Evaluation of Some Approved Basic Science and Technology Textbooks in Use in Junior Secondary Schools in Nigeria

Abstract

This study was designed to evaluate the content adequacy and readability of approved basic science and technology textbooks in use in junior secondary schools in Nigeria. Eight research questions guided the study. The sample of the study consisted of six (6) approved basic science and technology textbooks, 30 Junior Secondary Schools randomly selected from the 6 geo-political zones of Nigeria, and 30 Basic science and technology teachers. Three (3) instruments were used for data collection: (1) Basic Science and Technology Textbooks Readability Test (BSTTRT) (II) 8-point evaluation model by Emerole (2008), an update of quantitative approach to the content evaluation of science textbooks (QACEST) by Nworgu (2001) (III) Teachers’ Perception Rating Scale (TPRS). The 8-point model of QACEST was used to answer research questions 1,2,3,4,5 and 7, research question 6 was answered by using cloze model of readability measurement. The results of the findings showed that the some approved basic science and technology textbooks, have adequate contents, learning activities, illustrations, chapter summaries and study questions. The findings also indicated that the textbooks were culturally, ethnically and gender biased.  Based on the findings, conclusions were drawn and was recommended that basic science and technology textbooks should be revised periodically to enrich the contents and readability of the textbooks and that a committee of specialists in science and technology should be appointed to selected and possibly approve  textbooks for basic science and technology when the need arises, among others.