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AN EVALUATION OF TEXTBOOK FOR ENGLISH TEACHERS’ PERSPECTIVE OF INTENSIVE ENGLISH FOR SENIOR SECONDARY 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:
This study presents an evaluation of textbooks used for teaching Intensive English in senior secondary schools, focusing on English teachers' perspectives. The objective is to assess the effectiveness and suitability of these textbooks in meeting the specific needs of senior secondary school students in their English language learning journey.
The research employed a mixed-methods approach, incorporating both qualitative and quantitative data collection techniques. A survey questionnaire was distributed among a sample of English teachers from various senior secondary schools, eliciting their opinions, experiences, and feedback on the textbooks used. Additionally, semi-structured interviews were conducted with a subset of teachers to gather more in-depth insights and explore their perceptions in greater detail.
The analysis of the collected data revealed several key findings. Firstly, the majority of English teachers expressed concerns regarding the content and structure of the textbooks. They highlighted issues such as inadequate coverage of language skills, lack of engaging activities, and a mismatch between the textbooks and the curriculum requirements. Furthermore, teachers reported that the textbooks did not adequately address the specific needs of senior secondary school students, failing to prepare them for higher education or future career prospects.
Moreover, the study identified a discrepancy between the design and layout of the textbooks and the students' learning preferences. Teachers emphasized the importance of incorporating modern teaching techniques, multimedia resources, and interactive materials to enhance student engagement and facilitate effective learning.
Based on these findings, the study recommends several improvements for the development and selection of textbooks for Intensive English in senior secondary schools. These include revising the content to align with curriculum objectives, integrating a variety of language skills, incorporating interactive and multimedia elements, and involving teachers in the textbook evaluation and selection process.
In conclusion, this evaluation sheds light on the perspectives of English teachers regarding the textbooks used for teaching Intensive English in senior secondary schools. The study highlights the need for comprehensive and student-centered textbooks that adequately address the specific needs of senior secondary school students, enhancing their language proficiency and preparing them for future academic and professional endeavors. By incorporating these recommendations, educational stakeholders can foster an environment conducive to effective English language learning in senior secondary schools.
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