Abstract
This study examines the learning outcomes of selected English textbooks at the cognitive level. The aim of the present study is to explore the levels of criticality in the learning outcomes of compulsory English textbooks (Grade 6-10) published by the Punjab Board, based on which their activities and exercises are designed. Learning outcomes of compulsory English textbooks (Grade 6-10) were analyzed following the Critical Thinking Evaluation Model (CTEM). Post-use evaluation of the learning outcome of compulsory English textbooks (Grade 6-10) has not been carried out yet. To fill this gap, selected English textbooks were evaluated in terms of their critical thinking skills based learning outcomes. The evaluated textbooks were selected through stratified sampling. A mixed-method approach including both qualitative and quantitative data analysis was used to make findings more reliable and valid. Exploratory research design was adopted to explore the levels of criticality in compulsory English textbooks (Grade 6-10). The totality of results showed that the ‘implementation’ level of CTEM was the most frequent among the learning outcomes. The second most frequent level of criticality was ‘background knowledge’ and the third most frequent was ‘apprehension’. ‘Anatomization’ and ‘creativity’ levels of criticality appeared less frequently among the learning outcomes of compulsory English textbooks, while the ‘conceptualization’ level of CTEM was the least frequent. It was found that the learning outcomes of compulsory English textbooks (Grade 6-10) were not designed to enhance critical evaluation and self-directed learning. The results are beneficial for textbook designers, textbook evaluators, examiners, paper setters, teachers, students, and teacher trainers. This study contributes to the development of the English language teaching system in public schools.
 Keywords: CTEM (Critical Thinking Evaluation Model), English textbooks, learning outcomes
Highlights
Textbooks are crucial for any sort of learning including language learning
The main purpose of this study is to explore the levels of criticality in the learning outcomes of compulsory English textbooks (Grade 6-10)
The results showed that the ‘implementation’ level of Critical Thinking Evaluation Model (CTEM) was dominant in the learning outcomes of compulsory English textbooks (Grade 6-10)
Summary
Textbooks are crucial for any sort of learning including language learning. Skowronski and Hinchman (2002) stated that textbooks are a major component in any kind of language program. Hutchinson and Torres (1994) said that the relevant textbooks are crucial for teaching and learning. The learning outcomes of textbooks should be designed according to the needs of the students. Textbooks play an important role in the teaching and learning process (Cunningsworth, 1995; Haycraft, 1998; Sheldon, 1988). Keeping in view the above mentioned points, this study strives to determine the levels of Critical Thinking Evaluation Model (CTEM) based on which the learning outcomes of compulsory English textbooks (Grade 6-10) have been designed. English textbooks taught from Grade 6 to Grade 10 were selected for analysis because these are the transitory levels of education whereby children move towards complex learning
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