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EVALUATION OF ENGLISH LANGUAGE TEXTBOOKS USED IN THE JUNIOR SECONDARY SCHOOLS IN NIGERIA: A CASE STUDY OF LAGOS STATE SCHOOLS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The aim of this study was to evaluate the English language textbooks used in junior secondary schools in Nigeria, with a specific focus on the case of Lagos State schools. The research conducted a comprehensive assessment of the textbooks’ content, pedagogical approach, language proficiency requirements, and overall suitability for the targeted student population.
A mixed-methods research design was employed, combining qualitative and quantitative approaches. The study utilized a sample of junior secondary school teachers, students, and education experts from Lagos State. Data collection methods included surveys, interviews, and document analysis.
The findings revealed several strengths and weaknesses in the English language textbooks used in Lagos State schools. The textbooks generally covered the required curriculum content but fell short in terms of engaging and interactive teaching materials. The language proficiency requirements were often inconsistent with the students’ language abilities, leading to difficulties in comprehension and application of concepts.
Pedagogically, the textbooks lacked innovative and learner-centered approaches, relying heavily on rote memorization and repetitive exercises. Additionally, gender bias and cultural insensitivity were identified in some textbook materials, hindering inclusive education.
Based on the research findings, recommendations were provided to improve the quality of English language textbooks in junior secondary schools in Lagos State and Nigeria as a whole. These recommendations included the need for comprehensive textbook review and alignment with national curriculum standards, integration of interactive and learner-centered activities, and the promotion of gender equality and cultural sensitivity.
This study contributes to the existing literature on textbook evaluation and provides valuable insights for textbook developers, policymakers, and educators involved in English language education in Nigeria. By addressing the identified limitations and implementing the recommendations, stakeholders can enhance the quality of English language education and foster effective learning experiences for junior secondary school students in Lagos State and beyond.
EVALUATION OF ENGLISH LANGUAGE TEXTBOOKS USED IN THE JUNIOR SECONDARY SCHOOLS IN NIGERIA: A CASE STUDY OF LAGOS STATE SCHOOLS, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
