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Doctor of Philosophy in Educational Psychology
Description:
The Doctor of Philosophy in Education program specializing in "Educational Psychology" was established after the approval of the University Council at its fourth session on 4/5/1441 A.H. The program is offered by the Department of Psychology at the College of Languages and Humanities at Qassim University, and includes two tracks: The first track is Learning and Teaching and the second track is Measurement and Evaluation. The program grants the degree of Doctor of Philosophy in Education specializing in Educational Psychology (Learning and Teaching Track or Measurement and Evaluation Track). Program mission: Providing distinguished and advanced educational services to prepare specialized scientific, research and consulting competencies in the field of educational psychology that meet the needs of the labor market and society efficiently and effectively.
Eligible Applicants
Students
Method of study
Courses and Thesis
Degree
Ph.D.
School level
Postgraduate studies
Place of study (Male Students)
Buraydah - Qassim Region - Headquarters
Place of study (female students)
College Headquarters in Buraydah - Al-Iskan Neighborhood
Required specialization
Educational psychology includes two tracks: "Measurement and Evaluation" and "Education and Learning." Admission to the Measurement and Evaluation track requires a master's degree in the same track, while the Education and Learning track is available to those who hold a master's degree in any of the psychology disciplines
Admission from outside the major
Admission from outside the specialty is not possible
Years of study
3
Study period
None
Number of Credit Hours
56
Credits required for graduation
56
STEP test
None
Other conditions
Have practiced teaching for at least two academic years
Tuition fees
60,000
Required GPA
of at least 5
3.75
of at least 4
2.75
of at least 100
80
Preference Mechanism for Admission
GPA
50%
Undergraduate Aptitude Test
50%
Differentiation test
None
Educational goals :
1- Preparing national competencies of researchers who are competitive in the labor market and have high quality and efficiency in the specialty of educational psychology.
2- Qualifying researchers and providing them with the necessary and necessary skills to keep abreast of global technological changes and utilize them in evaluation, improvement, and finding appropriate solutions to contemporary issues in the fields of educational psychology (learning and teaching, measurement and evaluation).
3- Improving the quality of psychological research (theoretical and applied) that deals with the fields of educational psychology (learning and teaching, measurement and evaluation).
4- Encouraging and supporting self-learning, creative and innovative thinking, and critical analysis in solving issues facing the fields of educational psychology (learning and teaching, measurement and evaluation).
5- Achieving the academic quality of the educational psychology doctoral program at the national level.
6- Providing scientific, advisory and applied services in the fields of educational psychology (learning and teaching, measurement and evaluation).
Learning outcomes :
I: Learning outcomes of a learning and teaching pathway
Knowledge and understanding
P (1.1) Know and understand leading terms, concepts, and diverse practices related to the field of learning and teaching that serve the educational and pedagogical environment.
P (1-2) Identify modern and specialized approaches, trends, and theories in the study of topics related to the field of learning and teaching.
P (1-3) Knowledge and understanding of scientific research methods and steps, investigation methods, advanced statistical methods and their applications related to the field of learning and teaching.
Skills
M (1.1) The ability to apply and critically evaluate knowledge, skills and concepts in the field of learning and teaching that serves the educational and pedagogical environment.
M (1-2) Ability to design and write scientific research plans and reports on learning and teaching topics.
M (1-3) The ability to formulate the research question and its objectives, and to formulate the hypotheses or questions that the research seeks to answer in the field of learning and teaching.
M (1-4) Ability to communicate effectively, prepare specialized reports in an innovative and creative manner in the field of learning and teaching, and present to and interact with their colleagues.
M (1-5) Ability to use advanced statistical methods and programs to process and analyze data and support research in the field of learning and teaching.
M (1.6) Utilize technical communication media efficiently and effectively in the field of learning and teaching.
Values, autonomy and responsibility
S (1.1) Work efficiently and effectively as part of a team to solve professional issues in the work environment in order to contribute to the specialty and society.
S (1-2) Demonstrate the integrity, ethics, controls, and standards expected in the specialty professions.
