Registration for Approv
EFC 101 - Introduction to Educational Foundations. Course Description and Outline
Introduction to Comparative Education
Meaning and relevance of Comparative Education
Purposes of Comparative Education
Historical phases of Comparative
(a) Phase of traveler's tales: Ibn-Khaldun
The phase of borrowing: Horrace Mann
Introduction to Guidance and Counselling
Meaning and relevance of Guidance and Counselling
Differences between Guidance and Counselling
Areas or field in which Counselling is relevant (marital, career, pastoral, rehabilitation, clinical, developmental
etc)
Counselling Tools (Psychological test, Projective technique, Autobiography, Case study, Socio – metric
technique, Tape recorder, Cumulative records etc)
Introduction to History of Education
Meaning of History and History of Education
Relevance of History of education
Sources of information in History (Primary and secondary Sources)
Forms of education (Formal and Informal Education)
Types of education (Indigenous or traditional, Western and Islamic)
Introduction to Philosophy of Education
Meaning of Philosophy and Philosophy of Education
• Modes of Philosophising (Speculative, Prescriptive and Analytical)
• Relevance of Philosophy of Education to Teacher Education
• Branches of Philosophy / Philosophy of Education (Metaphysics, Epistemology, Axiology and Logic)
• Introduction to Psychology of Education
• Meaning of Psychology and Psychology of Education
• Branches of Psychology (Clinical, Abnormal, counselling, Cognitive, Developmental, Educational,
Social, child, Industrial, Personality, experimental etc)
• Methods used by Educational Psychologists for Investigation (Observation, Survey, Test, Case study,
Experimental etc)
• Importance of psychology of education to teachers
• Introduction to Sociology of Education
• Meaning of Sociology and Sociology of Education
• Relevance of Sociology of Education to Teacher Education
• Sociological concepts
• (a) Values
• (b) status
• (c)Conformity
• (d) Significant others
• (e) Social inequality
• ((f) Anomie
• (g) Social Interaction
• (f) Gender role
EFC 231 Child Growths and Development (Developmental Psychology)
• General principles of physical and psychological development from both birth to the onset of
adolescent. Emphasis will be on factors enhancing child growth and development with brief
reference to the sociological context within which growth and development occur.
• Course outline
• Theories of development
• Stages of development- Conception
• Prenatal
• Period of the zygote
• Period of the ovum
• Period of the embryo
• Period of the foetus
• Signs of pregnancy
• Factors affecting prenatal development
• Education implications
EFC 232 Psychology of Learning (Cognitive Psychology)
• Introduction of Educational psychology, Definitions of psychology, educational psychology and
learning. Nature of learning- factors that affect learning. General introduction to theories of learning.
Indirect Teaching and Cognitive flexibility in teaching.
• Motivation
• I, Nature of motivation. Theories of motivation.
• II, motivation in the classroom.
• III, factors affecting motivation.
• Retention and forgetting
• Characteristics of forgetting. Theories of forgetting, Discuss, interference and repression. Measuring
retention, factors affecting it. Transfer of learning. Meaning, principles of transfer of learning which
should be useful in guiding the classroom Teacher.
• Meaning & definition of psychology of learning.
• Branches of psychology
• Concept of learning.
• Transfer of learning
• Remembering and forgetting.
EFC 241 Sociology of Education
Emergence, Meaning and Scope of Sociology
• Sociology and other Social Sciences
• Sociology of Education – nature, meaning, scope and importance
• Functions of Education in Society
• Theorists and Perspective Sociology of Education
• Socialization and Education
• Education and Culture
• Education and the family
• Education, Inequalities and Social Justice
• Social Relations in the Classroom, Teacher and Curriculum
• The Forms of Capital in Education, Social Class and Education
• Schooling in the context of globalisation
• Educational problems and the Sociology of deviance
EFC 322 Philosophical Foundations of Education
• This course focuses on the examination of the meaning and relevance of philosophy and Philosophy
of education to the classroom teacher. It looks into the implications of the branches or components
of philosophy of education (Metaphysics, Epistemology, Axiology and Logic) to the practice and
 system of education. It also examines the relevance of the ideas of major schools of thought in
philosophy of education (Idealism, Realism, Pragmatism, existentialism etc) and selected
philosophers/educators to formal education.
• Meaning of Philosophy and Philosophy of Education.(layman/commonsensical, etymological &
technical/professional)
• Modes/methods of philosophy (speculative, prescriptive & analytic)
• Components/branches of philosophy of education and their implications on education
• Metaphysics ( theory of ultimate reality)
• epistemology ( theory of knowledge)
• Axiology (theory of values – ethics & aesthetics)
• Logic (principle of correct reasoning – inductive, deductive)
• Meaning and types/sources of knowledge.
• Ideologies of major schools of thought in philosophy of education and their submission on reality,
knowledge, value and relevance to aims, methods and contents of education (Idealism, Realism,
Pragmatism, Naturalism, Existentialism etc)
• Relevance of the ideas of selected philosophers/educators to formal education ( Plato, Dewey,
Rousseau, Awolowo, Nyerere and Majasan)
• Philosophical Analysis of Concepts
• Education and related concepts (schooling, literacy, training, knowledge, behavior, learning, teaching,
conditioning etc)
• The concept of an educated person etc.
• 8. Relevance of Philosophy of Education to the classroom teacher
EST 305: TEST, MEASUREMENT AND EDUCATIONAL STATISTICS
• Construction and use of tests, selection of test items, types of tests, item analysis, administering
and scoring of tests. Use of test results. Elementary statistics in education. Computation analysis
and interpretation.
EST 398: RESEARCH METHODOLOGY
• Identification of Research problem areas. Choosing a topic. Literature Review. Research Design and
Procedure. Choice of Statistics for analysis. Data gathering. Reporting research findings.
PHE 202 First Aid and Safety Education

