Relevance and Quality of Textbooks Used in Primary Education in Tanzania: A Case of Social Studies Textbooks

Haulle, Evaristo; Kabelege, Eliud

doi:10.1177/0973184920962702

Cited by 13 publications

(11 citation statements)

References 7 publications

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“…The development of science and technology in the 21st-century world has risen rapidly on the influence of all facets of education. Suitable learning materials constitute a significant factor in a high-calibre educational experience, but the quality of the content is still a concern [1,5]. This is because educational materials have a tangible and lasting impact on a child's attitudes and perceptions [6,7].…”

Section: Introductionmentioning

confidence: 99%

The Assessment on the Process of Carrying out Quality Assurance of Educational Materials in Tanzania

Mwanahanja

2024

IJECS

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Teaching and learning materials enhance teaching and learning by providing information, understanding concepts, developing problem-solving skills, encouraging reflective thinking, and being scripted to ensure children's success. Careful planning, monitoring, evaluation, and quality assurance processes like internal and external critical review, ethics, and copyright approval are necessary to ensure the effectiveness of learning materials. The study aimed to assess the quality assurance process of educational materials in Tanzania. The study employed a qualitative research approach, and data were gathered through the literature review. The United Republic of Tanzania's education and training policies, curriculum framework for basic and teacher education, basic, secondary, and teacher education quality assurance framework, and other related materials were consulted as the primary data sources. Content analysis of data was used to come up with a clear interpretation of information and a conclusion of the results. The finding shows that the Tanzania Education Policy talks about quality education and needs to give a straightforward guide on developing quality assurance tools for implementing the policy. The study found that the Tanzania Institute of Education has an excellent and well-organised guideline for the educational materials quality assurance process that can be adopted and included in the policy. The study recommends the inclusion of statements directing the quality assurance of educational materials in the education policy. Also, the study suggests requiring teachers to be included and involve student teachers in quality assurance since they are the critical implementers and users of educational materials.

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Section: Introductionmentioning

confidence: 99%

The Assessment on the Process of Carrying out Quality Assurance of Educational Materials in Tanzania

Mwanahanja

2024

IJECS

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“…There had been some previous research on textbook quality. Haulle [12], Afifah [13], Mustadi [14], Dewi & Taufina [15], Winiarti [16], Yunianto [17], and Puspito [18] conducted content analyses of textbook. Following that, Irsyada [19] and Simamora and Sudarma [20] conducted an analysis of the quality of textbooks in terms of content and presentation.…”

Section: Introductionmentioning

confidence: 99%

A content analysis of the language quality of thematic textbooks for elementary school students

et al. 2023

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Primary school students rely heavily on textbooks for instruction. Using thevariety of textbooks, a description of the theme textbooks’ linguistic qualityis conspicuously absent, particularly for students in the fifth grade. Languagefit for students’ growth, communicative language, and coherence andcohesiveness were all included in this study’s analysis of textbooks’language quality. Qualitative content analysis was used in this study'smethodology. All texts from the heat and transfer-themed of fifth-gradetextbooks published by the Indonesian Ministry of Education and Culture,Yudhistira, and Erlangga publishers were included in the study.Documentation was utilized to collect the data. Sample, record, reduce,infer, and narrate were all data analysis approaches used. The findings of thisresearch indicated that the three publishers’ textbooks had excellentlanguage quality in terms of language compatibility for students’ growth andthe communicative language issued by the Indonesian Ministry of Educationand Culture and Erlangga was wonderful, but Yudhistira was awful. Therewere a lot of solid points made in the Ministry of Education and Culture’spublications. Both Yudhistira and Erlangga performed admirably. Thequality of textbook language was found to be satisfactory in this study.

