Statistics is of vital importance in vast variety of fields. Particularly it is invaluable for the field of research. In research and particularly in educational research following questions cannot be answered without the use of proper statistical techniques.
What kind and how much data we need to collect?
How should we organize and summarize the data?
How can we analyze the data and draw conclusion from it?
How can we assess the strength of the conclusion and evaluate their uncertainty?
Owing to the importance, this course is included for prospective B Ed. graduates. The very first unit of the course introduces, its characteristics, functions, its importance and limitations and its application in educational research. Basic overview of descriptive and inferential statistics, variables and its types, scientific method and notation used in the subject is also given in this unit. Unit 2 explains some basic concepts like variable, data, population sample. Unit 3 elaborate graphical representation or exploratory data analysis techniques. Unit 4 highlights some basic techniques of measures of dispersion like range, mean deviation, variance and standard deviation, and measures of shape like skewness and kurtosis. Measures of central tendency like mean, median and mode are described in unit 5. Unit 6 deals with inferential statistics, its logic and importance in educational research. Hypothesis testing, its logic, errors in hypothesis testing and t-test and its types are also discussed in this unit. Correlation along with Pearson and Spearman correlation method and regression and its types are discussed in unit 7. Unit 8 deals with ANOVA, logic behind using ANOVA, F-distribution, one-way ANOVA and multiple comparison procedures. Chi-square (χ2) distribution, its uses and types are discussed in unit 9.
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EDUCATIONAL STATISTICS 8601 pdf
PHILOSOPHY OF EDUCATION 8609 pdf
This course is an introduction to the philosophy of education. It examines the foundations of educational philosophy and it will also attempt to understand the historical context from which our educational discourse derives. More specifically, the course will discuss topics in the areas of idealism, realism, pragmatism, existentialism and post modernism. An understanding of these areas will give the trainee teachers further insight into educational theories such as essentialism, perennialism, progressivism and social reconstructionism, and how these theories impact the classroom teacher. The unit 1 of the course is about the introduction of Philosophy. Unit 2 and 3 discusses the Classical and Modern Philosophical Perspectives on Education. Unit 4 of the course explains the sources of knowledge, while Unit 5 describes Greek Philosophers’ Perspective on Education. Unit 6 and 7 highlighted the western philosophers and Muslim philosopher’s perspective on education. The unit 8 of the course is about the Contemporary Philosophies and Curriculum Development and Unit 9 explained the thinks’ viewpoints in education.
After completion of the course, the trainee teachers will be able to:
1. Describe the scope of philosophy and branches of philosophy.
2. Analyze the relationship of education and philosophy.
3. Evaluate the role of philosophy in educational policy and practice.
4. Discuss the main tenets of idealism and realism.
5. Define naturalism, pragmatism and existentialism.
6. Identify the similarities and differences among naturalism, pragmatism and existentialism.
7. Differentiate between different sources of knowledge.
8. Explain the dialectical method of Socrates.
9. Evaluate Plato’s theory of education and point out its contribution to the field of education.
10. Analyze Aristotle’ curriculum of education.
11. Describe John Lock’ theory of knowledge.
12. Evaluate John Dewey’s philosophy of education.
13. Describe principles of curriculum formation.
14. Analyze Herbart’s Theory of Ideas.
15. Discuss Imam Al-Ghazali’s view about teaching.
16. Explain role of contemporary philosophies in education.
17. Compare different philosophies for curriculum development.
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After completion of the course, the trainee teachers will be able to:
1. Describe the scope of philosophy and branches of philosophy.
2. Analyze the relationship of education and philosophy.
3. Evaluate the role of philosophy in educational policy and practice.
4. Discuss the main tenets of idealism and realism.
5. Define naturalism, pragmatism and existentialism.
6. Identify the similarities and differences among naturalism, pragmatism and existentialism.
7. Differentiate between different sources of knowledge.
8. Explain the dialectical method of Socrates.
9. Evaluate Plato’s theory of education and point out its contribution to the field of education.
10. Analyze Aristotle’ curriculum of education.
11. Describe John Lock’ theory of knowledge.
12. Evaluate John Dewey’s philosophy of education.
13. Describe principles of curriculum formation.
14. Analyze Herbart’s Theory of Ideas.
15. Discuss Imam Al-Ghazali’s view about teaching.
16. Explain role of contemporary philosophies in education.
17. Compare different philosophies for curriculum development.
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