• Introduction
• Injuries and First Aid Treatment to Bones, Joints and Muscles.
• Circulatory Disorders and First Aid Treatment
• Respiratory Disorders and Resuscitation.
• Burns and Scalds.
• Situational Injuries and First Aid Treatment.
• Dressings and Bandages.
• Handling and Transporting in First Aid
• Accident and Safety.
• 10. Safety Operational Areas.
LAS 321 CURRICULUM DEVELOPMENT
The course examines the concepts of curriculum and curriculum development. It covers the analysis of
varying conceptions of the term CURRICULUM, types of curriculum design and a class examination of the
Nigerian school Curriculum; curriculum implementation and evaluation.
Concepts of Curriculum and curriculum development - Definition, Nature, elements and Interrelationship
among elements.
The curriculum Development Processes - Clarification and factors for selecting each element
Related Concepts in curriculum -Scheme of work, syllabus, lesson plan etc.
Types of Curriculum -Thematic, core, hidden, subject centered, child centered etc

GNS101 Use of Library 2Units Compulsory

• Definition of library, history and types of library, the need for library, archives and historical
documents, searching for books in the library-catalogue cards virtual library, referencing.
Organization and arrangement of library materials, library and research activities, copyright and its
 implications for libraries, ICT and library.

GNS 102 Use of English 2 Units Compulsory

• Effective communication and writing in English language skills, outlines and paragraph collection
and organization of materials and logical presentations, punctuation, tenses and types of tenses,
parts of speech, composition and essay writing, lexis and structure, summary and note taking,
African folklore and literature, syntax.
GNS 201 STUDIES IN LAGOS AND AFRICAN HISTORY 2 Units Compulsory
• The course is designed to acquaint students with basic history of their learning environment beyond
their various areas of specialization in relation to Nigeria and AFRICA
• Course content
• Political Administration of Lagos 1400-1999
• Lagos in the era of recession up to creation of Lagos State 1934-1967
• Evolution and development of local government system in Lagos 1899-2002
• The people of Lagos state.
• Geographical location of Africa, west Africa, Nigeria and Lagos
• Culture, civilization and history: Conceptualization, Nexus and the African dimensions.
• An introduction to African Political system.
• General introduction to islam and Christianity in Africa.
• Beliefs in African religion.
• An introduction to Nigeria legal system
• History of Lagos development from the pre-colonial and post-colonial time, the geographic extent
and location, physiography of Lagos- relief, vegetation, hydrology, climate- rainfall, temperature,
humidity, seasonality, and the socio-economic aspects-peopling of Lagos, urbanization,
infrastructural development, markets, population and industrialization
GNS 301: LOGIC AND SCIENCE
• Introduction to Philosophy
• - Meaning and Conceptions of Philosophy
• - Branches of Philosophy
• - Philosophy as Conceptual Analysis
• - Philosophy as the Unity of Theory and Practice
• -Philosophical methods and research
• * Prescriptive method
• * Speculative method
• * Critical analysis method
• Introduction to Logic
• - What is Logic
• - Arguments, Premises and Conclusion
• - Arguments Containing Simple and Compound Propositions
• - Arguments involving Relational Propositions
• - Characteristics of Relations
• - Symbols of Logical Connectives
• - Truth Table
• - Categorical Propositions
• - Categorical Syllogisms
• Introduction to Ethics
• -Nature and meaning of Ethics
• - Ethics and morality
• - Why do we study Ethics?
• - Sources of Ethics
