Content Analysis and Readability of Prescribed Secondary School Mathematics Textbook in Ogun State, Nigeria
The periodically reviewed syllabuses are reflected in the school textbooks and textbooks are viewed as mediators between general intentions stated in the syllabus and classroom instruction as they provide the links between aims and reality. They also pointed out the crucial role of the textbook and teachers’ manual in helping teachers to teach the concept with relational understanding. This implies that learning and understanding of some mathematics topics have not only been frustrated by the nature of the topics but also by the clumsy methods and instructional materials used by the teachers. The good understanding that the students need in mathematics could be acquired in mathematics textbooks and this informs the need for mathematics textbooks to be readable. Thus, this study focused on content analysis and readability of prescribed secondary school mathematics textbook in Ogun State, Nigeria. The descriptive research design of survey type was used while the Multi-stage sampling technique was used in selecting the sample. Four research questions and two hypotheses were raised and tested using mean scores and Pearson Product Moment Correlation respectively. Data collection was carried out using two research instruments – Teachers’ Perception on the Content of Prescribed Mathematics Textbook Questionnaire (TPCPMTQ, r = 0.85) and Assessment of Students’ Readability of Content of Prescribed Mathematics Textbook Questionnaire (ASRCPMTQ, r = 0.82). The results showed that teachers perceived that the prescribed mathematics textbook lacked some content quality as the average mean = 2.49 while the organization and presentation features’ qualities were also lacking as the average mean = 2.30. This revealed that the prescribed mathematics textbook lacked technical language and information related to reality. The findings also revealed that majority of the students found the textbook content sometimes confusing and difficult to read as the average mean = 2.20. It was therefore recommended that policy makers and educational planners in the state should see to how the prescribed mathematics textbook could be improved to make it more students’ friendly.
Keywords: Content Analysis, Gender, Mathematics textbook, Readability.