Evaluation of Chemistry Textbooks in Use in Nigerian Secondary Schools

Omiko Akani & Okechukwu S. Abonyi

Abstract This study evaluated the Chemistry Textbooks in use in Nigerian Secondary Schools. The sample of the study consisted of five recommended Chemistry textbooks. Eight research questions guided the study.The 8-Point quantitative model of science textbook evaluation was used to evaluate the textbooks. Research questions were answered using the indices specified in the 8- point model. The results reveal a number of inadequacies in the recommended Chemistry textbooks.These inadequacies are in the areas of topical coverage, learning Activities, readability and efficiency in instructional delivery

Introduction The Vision 20: 2020 of Nigeria is a mission to belong to one of the 20 largest economies in the world by the year 2020 and be able to consolidate its leadership role in Africa and establish itself as a significant player in the global economic and political arena . On Friday, September 25, 2009, Nigeria unfolded the draft document of Vision 20: 2020. The document anchored on two principal targets that will be achieved by the year 2020. The targets are: (1). Gross Domestic Product (GDP) of not less than $900 billion (2). National Per Capita Income of not less than $400 per year (approximately $11 per day) Science and technology education is the driving force of every society. As we face global planetary, social and economic issues it falls on science and technology education to stand to the test of time in appreciating what has come to be their responsibility. Our society, therefore, depends on its science and technology education program for sustainable development. Chemistry is one of the courses that are central to studies in science and technology. Chemistry is a branch of science that deals with the scientific study of the composition, properties and reactions (chemical behaviours) of chemical elements and their compounds. Its importance in technological development cannot be over emphasized. Chemistry was among the three basic sciences introduced into the secondary schools by the colonial government. It is taught at the post basic level of education while at the basic level classes they had general science, which was renamed integrated science and then basic sciences with the emergence of the millennium goals.

Credit level pass in chemistry at the ordinary level certificate examination is a requisite for subsequent specialist studies in pure chemistry, chemistry Education, Biochemistry, medicine, zoology, Botany, Geology, and other vocationally oriented programmes such as industrial chemistry, Pharmacy, Agricultural science, Engineering and Metallurgy. Besides, the knowledge of chemistry helps us to observe some issues consciously and logically, and to check the accuracy of our assumptions about things in our physical and biological world.Considering the indispensability of chemistry in technological development, one would expect a better performance and interest of students in the subject. Surprisingly available reports (WAEC, 2009; Udo 2008) reveal that the performance of the Nigerian secondary school students in chemistry is dwindling. Textbooks stand out at the heart of educational enterprises. Teachers rely on them to set the parameters of instruction and to impart basic educational content. In schools, students school work often begins (and in some schools ends) with the textbook. Textbooks constitute the base of knowledge, particularly in the third world countries where there is a chronic shortage of qualified teachers, and online educational services (Naiz, 2001). Since textbooks are very important in teaching and learning processes, they need to be critically evaluated to see whether they are meeting the expected goals of the National policy on Education (FRN, 2008) or that of the National policy on science and Technology. In Nigeria today, there are many chemistry textbooks written by different authors, published and pushed into the market and schools. In Nigeria, the following chemistry textbooks were recommended by the ministries of education for the post basic level: i. New school chemistry for senior secondary schools students by Osei Yam Ababio ii. Senior secondary chemistry BK3 by S.T. Bajah iii. Chemistry for senior secondary school certificate by V.I. Oyeyiola iv. Pure chemistry for west African schools by B.C. Oluba, B.C v. A New Certificate Chemistry By Holderness and Lambert The fact is that these textbooks were never properly evaluated by specialists before recommending them for use in schools. Consequently, the students may find them counterproductive with the devastating consequences of loss of interest and mass failure in chemistry examinations. There is, therefore an urgent need to evaluate the chemistry textbooks in use in our secondary schools, to determine their appropriateness so as to provide the basis and guides for their revision. Objectives of the Study The major purpose of this study is to evaluate chemistry textbooks in use in secondary schools in Nigeria. Specifically this study:-