• - Branches of Ethics
• - Ethical Theories
• Introduction to Epistemology
• - Nature and meaning of Epistemology
• - Two doctrines of Epistemology (Rationalism and Empiricism)
• - Traditional definition of knowledge
• - Traditional theories of justification
• * Foundationalism
• * Coherentism
• * Foundherentism
• - Sources of human knowledge
• * Perception
• * Memory
• *Reason
• * Testimony
• - The challenge of Scepticism
• Introduction to Metaphysics
• -Nature and meaning of Metaphysics
• - Two doctrines of Metaphysics (Idealism and Materialism)
• - Traditional metaphysical problems
• * The problem of Being
• Freedom and Determinism
• * Universals and Particulars
• * Cause and Effects
• * Proofs for God’s existence
• -Relevance of Metaphysics
• Social and Political Philosophy
• -Meaning and Nature of Political Philosophy
• - Political Philosophy and Political Science- A Comparison
• - Plato’s Political Philosophy
• -Aristotle’s Political Philosophy
• - Niccolo Machiavelli’s Political Philosophy
• - Thomas Hobbes’ Political Philosophy
• - John Locke’s Political Philosophy
• - Jean Jacques Rousseau’s Political Philosophy
• - Karl Marx’s Political Thought
• - John Rawls’ theory of Justice
• Man, Health and Diseases
• - Man and Environmental interactions
• - Health Status of Man
• - Disease related Terminologies
• - Sources of Exposure to infection or infestation
• * Contaminated soil or water
• * Food containing immature infective stage of the parasite
• *A blood sucking insect
• * A domestic or wild animal harbouring the parasite
• * Another person’s clothing, bedding or immediate environment which he has contaminated
• - Portal of entry into the body
• Environmental Pollution
• -Categories of environmental pollution
• * Air pollution
• * Water pollution
• * Soil pollution
• * Noise pollution
• * Nuclear/radiation/nanoparticles pollution
• Chemistry of Life
• -Cell Functions and Organelles
• - Function of Cell Organelles
• - Biological Molecules
 • - Enzymes
• - Gene Action
• - Heme
• - Drugs and drug metabolism
• Biosafety and Biosecurity
• -What is Biosafety?
• - Biosafety in Public Health
• - Environmental Biosafety
•
• Education/Curriculum - Relationship between education and curriculum; types of education,
distinction between education and schooling, teaching, instruction, training etc.
• Philosophical Viewpoints in curriculum Development
• Psychological foundations (a) Piaget (b) Brunner etc.
• Sources of Curriculum -the society, the learner, subject matters.
• Curriculum Development Models.
• Curriculum Implementation and Management
• An overview of the 6-3-3-4 and 9 - 3 -4 systems of education

ENT 202 AND ENT 302

Basic Principles of Entrepreneurship (ENT 202)
• Definition of Entrepreneurship and Turning knowledge into Profit (Enterprise, Entrepreneur,
Intrapreneur, Entrepreneurship theory & practice),
• Entrepreneurship in Personal and National Development: (Importance of entrepreneurship and
possible business opportunities in Nigeria),
• Capitalization and Market Forces (Determining capital requirements, raising capital, financial
planning & management),
• Entrepreneurship Qualities and Skills (Innovation),
• Entrepreneurship Outfit( forms of business, staffing, marketing and new opportunities),
• Making a Business Plan and Feasibility Studies.(starting a new business and new venture creation),
• Entrepreneurial Relations & Ethics,
• Taking Risks, Facing Threats and managing crises,
• Recycling Profits, Diversification and ensuring Sustainability,
• Intellectual, Property, Patent and Registration of Business (legal issues; Insurance and
environmental considerations),
• Business opportunities in Logistics and Clearing,
• Exports of produce and goods.

