Abstract
Textbooks are one of the most used teaching materials for attaining educational goals in secondary education institutions. Textbooks still maintain their importance at the present time, when a lot of technological developments are taking place. It is important to evaluate textbooks, which also play an important part in geography education, from the perspective of students who have just completed their high school education. To this end, the purpose of this study is to determine to what extent the geography textbook is used by high school 12th graders in their classes. The study employs the mixed research model. A Likert-type survey composed of ten questions and five variables was prepared by obtaining expert opinion. The Cronbach’s alpha coefficient of the survey was found to be 0.761. At the end of the survey, an open-ended question was addressed to the students. The study was conducted on the newly enrolled first-grade students of four verbal departments of Namık Kemal University Faculty of Arts and Sciences in the 2018-2019 academic year. The data obtained from the student survey are presented in tables along with frequency and percentage values.The students’ responses to the five-variable, ten-question Likert-type survey prepared by the researchers imply that students do not frequently use the geography textbook when they are in the 12th grade, especially in the process of preparing for the university entrance exam.
Highlights
Human being has been transferring his knowledge to generations through education from past to present
The sample of the study includes the first-grade students of Geography, History, Literature, and Sociology departments of the said faculty who received the geography course in their final year in high school
This study investigated the level of use of the 12th-grade geography textbook in geography classes in secondary education by the first-grade university students enrolled in the 2018-2019 academic year
Summary
Human being has been transferring his knowledge to generations through education from past to present. There are a lot of different definitions of education provided by different scientists. Its broadest definition suggests that education is the intentional process of making a desired change in an individual’s life through his own experience (Öncül, 2000; Demirel, 2012; Güneş, 2015; Heaton, & Lawson ,1996). When education is taken as a system, the inputs of this system are students, staff, knowledge, investment, tools and materials, curricula, textbooks, and auxiliary materials. The target behaviors acquired by students, desired behaviors not included in the curriculum, undesired behaviors in the curriculum, products that can be made at school, and gains acquired from them are its outputs The target behaviors acquired by students, desired behaviors not included in the curriculum, undesired behaviors in the curriculum, products that can be made at school, and gains acquired from them are its outputs (Alıç, 1991, s. 154)
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