1. Determined the adequacy of the content of the chemistry textbooks in use in the secondary schools 2. Determined adequacy of the learning activities of each of the chemistry textbooks in use in the senior secondary schools. 3. Ascertained the appropriateness of each of the textbooks chapter summaries 4. Determined the appropriateness of the study questions in each of the textbooks. 5 Determined the appropriateness of the illustrations in the chemistry textbooks. 6. Examined the readability levels of the textbooks. 7. Assessed the population under-representation index of the chemistry textbooks. 8. Assessed the teacher perception index of the textbooks Research Questions The following research questions guided the study:1. How do the contents of chemistry textbooks in use in Nigerian secondary schools reflect the content specified in the core-curriculum? 2. How adequate are the learning activities of the chemistry textbooks in use in Nigerian secondary schools? 3. How appropriate are the chapter summaries of the chemistry textbooks in use in Nigerian secondary schools? 4. How adequate are the study questions of the chemistry textbooks in use in Nigerian secondary schools? 5. What is the illustration index of the chemistry textbooks in use in Nigerian secondary schools? 6. What are the readability indices of the chemistry textbooks in use in Nigeria secondary schools? 7. What is the under representation population index of the chemistry textbooks in use in Nigerian secondary schools? 8. What is the teacher perception index of the chemistry textbooks in use in Nigerian secondary schools? Method This study employed the naturalistic evaluation design which according to wolf (1991) is the act of gathering information and juxtaposing it with some set of criteria to make judgment regarding the strength and weakness, merits or worth of an educational innovation, materials, programmes or products. The researchers found this design useful because it involves making value judgment about chemistry textbooks in use in secondary schools in Nigeria. The instrument that was used for data collection is the 8 point quantitative evaluation model for science textbooks. It was developed by Emerole in 2009. The model is an update of the 5 point quantitative model for evaluation of

science textbooks (QACEST) developed by Nworgu in 2001. The 8-point model evaluates science textbooks using the following indices:i. Topical coverage Index (TCI) ii. Learning activities index (LAI) iii. Study questions index (SQI) iv. Illustration index (ILI) v. Chapter summary index (CSI) vi. Under representation population index (UPI) vi. Readability and comprehensibility index (RCI) viii. Teacher perception rating index (TPI) The 8 point quantitative model for evaluation of science textbooks, an update of the 5 point (QACEST) model was assessed for reliability using Kendall s coefficient of concordance (W). This was necessary because the researchers used five chemistry teachers in the evaluation exercise. A concordance of 0.79, 0.81, 0.91, 0.88 and 0.67 were obtained respectively for the five textbooks evaluated using the ratings of the five chemistry teachers. Results The results of the study are presented in the tables in line with the research questions that guided this study. Research Question 1 How do the contents of chemistry textbooks in use in Nigerian Secondary Schools reflect the content specified of the core curriculum? Based on the data collected from the textbooks the (ITC) index of topical coverage was determined as presented in Table 1. In the table Tt represents Number of topics sufficiently covered by the textbook, Ts is number of topics specified in the syllabus, St is number of subtopics sufficiently covered by the text while Ss is number of subtopics in the syllabus. Table 1: Indices of Topical Coverage Index of chemistry textbooks in use in Nigerian secondary schools S/N Textbook Tt Ts St Ss Index 1 New school chemistry for 88 84 110 125 0.91 senior secondary schools students by Osei Yam Ababio 2 Senior secondary chemistry 76 90 94 106 0.86 BK3 by S.T. Bajah et al 3 Chemistry for senior 70 89 88 113 0.78 secondary school certificate by V.I. Oyeyiola et al 4 Pure chemistry for west 67 96 90 108 0.76 African schools by Oluba,

B.C et al A New Certificate Chemistry 90 7th Edition By Holderness and Lambert.

