Evaluation of Content and Chapter Summaries of Approved Basic Science Textbooks in Ebonyi State Junior Secondary Schools in Nigeria

Chinyere A. Omebe, Ndukwe Oji Nnachi


This study evaluated the topical coverage and chapter summaries of 12 (twelve) approved basic science textbooks in Ebonyi State junior secondary schools. The study was carried out in Ebonyi State of Nigeria. Two research questions and one hypothesis guided the study. Evaluation research design was adopted. One instrument was used, A 5-point quantitative approach for content evaluation of science textbooks (QACEST). QACEST formula was used to answer research questions while the null hypothesis was tested using chi-square test of goodness of fit. The result revealed among others; STAN basic science project, spectrum basic science, basic science for upper basic all had adequate topical coverage while basic science for Nigerian junior secondary school had topical coverage inadequate. The study also identified that chapter summaries of 9 basic science textbooks out of twelve (12) basic science textbooks evaluated are inadequate. The remaining four (4) basic science textbooks do not have chapter summaries at all. Based on the findings, the study recommended that all basic science textbooks use for teaching students need to be periodically revised with the view to make them to have acceptable content validity and enrich them in terms of content and chapter summary. That authors and publishers of any basic science textbooks should consult basic science core-curriculum in order to draw topics, objectives, contents and activities from the core-curriculum.

Keywords: Basic Science, Topical Coverage, Chapter Summary, Evaluation Research, QACEST


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