Textbook Usage Research Articles

Comparative Study of AI Textbooks for Primary and Secondary Schools

With the development of information technology, artificial intelligence (AI) has become a new focal point of international competition. AI education in primary and secondary schools is gradually becoming an important component of education in the intelligent era in China. Textbooks are a crucial medium for courses, and AI textbooks for primary and secondary schools are the core teaching materials for AI courses. This study examines 18 AI textbooks for primary and secondary schools, based on relevant curriculum standards such as the AI Curriculum Development Standards for Primary and Secondary Schools in China (Trial). Using content analysis and quantitative curriculum difficulty models, the study compares and analyzes the textbooks from five dimensions: teaching arrangement logic, textbook content, textbook usage conditions, textbook evaluation, and textbook difficulty. The study concludes that the textbooks have systematic teaching arrangement logic, though some lack learning objectives; the content is contemporary, but the knowledge system is not comprehensive; the usage conditions are diverse, but some schools lack the necessary implementation environment; and the difficulty is moderate, though there is a gap compared to the curriculum standards.

Exploring English Language Teacher Identity Construction in Disadvantaged Chilean Schools through Textbook Usage

Exploring English Language Teacher Identity Construction in Disadvantaged Chilean Schools through Textbook Usage

Exploring the usage of learning resources by medical students in the basic science stage and their effect on academic performance

BackgroundThe United States Medical Licensing Examination (USMLE) step 1 is one of the two examinations written after completion of the first two years (basic science stage) of medical school to be eligible to apply for residency training in the USA. A huge number and types of study materials are available to prepare for the exam which might confuse students choosing a resource.We investigated learning resources being used by the third and fifth-semester medical students and their association with academic performance. We also compared learning resources and exam scores of high-performing and low-performing students.MethodsData collection was done using structured (quantitative study) and semi-structured (qualitative study) questionnaires during a face-to-face interview. This article is about the quantitative part which was designed as a correlational study. Single factor one-way analysis of variance (ANOVA), Pearson correlation coefficient test, T-test, and Fisher’s exact test were used to analyze the data.ResultsAbout half of all students used three or more commercial resources dealing with the same content. A weak negative correlation was observed between the number of commercial resources and the exam scores, especially when the number of these resources was three or more (r = -0.26). The mean exam score of textbook users was statistically significantly higher than the mean score of textbook non-users (p = 0.01). The usage of textbooks was statistically significantly higher in the cohort of top performers in comparison to the rest of the students (p = 0.006). In addition to less usage of textbooks, the mean number of review books was higher in the group of weakest students (2.84 versus 3.7; p = 0.75).ConclusionsMost students did not use professional textbooks and about half used too many commercial review resources. While the former fact was significantly associated with poor academic performance, the later fact had weak negative correlation with exam score.Pedagogical interventions are urgently needed to make the right type of learning resources available by making professional textbooks more USMLE-oriented and helping the students choose the best and right number of resources for optimum academic performance. By fulfilling the observed needs of the students in this way, they might feel empowered because of self-determination which will motivate studies.

The Use of Digital English Textbooks: A Study on Comprehension and Language Production Abilities Among Young Learners

The shift from traditional to digital textbooks in education brings both prospects and hurdles, especially in teaching English to young learners. Despite the widespread adoption of digital textbooks, their impact on students' language skills and teacher-student interaction needs more exploration. This study aims to thoroughly evaluate how digital textbooks affect English comprehension and production among young learners and teachers. The research conducted at SDS Islam Ar-Risalah Jember involved two teachers and eleven students, employing a descriptive qualitative method. Observations, interviews, and document analysis were utilized to gather data, analyzed through the Miles and Huberman method, pinpointing trends in digital textbook usage and understanding. Results suggest digital English textbooks significantly improve young learners' and teachers' English skills, enhancing speaking, reading, writing, and listening abilities. These resources offer a dynamic and interactive educational experience. However, transitioning to digital tools introduces challenges like infrastructural limitations and the need for teaching method adjustments. Addressing these issues is essential for fully leveraging digital textbooks in education. In conclusion, while digital textbooks can boost English language mastery among young learners and teachers, realizing this potential requires overcoming certain technological and pedagogical obstacles.

