Content Coverage and Readability of Science Textbooks in Use in Nigerian Secondary Schools

Abstract

This study evaluated the content coverage and readability of science textbooks in use in Nigerian secondary schools. The study utilized an evaluation design. The study was limited to the core sciences studied at both the junior and senior secondary schools. They are Physics, Chemistry, Biology and Basic Science. A total of one thousand eight hundred and forty-eight research subjects comprising one thousand eight hundred students and forty-eight science teachers were used for the study. Two research questions and one null hypothesis guided the study. The research questions were answered using the quantitative model for textbook evaluation developed by Emerole (2008) while the hypothesis was tested at 0.05 level of significance using Chi-square test of goodness of fit. The finding revealed that all the science textbooks evaluated covered the contents of the core curriculum. The result of data analysis revealed that three out of four evaluated textbooks in biology are readable. Modern Biology for Senior Secondary Schools had readability mean score of 38.41%, Essential Biology for Senior Secondary Schools had 72.4%, College Biology for Senior Secondary Schools had 66.29% while Comprehensive Biology for Senior Secondary Schools had readability index of 60.1%. The data on readability for physics, chemistry and basic science indicate that they are readable. Based on the findings the researchers made specific recommendations with respect to the textbooks recommended for use in the four subject areas in Nigerian secondary schools. This will provide a template and guide for ministry of education in recommendation of science textbooks for secondary schools. In addition, it will serve as a basis and guide for review of science textbooks in use in both junior and senior secondary schools. Keywords: content coverage, readability, science textbooks, secondary schools DOI: 10.7176/JEP/13-7-06 Publication date: March 31 st 2022