Evaluation Of The Newly Revised Grade 12 English Textbook: Bule Hora Secondary And Preparatory School In Focus

Abstract

The purpose of this study was to investigate the effectiveness of the newly revised grade 12 English textbook. To conduct the study, quantitative and qualitative methods were employed. The study was conducted at BuleHora Secondary and Preparatory School and the data were collected from 40 students and 7 English language teachers of the school. In the selection of the sample population, systematic and purposive sampling techniques were used. The main instruments of the data collection were text analysis and questionnaire. The data obtained from the participants through closed-ended questionnaire were analyzed by using percentage. On the other hand, the data from open-ended questions and from textbook inspections were analyzed qualitatively. The results of the textbook analysis and the responses from the participants were triangulated. The findings of the study revealed that the textbook is not equipped with the quality that good textbook require to have. For instance, repetition of exercises and / or topics are highly observed, some of the exercises are not designed for genuine communication; the reading and listening texts are not accompanied by the pre and/ or post reading and listening activities. Besides, the textbook is not supported by the supplementary materials and the time proposed for the textbook and/ or activities are not realistic. On the contrary, the layout and design of the textbook, selection and organization, and the integrity of the language skills are some of the strong sides of the textbook. Finally, on the basis of the major findings and conclusions, it was recommended that in order to achieve the language learning objectives of the program, the shortcomings identified in the textbook should be taken in to consideration by teachers, curriculum designers and police designers.