Acceptance range = 0.80 to 1.00

98

120

126

0.94

The results presented in table 1, revealed that only three out of the five chemistry textbooks evaluated are within the acceptance range of topical coverage. It is however necessary to note that Chemistry for senior secondary school certificate by V.I. Oyeyiola and Pure chemistry for west African schools by B. C. Oluba fall below the baseline. In the same vein also, while Senior Secondary Chemistry BK3 by S.T. Bajah was adjudged to have attained minimum standard, there is a serious need for upgrade of the text. Research Question 2 How adequate are the learning activities of the chemistry textbooks in use in Nigeria Secondary Schools? Based on the data obtained from the textbooks, the learning activity index (LAI) was calculated and presented in Table 2. Note that A represents number of sentences requiring the learner to perform some activity while P is number of sentences requiring the learner only to receive information with no other activity. Table 2: Learning Activity Indices of chemistry textbooks in secondary schools S/N Textbook A 1 New school chemistry for senior secondary schools 264 students by Osei Yam Abaibio 2 Senior secondary chemistry BK 3 by S.T. Bajah et al 281 3 Chemistry for senior secondary school certificate 274 by V.I. Oyeyiola etal 4 Pure chemistry for west African schools by Oluba, 118 B.C. etal 5 A new certificate chemistry 7th edition by 285 Holderness and Lambert
Acceptance range = -0.25 to +0.25

use in Nigerian P 28 30 89 26 35 Index 0.79 0.80 0.75 0.64 0.78

The results reveal that none of the five chemistry textbooks evaluated are within the acceptance range of learning Activity coverage. This implies that none of the five chemistry textbooks contained learning activities as specified in the core chemistry curriculum.

Research Question 3 How appropriate are the chapter summaries of the chemistry textbooks in use in Nigeria Secondary Schools? The results of the Chapter Summary Index (CSI) for the five Chemistry textbooks evaluated are presented in table 3. In Table 3 Js is number of statements in the summary which re-present major points covered in the chapter, Jc is number of major points covered in the chapter, Ns is number of statements in the summary which re-present minor points covered in the chapter while Nc is number of minor points covered in the chapter

Table 3: Chapter Summary Indices Index of chemistry textbooks in use in Nigerian

secondary schools

S/n 1 2 3 4 5

Textbook New school chemistry for senior secondary schools students by Ababio Senior secondary chemistry BK 3 by Bajah et al Chemistry for senior secondary certificate by V.I. Oyeyiola etal Pure chemistry for west African schools by Oluba, B.C. etal A new certificate chemistry 7th edition by Holderness and Lambert

Js 76 72 72 63 82

Jc 83 84 87 89 87

Ns 103 90 73 88 117

Nc 106 115 96 110 125

Index 0.94 0.82 0.79 0.75 0.93

The table 3 shows the results of the chapter summaries index (CSI) obtained from the analysis of the five chemistry textbooks in use in Nigeria Secondary Schools. The results reveal that all the five chemistry textbooks evaluated are within the acceptance range of chapter summary. Research Question 4 How adequate are the study questions of the chemistry textbooks in use in Nigeria Secondary Schools? The data obtained from the textbooks were used for the computation of the study questions index (SQI). The computation of the SQI was based on the study questions found in each of the five chemistry textbooks evaluated. The results are presented in Table 4. Note that T is number of questions that require students to engage in real thinking while R is number of questions that require students to merely recall knowledge.

Acceptance range = 0.60 to 1.00

Table 4: Study Questions Index of chemistry textbooks in use in Nigerian secondary schools
S/n 1 2 3 4 5 Textbook T 72 76 69 54 70 R 18 25 22 14 15 New school chemistry for senior secondary schools students by Ababio Senior secondary chemistry BK 3 by S.T. Bajah etal Chemistry for senior secondary certificate by Oyeyiola Pure chemistry for west African schools by Oluba A New certificate Chemistry 7th Edition by Holderness and Lambert Acceptance range = -0.25 to 1.00 Inde x 0.60 0.50 0.52 0.58 0.64

The results presented in table 4 revealed that all the five chemistry textbooks evaluated are within the acceptance range of study questions index. This implies that all the textbooks evaluated contained appropriate study questions. Research Question 5 What are the illustrations index of the chemistry textbooks in use in Nigerian secondary schools? The data obtained on illustrations found in each of the five chemistry textbooks evaluated were used for the computation of the illustrations index (ILI). The results are presented in table 5. Note also that La is number of illustrations requiring the learners to perform some activity while Lb is number of illustrations requiring the learners to only view.
Table 5: Illustrations Indices of chemistry textbooks in use in Nigerian secondary schools

S/N Textbook 1 New school chemistry for senior secondary schools students by Osei Yaw Ababio 2 Senior secondary chemistry BK 3 by S.T. Bajah etal 3 Chemistry for senior secondary certificate by V.I. Oyeyiola etal 4 Pure chemistry for west African schools by Oluba, B.C. etal 5 A New certificate Chemistry 7th Edition by Holderness and Lambert
Acceptance range = -0.50 to 0.00

La 68 56 47 27 61

Lb 72 69 52 32 78

Index -0.03 -0.11 -0.05 -0.08 -0.12

Summary of results in Table 5 indicates that all the five chemistry textbooks evaluated met the criteria for acceptance implying that for all the five textbooks their illustrations are very adequate.

