A Critical Evaluation of the Textbook Programme in Public Primary Schools and Implications for Laptop Classrooms in Kenya

Abstract

Social development gravitates around the quality of learning experiences and skills acquired in the school. The utilization of effective teaching and learning strategies as well as the integration of technology are key drivers of Kenya’s Vision 2030 and social transformation. Importantly teaching and learning resources such as textbooks are essential but perhaps insufficient to facilitate learning. This paper reports the findings of an evaluation study of the textbook programme in a selected rural district in Kenya and analyses the implication for laptop classrooms within the Kenyan context.

Keywords: Instructional effectiveness; textbook programme; public primary schools; learning achievement; laptop classrooms