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“…The quality and the relevant textbook are fundamental for a child to achieve and excel in performance (Graves, 2009;Haulle, 2001;UNESCO, 2011;Chisholm, 2013).). (Graves, 2009) (Haulle, Evaristo and Kabelege, 2021)(UNESCO, 2011) (Chisholm, 2013) Consistency means the suitability of the materials in the textbook to the core and basic competency in the 2013 curriculum. Meanwhile, adequacy means that the material in the textbook must be sufficient to help students master the core and competency-based basic material.…”

Section: Introductionmentioning

confidence: 99%

The Suitability of Reading Materials in English Textbook Used for Junior High School to the 2013 Curriculum

Bela

Albert

2021

Modality Journal: International Journal of Linguistics and Lite

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AbstrakBuku teks merupakan salah satu sumber bahan ajar yang digunakan guru dalam mengajarkan bahan bacaan. Di Indonesia, penggunaan buku teks sebagai bahan ajar untuk kegiatan membaca secara intensif harus sesuai dengan kurikulum 2013 sebagai kurikulum yang berlaku saat ini. Penelitian ini bertujuan untuk mengetahui kesesuaian bahan ajar membaca di dalam buku teks dengan kurikulum 2013 untuk aspek relevansi, konsistensi, dan kecukupan. Teknik kuantitatif digunakan dalam penelitian ini. Data penelitian dikumpulkan dari dua buku teks bahasa Inggris, buku bahasa Inggris kelas 7 untuk Sekolah Menengah Pertama yang diterbikan oleh Kementerian Pendidikan dan Kebudayaan, dan Yudhistira. Sampel diambil dengan menggunakan purposive sampling yang dipilih sesuai dengan pilihan peneliti dan tujuan penelitian. Adapun instrumen penelitian yang digunakan yaitu lembar penilaian untuk buku teks. Penelitian ini menemukan bahwa dari aspek relevansi dalam buku When English Rings Bell yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan dan buku teks yang diterbitkan Yudhistira dikategorikan “Cukup” dengan persentase masing-masing 76%. Selanjutnya dari aspek konsistensi, buku When English Rings Bell dikategorikan “Buruk” dengan persentase 16%, sedangkan pada buku 2 dikategorikan “Baik” dengan persentase 82%. Terakhir, dari aspek kecukupan, baik buku When English Rings Bell yang diterbitkan Kementerian Pendidikan dan Kebudayaan, maupun Yudhistira menempati kategori yang sama dikategorikan “cukup” dengan persentase masing-masing 61%. Disimpulkan, berbeda dengan aspek konsistensi, kedua buku teks bahasa Inggris yang diteliti ini dikategorikan cukup untuk aspek relevansi dan kecukupan. Artinya, kedua buku teks bahasa Inggris memiliki kelebihan dan kekurangannya dalam konteks kesesuaianya dengan kurikulum 2013.Kata kunci: Bahan Ajar Membaca, Buku Teks Bahasa Inggris, Kurikulum 2013AbstractTextbook is one of the sources of teaching materials used by teachers in teaching reading skills. In Indonesia, the use of textbooks as teaching materials for intensive reading activities must be in accordance with the 2013 curriculum as the current curriculum. This study aims to determine the suitability of reading teaching materials in textbooks with the 2013 curriculum for aspects of relevance, consistency, and adequacy. Quantitative techniques were used in this study. The research data were collected from two English textbooks, the 7th grade English book for Junior High School published by the Ministry of Education and Culture, and Yudhistira. Samples were taken using purposive sampling which were selected according to the researcher's choice and research objectives. The research instrument used was an assessment sheet for textbooks. This study found that from the aspect of relevance, the book When English Rings Bell published by the Ministry of Education and Culture and the textbook published by Yudhistira were categorized as “Enough” with a percentage of 76% each. In the aspect of consistency, the book When English Rings Bell was categorized as "Bad" with a percentage of 16%, while in book published by Yudhistira was categorized as “good” with a percentage of 82%. Lastly, in the aspect of adequacy, both the text books published by the Ministry of Education and Culture, and Yudhistira occupied the same category, it was “enough” with a percentage of 61% each. In conclusion, in contrast to the aspect of consistency, the two English textbooks studied were categorized as adequate for the aspects of relevance and adequacy. That is, both English textbooks have their strengths and weaknessesin the context of their suitability with the 2013 curriculum.Keywords: Reading Material ,English Texbook,Curriculum 2013

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Relevance and Quality of Textbooks Used in Primary Education in Tanzania: A Case of Social Studies Textbooks

Cited by 13 publications

References 7 publications

The Assessment on the Process of Carrying out Quality Assurance of Educational Materials in Tanzania

The Assessment on the Process of Carrying out Quality Assurance of Educational Materials in Tanzania

A content analysis of the language quality of thematic textbooks for elementary school students

The Suitability of Reading Materials in English Textbook Used for Junior High School to the 2013 Curriculum

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