OER by Any Other Name: Results From A Faculty Listening Tour At A Mid-Sized Research University

The importance of OER in higher education is well-documented, but additional factors are necessary to explore in order to understand the perception, use, and development of these resources. These include scans of academic environments beyond community colleges or large public universities, and the utilization of novel techniques such as listening tours. In this study, a faculty listening tour was conducted at a private, mid-sized research university. Fourteen faculty members from a variety of disciplines participated in the study, with STEM disciplines being slightly more represented. Semi-structured interviews revealed findings related to faculty usage of textbooks, understanding of student financial needs, perceptions of OER, as well as faculty communication preferences. Faculty members were found to be thoughtful in their selection of course materials, albeit limited by time to include or create new resources, and considerate of cost when choosing textbooks. Faculty members were also found to be unable to define inclusive access models and had difficulty understanding the term OER, leading to a change in librarian vocabulary when referring to these resources. This listening tour led to new approaches to outreach and communications regarding OER among faculty, as well as the development of a staff listening tour, to better support campus needs and facilitate the use of more low-and-no-cost materials.

CREATING A COMBINATORY GLOSSARY OF GEOGRAPHY ESP VERBS: THEORY AND PRACTICE

The paper presents the structure, content and organization of the glossary of English verbs and their word combinations functioning in the geographic register of scientific speech. The glossary is compiled at the Department of Foreign Languages for the Faculty of Geography. It is a kind of “active” lexicographic source which helps students and scientists to master ESP of geographic disciplines. Verbs are given as part of the most common lexical and grammatical collocations such as river flows, sea level rises, rain falls accompanied by brief contexts illustrating their real usage in scientific articles, textbooks and terminological dictionaries on geography. Verbs of different kinds: terminological verbs, verbs of general English, verbs of general scientific vocabulary are usually used in recurrent collocations and free word combinations. Their linguistic functioning is confined to a set of rather simple and logically based patterns. These verbal word combinations serve as the “building material” of scientific speech in the field of Earth sciences. Thus, our glossary contains the most essential information about the use of basic geographical verbs. It can also serve as the material for testing the knowledge of geographic ESP.

Exploring the Global Pupil’s Academic Performance in Linear Programming: A Glimpse on Literature Review

The main objective of this essay was to conduct an exhaustive literature review of the pupil’s performance in linear programming. The study sample had 15 participants comprising 8 females and 7 males purposively sampled. The study concerning students’ lived experiences of their academic success in linear programming was conducted using a hermeneutics phenomenology design. The study was qualitative as the details were descriptive, led by the specified methodology, and used qualitative research methodologies and procedures. This is a result of its stringent compliance standards for a variety of processes, including sampling techniques and data analysis methodologies (Mulenga, 2015). The intent was to describe the pupil’s academic performance, explore pupils’ linear programming-related disablers, and explore techniques for enhancing pupils’ academic performance. The study was only carried out for six months. In light of this, it has been noted that the performance of pupils in linear programming is subpar as a result of a variety of complications, including lack of teaching and learning resources, incompetent teachers, pedagogy they use, pupils’ attitude, mathematical language, time and the usage of subpar textbooks, among others. As a result, the existing difficulties have even led to pupils’ low morale, which is prevalent worldwide, especially in developing nations. In order to address the issue of the topic being taught by incompetent teachers, it is advised that the government train and recruit qualified and competent mathematics teachers to teach the subject at senior secondary. Furthermore, additional time should be allotted to the challenging topics through collaboration between the MoGE and the Curriculum Development Centre (CDC). In order to support pedagogies among mathematics teachers, it is also advised that the MoGE strengthen Continuous Professional Development (CPD) initiatives in schools. Besides, the MoGE should receive more funding in order to purchase instructional materials for different schools across the nation. Teachers of mathematics are commended to use a variety of approaches, tactics, and strategies in order to enhance how they present the lesson they are teaching.