• Practical Entrepreneurship (ENT 302)

• Course Outline (Vocational Training)
• Students are expected to select a vocation among the thirty four (35) options available. Students are
incubated for three months on a particular option selected after which students will display their
products at exhibition point where assessment will be conducted on the level of training received.
• AVAILABLE TRAINING OPTIONS
• Soap, Detergent and Toiletries Production
• Water Treatment and Packaging
• Animal Husbandry (Snail breeding, Grass Cutter breeding)
• Block Making, Interlocking, POP and Masonry Technology
• Fish Farming
• Crop Farming (Vegetable Production. Maize farming, Cassava farming)
• Food Processing I: Bread Making
• Food Processing II: Cake Making
• Food Processing III: Spring Rolls, Samosa, Mosa, Puff-puff
• Computer & Laptop repairs & Maintenance, Networking Mobile Phone repairs and Maintenance
• Building Drawing
• Welding, Metal Works and Fabrication
 • Tailoring and Fashion Design
• Leather works
• Bead making
• Hat making
• Make-up and Cosmetics
• Event Planning
• Drama and Entertainment (Drama)
• Drama and Entertainment (Music)
• Drama and Entertainment (Entertainment)
• Motor Vehicle repairs
• Furnishing and Wood work
• Inverter, CCTV and Tracking of vehicle training
• Solar Energy/Panel development
• Generator repair
• House cleaning and laundry services
• Printing services
• Home Decoration, Soft furnishing and craft making
• Domestic wiring
• Paint production
• Website development and Digital marketing e.g. Bloggers
• Writing and Publishing

EST 222: BIOLOGY METHODS

• The course is designed to acquaint students with the aims of teaching biology at the secondary level
as well as resources and techniques for effective instruction in Biology. At the end of the course
students are expected to evaluate competently the teaching/learning of Biology and be able to plan
effectively for a Biology class and set up a Biology laboratory.

EST 326: INTRODUCTION TO COMPUTER EDUCATION

• Overview of computer in education, computer hardware and software basic, computer information
properties, computer personnel and people ware, computer operating conditions, computer
utilization in education, educational software production, internet as an educational resource and
conducting research in computer education.

• EST 328 : INTRODUCTION TO EDUCATIONAL TECHNOLOGY

•
• The course introduces student teachers to the rudiments of Educational
Technology concept in terms of principles, definitions, technologies and scope.
• The course also emphasizes the application of Educational Technology principle in
the teaching --learning process.
•
• EDUCATIONAL TECHNOLOGY: CONCEPT, PURPOSE AND COMPONENTS
• SYSTEMS CONCEPT AND EDUCATIONAL TECHNOLOGY
• THE PURPOSE AND COMPONENTS OF EDUCATIONAL TECHNOLOGY
• OBJECTIVES AND EVALUATION AS RELATED TO EDUCATIONAL TECHNOLOGY
• COMMUNICATION PROCESS AND ITS ELEMENTS
 • THE CLASSROOM COMMUNICATION
• CLASSIFICATION OF EDUCATIONAL MEDIA OR RESOURCES ACCORDING TO
APPLICATION TO THE SENSES, AND DIMENSIONS
• CONCEPT OF SYSTEMS APPROACH TO INSTRUCTION (SAI)

EST 322: Theories Of Learning Applied To Science

Course outline
1. Nature of science

2. Behavioral theory of learning- Pavlov and Skinner (contribution and implication to

teaching and learning of science)

3. Cognitive theory of learning- Piaget, Ausebel, Gagne and Bruner (contribution and
implication to teaching and learning of science)

4. Method of teaching science

5. Challenges of teaching science

IMPROVISATION OF MATERIALS IN SCIENCE EDUCATION

Definition of improvisation. Reasons for improving. Skills in improvising, observation, measurement,

calibration designing and creativity. Modelling of organs/objects. Woodwork and metal work in improvising.

