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Abstract

The study investigated the evaluation of selected primary school textbooks in Ghana. It was also intended to seek for the primary teachers and pupils’ concern about the textbooks. The researchers’ primary goal was to establish a correlation between the variables “primary textbooks”, and “children”. 10 Teachers and 150 pupils responded to a 37 textbook evaluation scheme to express their views concerning the textbooks. The methods employed by the researchers were the content analysis and the descriptive method. The data collection instruments used for the study was by interview and observation. It is posited that quality textbooks enhance effective teaching and learning at the primary school level. The arrangements of illustrations do not follow any logical sequence. The text and illustrations in the textbooks should equally portray males and females to avoid negative gender stereotypes that can affect the aspirations, abilities, attitudes, knowledge and the skills of female learners. There is no testing of textbooks in the classroom before production; therefore, teachers do not contribute to the textbook content development. In Conclusion, the most important task as a nation for the next five to ten years is to create reformed textbooks, which may become popular among teachers. 

The study investigated the evaluation of selected primary school textbooks in Ghana. It was also intended to seek for the primary teachers and pupils’ concern about the textbooks. The researchers’ primary goal was to establish a correlation between the variables “primary textbooks”, and “children”. 10 Teachers and 150 pupils responded to a 37 textbook evaluation scheme to express their views concerning the textbooks. The methods employed by the researchers were the content analysis and the descriptive method. The data collection instruments used for the study was by interview and observation. It is posited that quality textbooks enhance effective teaching and learning at the primary school level. The arrangements of illustrations do not follow any logical sequence. The text and illustrations in the textbooks should equally portray males and females to avoid negative gender stereotypes that can affect the aspirations, abilities, attitudes, knowledge and the skills of female learners. There is no testing of textbooks in the classroom before production; therefore, teachers do not contribute to the textbook content development. In Conclusion, the most important task as a nation for the next five to ten years is to create reformed textbooks, which may become popular among teachers. 

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