Preference of Internet Usage versus Textbook Usage for Diagnosis and Treatment Planning in Physiotherapy Students: A Cross Sectional Study

Background and need of study: This study aims to evaluate the frequency with which physiotherapy students experience; the need of digital information resources and academic textbooks to diagnose and treat patients. The widespread availability of internet-connected smart devices in the health care setting has the potential to provide physiotherapy students' information needs. Methodology: 140 physiotherapy students, selected by convenience sampling. Students studying in third year, final year and Interns of Physiotherapy students were included. The participants filled a Google self-designed, close-ended questionnaire which was circulated via WhatsApp around different physiotherapist groups. Descriptive analysis was done using Microsoft excel. Results: Out of 140 subjects, 53% use internet for diagnosing and treatment of the patients; 70% find internet useful for understanding the patient’s condition better while 84% find textbooks reliable for diagnosis. 48% think maybe internet is hindering their academic performances, 31% think it’s definitely hindering while 21% think it’s not. Conclusion: Physiotherapy students frequently experience need of internet for diagnosis and treatment for their patients. This also departs a thought that the students are not aware regarding the authenticity of materials given on internet. This study also implies that despite textbooks being safe, internet is being used for the sake of convenience by students. Keywords: Physiotherapy students, Internet, Textbook, Treatment

Lexical Bundles in Indonesian EFL Textbooks: A Corpus Analysis

Background. Lexical bundles in textbooks are of paramount importance in foreign language learning. They provide a framework for new vocabulary acquisition and help to build fluency. Despite many studies on lexical bundles, investigations into their usage in EFL textbooks in the Indonesian context are still rare.
 Purpose. This corpus-based study examines the patterns and structural classifications of lexical bundles in EFL course textbooks for Indonesian senior high school students. As such, it could yield ready-made chunks of English which could be incorporated into students’ spoken and written communication.
 Method. The AntConc software version 3.5.9 was used to extract lexical bundles from five Indonesian Senior High School English textbooks. These books were endorsed by the government to be used across the country. The corpus revealed that the textbooks had 54,009 lexical bundles. In addition, the bundles were categorized into patterns and structural classifications based on Biber et al. (1999).
 Results. The results showed the patterns included three-word lexical bundles with 32,527 occurrences, four-word with 11,620, five-word with 6,073, and six-word with 3,789. Furthermore, eleven structural classifications of lexical bundles were found in the textbooks: “noun phrase + of phrase fragment” with 173 occurrences; “noun phrase + other post modifier fragment” with 44; “other noun phrases fragment” with 157; “prepositional phrase + of” with 13; “other prepositional phrases” with 243; “anticipatory it + verb phrase/adjective phrase” with 13; “passive verb + prepositional phrase” with 19; “copula be + noun phrase/ adjective phrase” with 30; “(verb phrase +) that- clause” with 59; and “(verb/adjective +) to- clause” with 239.
 Conclusion. Three-word lexical bundles were the most frequent in the senior high English textbooks. High frequency implies repetition of the bundles. Also, the other prepositional phrase fragment was the most frequent structural classification. Short bundles may have been intended to help students to retain vocabulary and recall the bundles in the usage. This study, therefore, provides valuable insights into the most common groups of words used in the Indonesian EFL textbooks. Pedagogically speaking, repeated bundles in English textbooks can familiarize EFL students with the patterns, and they can use them in spoken and written communication.

CEFR 단계에 따른 초등 교과서 및 학습자 어휘인지도 분석

Objectives This study aims to specify what to consider when teaching the upper level of the elementary recommended vocabulary.
 Methods Vocabularies extracted from textbooks reflecting the 2015 curriculum and CEFR textbooks were described levels of EVP to investigate learners’ vocabulary awareness and the aspect of vocabulary being implemented in textbooks was analyzed. Vocabulary awareness survey items were confirmed through a preliminary survey targeting 20 students at Gunsan J elementary school. 27 survey items described by CEFR levels in EVP were analyzed in terms of usage in one type of Korean textbooks. Vocabulary awareness survey was conducted with 116 students of Gunsan J elemenatry school using a google survey.
 Results 12 vocabularies out of 27 have some usage in textbooks. The vocabulary awareness of the learners for the vocabulary usage described in the textbook was shown high. Although textbooks use only some usages of vocabulary, learners responded that they know other usages as well. Awareness of upper level vocabulary usage, not the CEFR Basic User, was also shown high.
 Conclusions Vocabulary awareness items that can be used in the classroom should be developed. EVP can be a basis for users to search for and utilize vocabulary usage to develop survey items. Since the results can be interpreted as the CEFR learner’s language proficiency, it can be effective tool for evaluating, analyzing and utilizing the learner’s vocabulary awareness. It is necessary to actively introduce various uses of vocabulary in elementary vocabulary instructions. In many cases, learners knew the usage of upper level's vocabulary usage even if those weren't used in textbook and weren't classified to the elementary recommended in curriculum. Therefore, Efficient vocabulary instruction will be possible, if the recommended vocabulary in the curriculum is used as a guideline, and vocabulary usage is taught in the class based on learners’ vocabulary awareness.