Research Question 6: What is the Readability Index of the chemistry textbooks in use in Nigerian secondary schools? The data used in answering this research question were obtained from the Cloze Text of Readability of Chemistry Textbooks (CTRCT) as specified by the 8point model. The mean readability scores of the five chemistry textbooks evaluated were computed and presented in table 6. Table 6: Readability Index of chemistry textbooks in use in Nigerian secondary schools
S/N 1 Textbook
New school chemistry for senior secondary schools students by Osei Yaw Ababio Senior secondary chemistry BK 3 by S.T. Bajah Chemistry for senior secondary certificate by V.I. Oyeyiola etal Pure chemistry for west African schools by Oluba B.C. etal A new certificate chemistry 7th edition by Holderness and Lambert Readability score

Decision Very Readabl e Readabl e Readabl e Readabl e Readabl e

60.8%

2 3 4 5

47.5% 46.3% 43.5% 50.7%

The results presented in table 6 revealed that out of the five chemistry textbook evaluated only two (New school chemistry for senior secondary schools students by Osei Yaw Ababio and A new certificate chemistry 7th edition by Holderness and Lambert) attained up to 50% readability score. It is expected that all the textbooks be very readable. Chemistry for senior secondary certificate by V.I. Oyeyiola and Pure chemistry for west African schools by Oluba scored below 50%. Research Question 7 What is the under representation population index of the chemistry textbooks in use in Nigeria secondary schools? The data obtained from the five chemistry textbooks on under-representation of populations were used to answer research this question. The results of the data analysis are presented on table 7.

Acceptance range = 40% and above

Table 7: Under Representation Population indices (UPI) of chemistry textbooks in use in Nigerian secondary schools Textbook Index of UPI Decision S/N underrepresentation G B New sch. chemistry for senior Sec. 232 1 50 0.65 Accept 2 3 4 5
school students by Ababio Senior Sec. Chem. BK 3 by Bajah Chemistry for senior Sec. Cert. by Oyeyiola Pure chemistry for W/A schools by Oluba, B.C. etal A new Cert. Chem. by Holderness and Lambert

108 223 232 275

16 41 35 44

0.74 0.69 0.74 0.72

Accept Accept Accept Accept

Acceptance range = -0.25 to +1.00 (ideal value = 1)

The results revealed that although all the five chemistry textbooks evaluated attained the acceptance range, none of the five chemistry textbooks evaluated met the specified ideal value of +1.00. Research Question 8 What is the teacher perception index of the chemistry textbooks in use in Nigeria secondary schools? The data used in answering this research question were obtained from teachers perception rating scale (TPRS) which is an aspect of the 8-point model. The results obtained are presented on table 8. Table 8: Teachers perception index of the chemistry Textbooks in use in Nigeria secondary schools
S/N Item Mean Rating of Teachers Perceptions Ababi Baja Oyeyiol Olub H. o h a andLambert 3.63 4.03 4.17 3.70 3.80 3.70 3.97 4.27 3.77 4.17 4.03 3.57 3.67 3.90 3.73 2.07 1.77 2.00 2.03 1.83 1.80 1.83 1.37 2.03 2.13 4.17 4.07 4.27 3.97 4.03 4.37 3.77 4.00 4.00 3.93 4.10 3.87 4.33 4.13 4.10 3.77 3.17 3.97 3.60 3.23 3.40 3.33 3.13 2.37 3.93 2.27 2.60 2.63 2.33 2.50

1 2 3 4 5 6 7 8 9 10 11

Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8 Item 9 Item 10 Item 11

12 13 14 15 16 17 18 19 20

Item 12 Item 13 Item 14 Item 15 Item 16 Item 17 Item 18 Item 19 Item 20 Grand mean