S (1-3) Take responsibility for making decisions related to the work environment.
S (1.4) Evaluation and self-development of performance in the work environment.
Secondly: Learning Outcomes of the Measurement and Evaluation Track
Knowledge and understanding
(2.1) Know and understand the leading terms, concepts, and practices in the field of measurement and evaluation that serve the educational and learning environment.
(2-2) Identify modern and specialized approaches, trends and theories in the study of topics related to the field of measurement and evaluation.
(2-3) Knowledge and understanding of scientific research methods and steps, survey methods, advanced statistical methods and their applications related to the field of measurement and evaluation.
Skills
(2.1) The ability to apply and critically evaluate knowledge, skills and concepts in the field of measurement and evaluation that serves the educational and pedagogical environment.
M (2-2) The ability to design and write scientific research plans and reports on measurement and evaluation topics.
(2-3) The ability to formulate the research issue and its objectives, and to formulate the hypotheses or questions that the research seeks to answer in the field of measurement and evaluation.
M (2-4) The ability to communicate effectively, prepare specialized reports in an innovative and creative manner in the field of measurement and evaluation, and present to and interact with their colleagues.
M (2-5) Ability to use advanced statistical methods and programs to process and analyze data and support research in the field of measurement and evaluation.
M (2.6) Utilize technical communication means efficiently and effectively in the field of measurement and evaluation.
Values, autonomy and responsibility
S (2.1) Work efficiently and effectively in a team to solve professional issues in the work environment in a way that contributes to the service of the discipline and society.
(2.2) Demonstrate the integrity, ethics, controls, and standards expected in the specialty professions.
S(2-3) Take responsibility for making decisions related to the work environment.
S (2.4) Evaluation and self-development of performance in the work environment.
Tracks :
The program consists of a set of courses (38 units), distributed as follows:
The units of the Doctor of Education in Psychology program are divided into four levels in each track, as follows:
1) Learning and Teaching Pathway
Components of the study plan Number of courses Credit hours Percentage
Courses Mandatory 24 24 74 %
Thesis (if applicable) 1 14 26 %
Total 38 100 %
2) Measurement and Evaluation Track
Components of the study plan Number of courses Credit hours Percentage
Courses Mandatory 24 24 63 %
Thesis (if applicable) 1 14 37 %
Total 38 100 %
Program decisions:
Course number and code Course name Units of study
First: Compulsory Program Courses
711 Same personality theories 3 None
712 Psychology and Problem Solving 3 None
713 Same Applications in Educational Statistics using computers 3
721 Psychophysiology and Cognitive Processes 3
722 Qualitative Research Design 3
723 Same Educational Psychology Seminar 3
799 Same Thesis - - 9 (completion of 50% program requirements)
Total 32
II: Mandatory requirements for the learning and teaching pathway
731 Same as Learning Seminar 3
732 Same Cognitive Psychology Seminar 3
733 Same Growth Theories and Applications 3
734 Same Contemporary Trends in Achievement Assessment 3
741 Same Advanced Readings in English Language Learning 3
742 Same Contemporary Trends in Motivation and Emotions 3
743 Same Contemporary Trends in Intelligence 3
744 Psychology of Talent and Creativity 3
Total compulsory hours for the learning and teaching track 24
Total number of credits for the learning and teaching track 56
Third: Mandatory Requirements for the Measurement and Evaluation Track
735 Same Test Item Response Theory 3
736 Psychology Measurement and Evaluation of Cognitive Processes 3
737 Same as Measurement and Evaluation Seminar 3
738 The same parametric and nonparametric-advanced statistics 3
745 Same Advanced Readings in Measurement and Evaluation in English 3
746 The same exploratory and confirmatory factor analyses 3
747 Same construction and grading of measurement instruments 3
748 Psychology Measurement and Evaluation of Non-Cognitive Processes 3
Total compulsory hours for the measurement and evaluation track 24
Total number of approved units for the measurement and evaluation track 56
Career opportunities:
- Working in public, private and private schools
- Working at universities and research centers
None