The Effects of Digital Textbooks on Students’ Academic Performance, Academic Interest, and Learning Skills

The advances in information and communications technology and the digitization of services offer new ways to reach, engage with, and provide services to consumers. Recent advances in technology have fueled the rapid growth of digitization in education, and the education industry has witnessed radical changes in the provision and delivery of its products and services. Digital textbooks, which are equipped with various learning resources including multimedia aids, assessment questions, and hyperlinks to external resources, can be an important channel for harnessing technologies in classrooms. Korea's digital textbook experiment provides a unique empirical setting to examine the effects of digital textbooks on students’ academic outcomes. The authors employ a panel regression model with teacher fixed effects, propensity score weighting, and an instrumental variable strategy to find that greater usage of digital textbooks in class improves students’ academic performance, academic interest, and learning skills. The authors explore the heterogeneity in the utilization effect across student levels and find greater improvements in academic performance for low-achieving students. The findings have important managerial and policy implications for major stakeholders in the education sector, including teachers, school administrators, students, and policy makers.

Digitalne kompetencije učitelja za primenu e-udžbenika u nastavi o prirodi i društvu

The goal of this study is identification of teachers assessment about digital literacy the have for using electronic textbooks in the teaching class of Nature and society. In this research, we work from general assumption that electronic textbooks are important in teaching Nature and society, but not all teachers are equally digitally competent for using electronic textbooks, then also effects of their usage in Nature and society are different. It also deals with special assumptions that in the research will reveal that there are differences in teachers assessments of the digital competence they have for usage of electronic in Nature and society depending on their years in service in school, their educational level and the ways they improve their knowledge. Research has been conducted in the first half of 2022/2023. school year, in the area of Zlatibor district. Data collected by Scalar - DCT-UeTCNS ( = .924) and processed with descriptive statistics, analysis of variance and Man-Vitney U test have shown there is statistically significant difference in the estimates of teacher about their digital competences they have for using electronic textbooks the class of Nature and society in depends of their years in service in school, their educational level and the ways they improve their knowledge. The research results point to the need of the efficient implementation of electronic textbooks in the class of Nature and society, improving digital competences of students in elementary school on all levels of teaching and the need of continual professional development of teachers, especially in the field of improving digital competences directed on creative usage of electronic textbooks in teaching practice.

Changes in Hungarian academic psychology after the end of "people's democracy".

The paper surveys the last 30 years of Hungarian academic psychology. Around 1989-1990, the time of the great social changes Hungarian psychology was rather Westernized, but still a relatively small scientific field and applied profession. The opening and liberalization of politics made psychology in Hungary a booming profession and a rich research field. Education of psychologists was spreading, and becoming more Westernized in textbook usage and reading materials. Entrance numbers at two universities with 80 students were replaced by 2010 by 6 university programs and about 8000 incoming students. The training system is a Bologna type BA + MA + PhD system, The educational booming has its own problems. As all university subjects, psychology training is also underfinanced, with high teaching loads and a move by university management towards applied areas, neglecting basic research. The research activity is characterized by a fivefold increase of English language publications coming from Hungary over a 20 years period. University research was strengthened, and competitive grant systems were introduced, whth good success aretes by psychologists. Here again, managerial thinking questions many aspects of basic research and liberalized science management. These factors are peculiar to psychology, but they do have an impact on it. The paper gives some details about one chapter of academic psychology, cognitive psychology. Institutionally, support by the Soros foundation in the 90s for the university cognitive programs had as one consequence that three departments of cognition are active in Budapest today. Another aspect of insitutional development was the series of multidisciplinary conferences in Hungary (MAKOG), and Hungarian involvement in international graduate training programs in cognitive science. The most successful cognitive group, at Central European University (5 ERC grants, publications in leading journals) is recently chased out of Hungary by anti-Western and antiliberal legal moves. This would certainly have a detrimental effect on Hungarian cognitive psychology for quite a time.

