Abstract
Textbooks are one of the most fundamental learning and teaching tools used in schools all around the world (Nicholls, 2003). Today's technology allows students to access a variety of textbook formats, including online textbooks that they may read from anywhere. This study looks into the style and arrangement of learning textbooks in Malaysia in order to make studying more convenient. The purpose of this research is to see if the dynamics of textbook layout affect students' desire to learn. Thirty Year 6 children from a primary school in the Selangor district of Hulu Langat participated in this study. Students' views of textbook design elements, such as paper quality, printing, colour, and pedagogical aspects, were determined using a quantitative survey. Print and colour were scored higher by the students than paper quality, artwork, and images, according to the data. Furthermore, the research discovered a link between the layout of a book and its actual use.
Highlights
Textbooks are an essential element of the educational environment since they serve so many functions
The objective of this study is to examine students’ views on the technical design aspects of textbooks, such as print and paper quality, illustrations, pictures, colours and presentations, and graphic materials used in the textbook and whether these elements lead to learnability in the moral education subject
Based on the table above, 100% of the respondents ranked the elements of colours used to present information and graphics, pictures, and charts as very important. This finding suggests that the use of color in presenting compelling information positively affects students’ interest towards the moral education textbook
Summary
Textbooks are an essential element of the educational environment since they serve so many functions. Textbooks do more than just summarise the subject's material at their grade level. Unsuitable textbook design and features may be harmful to students' learning and engagement, rendering this resource useless (Harp & Mayer, 1997). In this sense, the need to make textbooks attractive has spawned an entire discipline called instructional design. There is little distinction between individuals who think their textbooks make learning simple and those who believe otherwise. In this view, the majority of students believe that the organisation of their textbooks facilitated revision. 83% of respondents confessed to often referring to their textbooks (Table 7) for casual or independent reading as well as for assistance in completing teacher-assigned tasks or projects.
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