3.37 3.30 1.80 4.37 3.17 3.57 2.17 4.60 3.73 3.36

1.90 1.33 3.80 3.73 1.97 3.97 2.33 3.33 3.47 3.09

4.37 2.77 2.67 4.20 3.50 3.93 4.30 3.23 3.30 3.50

3.47 3.30 2.27 3.80 3.30 3.57 1.93 4.57 397 3.51

2.03 1.60 4.30 3.93 2.13 4.03 2.37 3.50 3.57 3.24

Acceptance range = 3.00 to 5.00 Results in Table 8 show the mean rating of perceptions of teachers on each of the items of each of the five chemistry textbooks evaluated. The range of acceptance of the value is 3.00 to 5.00. Any value below 3.00 is rejected. The grand mean scores for the five chemistry textbooks evaluated are within the acceptance range of 3.00 to 5.00. Although the teachers agree that these textbooks are helpful to them in their instructional delivery they failed to score them very high. As we can see the teacher perception indices for each of the five textbooks are slightly above 3.0 which is the baseline. Summary Results presented for this study reveal that only three out of the five chemistry textbooks evaluated are within the acceptance range of topical coverage. It is necessary to note that Chemistry for senior secondary school certificate by V.I. Oyeyiola and pure chemistry for West African schools by B. C. Oluba fall below the baseline. In the same vein also, while Senior Secondary Chemistry BK3 by S.T. Bajah was adjudged to have attained minimum standard, there is a serious need to upgrade of textbooks. The study also reveals that none of the five chemistry textbooks evaluated are within the acceptance range of learning Activity coverage. This implies that none of the five chemistry textbooks contained learning activities as specified in the core chemistry curriculum. Furthermore, the evaluation shows that all the five chemistry textbooks evaluated are within the acceptance range of chapter summary. In terms of study question result of data analysis reveals that all the five chemistry textbooks evaluated are within the acceptance range of study questions index and also that their illustrations are very adequate. Furthermore, the results revealed that out of the five chemistry textbook evaluated only two (New school chemistry for senior secondary schools students by Osei Yaw Ababio and A new certificate chemistry by Holderness and Lambert) attained up to 50% readability score. It is expected that all the textbooks be very readable. Chemistry for senior secondary certificate by V.I. Oyeyiola and Pure chemistry for West African schools by Oluba scored below 50%. In terms of under-population

representation the study revealed that although all the five chemistry textbooks evaluated attained the acceptance range, none of the five chemistry textbooks evaluated met the specified ideal value of +1.00. Finally, although the teachers agree that these textbooks are helpful to them in their instructional delivery they failed to score them very high. As shown in Table 8 the teacher perception indices for each of the five textbooks are slightly above 3.0 which is the baseline. Recommendations Based on the findings and conclusions of this study, the researchers made the following recommendations 1. Scientific knowledge and discoveries are increasing everyday; it is necessary that all the chemistry textbooks in use in secondary schools in Nigeria should be revised periodically. 2. Chemistry textbook authors and publishers should consult core-curriculum in chemistry when writing and publishing their books. This will help them to choose topics, performance objectives, contents and learning activities from the specified core-curriculum. This would help the authors to achieve high topical coverage, learning activities, study questions and chapter summaries indices.
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Holderness, A and Lambert, J. (1983) A New Certificate Chemistry: Heinemann Educational Books LTD. P.M.B. 205, Ibadan Nigeria National Science Teachers Association NSTA (2006), The use and Adoption of textbooks in science teaching. http://www.nsta.org/textbooks National Policy of Science and Technology (1998), Federal Ministry of Education press unit, Abuja Naiz, M. (2001) Conceptual understanding of chemistry, International Journal of Science education, 23 (2) 623 Nworgu, B.G. (2001) A.5-point Quantitative Model for the Evaluation of the content of science Textbooks. Journal of the Science Teachers Association of Nigeria, 36 (1 and 2), 10-16. Opara, P. (2004) Readability of physics textbooks used in secondary schools in Oyo State of Nigeria. Journal of Science Teachers Association of Nigeria 21 (1) 102110. Rebort, L. (2002) physics text: An Evaluative Review: The physics teacher vol. 20 No 8 Udo, N.N. (2008) Effect of Advanced Organizer on students Achievement and Retention in senior secondary school physics: Unpublished M.Sc. (Ed) Thesis. Nigeria University, Abakaliki