Factors Affecting the Use of Digital Mathematics Textbooks in Indonesia

Digital mathematics textbooks differ from traditional printed textbooks in, among other things, their dynamic structural elements, representing a potential that traditional textbooks cannot fulfil. Notably, dynamic structural elements, i.e., multimodal representations of mathematics, could be of particular importance for learning, which is why the scientific interest in digital mathematics textbooks has increased in recent years and many digital textbooks have been developed. However, research related to predicting teacher usage behavior of digital textbooks is still limited. Therefore, this research aims to analyze the predictors that may influence the intentions of mathematics teachers and the actual usage of digital textbooks by applying the Unified Theory of Acceptance and Use of Technology (UTAUT). Data were collected from 277 teachers in West Java Province, Indonesia, and analyzed using structural equation modeling (SEM). The results indicated that Performance Expectancy (PE) is the biggest significant factor, followed by Social Influence (SI), that influences the Behavioral Intention (BI) of mathematics teachers to use digital textbooks in Indonesia. Effort Expectancy (EE) does not affect the intention to use a digital textbook. In turn, BI has the largest and most significant effect on teachers’ actual usage of digital textbooks. This result contributes to the understanding of the predictors that can increase the use of digital textbooks by mathematics teachers.

Matematik öğretmenlerinin yüz yüze ve uzaktan eğitimde matematik ders kitabı kullanma sıklığının karşılaştırılması

Understanding the variables that affect the use of textbooks are important for the development of eligible and preferable resources. In this research, the frequency of textbook usage in face-to-face and distance education was examined according to grade level, professional experience of teachers, and residential area of the schools in which teachers work. The sample of the study consists of 287 middle school mathematics teachers working in different state schools. Data was obtained through an online survey. This study showed that the frequency of textbook usage decreased as the grade level increased, and this decrease occurred both in face-to-face and distance education. However, it has been concluded that the frequency of textbook usage varies in both learning environments according to teaching experience, and that change is statistically significant. In face-to-face classrooms, it was determined that the location of the school was a determining factor in terms of the frequency of textbook usage, whereas, in distance education, the frequency of textbook usage did not statistically significantly differ according to school location. The rest of the findings are discussed in terms of teachers’ experiences and attitudes.

Використання інтернет-ресурсів у навчальному процесі

The article focuses on the basic transitions of informational and communicational technologies into the educational process, and on the specific of the usage of electronic textbooks and the requirements for their creation. It is important to note that, in the course of computer technology, the computer-related technologies of educational process would allow the student to complete the homework at convenient time, study the material better due to the simultaneous combination of the visual, auditory and other forms of perception, to conduct the computerized self-control and so on. Also, analyzes the issues of teaching Ukrainian as a foreign language, discusses the problems that students face when learning a language. The advantages (formation of reading skills, use of materials of varying degrees of complexity, improvement of listening skills, monologue and dialogic speech, replenishment of vocabulary) and disadvantages (technical, psychological) use of Internet resources are outlined. An attempt was made to structure the Internet resources into groups. Key words: Internet, online resources, online forums, communicational, online platform, online courses, website, computer technology, electronic textbooks

THE TEACHERS’ AND STUDENTS’ PERCEPTION ON ENGLISH TEXTBOOK “WHEN ENGLISH RINGS THE BELL”

Abstract 
 The purpose of this study is to compare the student's and teacher’s perceptions about their current English textbook they used. This study categorized as a descriptive qualitative study. The population of VIII grade students (45 students) of junior high school was involved in this study and an English teacher of them too. The questionnaire and semi-structured interview were used as the instrument of this research. Besides, the guideline of the interview and questionnaire was from [1]Cunningsworth's (1995) theory which is explained about the book evaluation. The data were analyzed through Google form percentage presentation for the questionnaire while transcription, coding was used for the interview section. The result showed, 75% of students believed that the book they used has good quality. While the rest 25% felt it did not fulfill their expectation and need. Besides, the teachers’ perception supports it with some of the books’ part lacks organization and employed too many vocabularies. Whereas the students felt their current level was not suitable with the teachers’ beliefs, but the teacher believed that it was appropriate with the students’ level. So, there were few different perceptions between them. However, the teacher believed that her role in helping students with textbook usage could help the main point of students’ need due to the teacher has lack of knowledge and awareness to do coursebook evaluation. Therefore, further research needs to be done to make this study more comprehensive. 
 