EST 424: ISSUES IN SCIENCE EDUCATION

Review of history of science education in Nigeria and science curriculum. Gender issues in science
education.

EFC 419
Course Tittle: issue in early childhood and primary education
Course description: value education, objective of values, religious and spatial dimensions,
literacy, importance of literacy ,child abuse ,causes of child abuse, mature of child abuse.
COURSE OUTLINE
What is value
(a) concept of value education
(b) objective of values education
(c) Religious and spatial dimensions
(d) cognitive, co native and dimensions of value education
(e) personal value, and belief and attitudes
(2) definition of literacy,
(a)Important of literacy
(b) teaching literacy in early childhood education
(C) essential component of literacy development
(3) child abuse
(b) causes of child abuse
(c) Nature of child abuse
(d) social implications of child abuse
e) psychological effects on the child
(4) methods of teaching in early childhood education
(a) play way method
(b) story telling method
(c) identification method
(e) different between story telling and teaching method
(5) what is culture
(a) important of culture in early childhood education
(b) identification of national culture
(c) what is the difference between national and regional culture

COURSE CODE: EFC 422

TITLE: - Philosophy of Nigerian Education
STATUS: Elective UNIT: 2 Units
Course Description
This course involves the application of knowledge of philosophy/philosophy of education
to formal educational practice in Nigeria. It therefore, examines the implications of the
major components of philosophy of education and the relevance of the ideas of selected
branches of Philosophy and selected philosophers / educators to formal education in
Nigeria.

Course Outline
1. Meaning and relevance of philosophy of education.
2. Examination of the Nigerian philosophy of Education.
a. What can be possibly described as the philosophy of education in Nigeria?
b. Evaluation of the philosophy of education in Nigeria as contained in the National
Policy on Education.
3. Meaning and importance of the major components of philosophy/philosophy of
education to formal education (with reference to the National Policy on Education)
a. Metaphysics – theory of ultimate reality
b. Epistemology – theory of knowledge
c. Axiology – theory of values
d. Logic – principle of correct reasoning
4. Types of knowledge and implication on teaching (revealed, empirical / scientific,
 rational / logical, authoritative and intuitive knowledge.
5. Selected schools of thought and implications on Nigerian philosophy of education
(Idealism, Pragmatism and Existentialism)
6. Philosophical analysis of issues in Nigerian education
a. Education and the educated person
b. Equality of educational opportunity
c. Education for self reliance

COURSE CODE: EFC 322

COURSE TITLE: Philosophical Foundations of Education
Course Description
This course focuses on the examination of the meaning and relevance of philosophy and
Philosophy of education to the classroom teacher. It looks into the implications of the
branches or components of philosophy of education (Metaphysics, Epistemology,
Axiology and Logic) to the practice and system of education. It also examines the
relevance of the ideas of major schools of thought in philosophy of education (Idealism,
Realism, Pragmatism, existentialism etc) and selected philosophers/educators to formal
education.
1. Meaning of Philosophy and Philosophy of Education.(layman/commonsensical,
etymological & technical/professional)
2. Modes/methods of philosophy (speculative, prescriptive & analytic)
3. Components/branches of philosophy of education and their implications on education
(a) Metaphysics ( theory of ultimate reality)
(b) epistemology ( theory of knowledge)
(c) Axiology (theory of values – ethics & aesthetics)
(d) Logic (principle of correct reasoning – inductive, deductive)
4. Meaning and types/sources of knowledge.
5. Ideologies of major schools of thought in philosophy of education and their
submission on reality, knowledge, value and relevance to aims, methods and contents
of education (Idealism, Realism, Pragmatism, Naturalism, Existentialism etc)
6. Relevance of the ideas of selected philosophers/educators to formal education (Plato,
Dewey, Rousseau, Awolowo, Nyerere and Majasan)
7. Philosophical Analysis of Concepts
(a) Education and related concepts (schooling, literacy, training, knowledge, behavior,
learning, teaching, conditioning etc)
(b) The concept of an educated person etc.
15. Relevance of Philosophy of Education to the classroom teacher