Impact of OER in Teacher Education

The purpose of this research study, which employed a quantitative research design, was to determine if there was a difference in the grades achieved by students who were enrolled in an entry-level Foundations of Education course using Open Educational Resources (OER) versus the grades achieved by students who used textbooks in other course sections. The goal was to find out whether OER was of the same or higher quality as textbooks in our minority-serving higher education institution. The outcomes revealed that there was no significant difference in grades for course sections that used OER when compared to course sections that used textbooks. Thus, it can be concluded that OER were as good as the textbook usage. The study was conducted at Hostos Community College (HCC), a two-year college of City University of New York (CUNY). CUNY is comprised of 25 campuses across the five boroughs in New York City, USA.

Textbook Usage at Schools in the UK: Current Status, Studies, Future Plans

Bu çalışma, Birleşik Krallık eğitim sisteminde ders kitabı kullanımı konusuna ışık tutmayı amaçlamaktadır. Dünyanın birçok ülkesinde ders kitapları başlıca eğitim materyali olmasına rağmen, Birleşik Krallık eğitim sisteminde geçtiğimiz yüzyılın son yarısında ders kitabı kullanımı ortadan kalkmıştır. Bunda farklılaştırılmış öğretim ve öğrenmeyi öğretme yaklaşımları etkili olmuştur. Ancak, ders kitabı kullanımının başat olduğu Uzak Doğu ülkelerinin PISA gibi uluslararası sınavlarda elde ettiği başarılar, İngiliz eğitim otoritelerini Birleşik Krallık’taki ders kitabı karşıtlığı kültürünü sorgulamaya yöneltmiştir. Eğitim Bakanlığı, nitelikli ders kitaplarını kullanıma sunarak ders kitabı karşıtlığını zayıflatmak üzere çeşitli adımlar atmıştır. Şimdiye kadar matematik ders kitaplarında oldukça önemli bir mesafe kat edilebilmiştir. Eğitim otoriteleri, Birleşik Krallık’taki okullarda ders kitabı kullanımını yaygınlaştırma yolunda çaba sarf etmekle birlikte, eğitimin bireysel olması gerektiği yönündeki köklü düşünce, bütün tarafları ikna etmenin uzun zaman alacağını göstermektedir.

Prediction Skills, Reading Comprehension and Learning Achievement in Vihiga County Kenya. Addressing Constraints and Prospects

Prediction skill may be used in reading comprehension passages as encapsulated in interactive approach instruction. Prediction skills assist learners to decode the meaning of comprehension passages by constructing guesses about the contents of texts to be read in comprehension passages. Learners in Vihiga County register low achievement in English language examinations than peers in neighbouring counties over the years. The performance is much weaker in comprehension passages than grammar sections. Although there are low grades, the nexus between use of prediction skills and learners’ achievement in reading comprehension passages has not been assessed. This study applied the Solomon Four Non-Equivalent Group Design to obtain primary data from 279 primary school learners and 8 teachers in 2017. Multiple linear regression used generated two models, one for the experimental group (Model 1) and one for the control group (Model 2). Findings indicate that the influence of prediction skills on learner achievement in reading comprehension passages was significant in experimental, but insignificant in the control groups. However, influence was stronger in the experimental than in the control groups, suggesting that training English language teachers on correct application of prediction skills improves learner achievement in reading comprehension passages. The study recommends need to: sensitise teachers on textbook usage, while supplementing with improvised materials; guide learners through titles; as well as update teacher training curriculum by integrating inter alia, emerging instructional methods embracing Information and Communication Technology and entrenching innovation in resource mobilization and use.