An Evaluation of the Physics Textbook by Secondary School Teachers for General Outlook and Content Relatedness Suitability

DR. Muhammad Aamir Hashmi IER, University of the Punjab, Lahore Nadeem Ahmad Bhatti IER, University of the Punjab, Lahore

draamirhashmi@yahoo.co.uk

nadbhatti@hotmail.com

Abstract. The present paper attempts to evaluate the Physics textbook prescribed by the Punjab Textbook Board, Lahore at Secondary Level. In this study survey method was used. The analysis of 140 opinionnaires, designed on the basis of five point rating scale. The results of the study help formulating the criteria with which the quality of the material could be improved.

Text book is universally recognized as the first thing among the teaching tools. It is a basic source of ideas and information. It represents material in an organized sequence, is graded for reading skill and can be used to stimulate many kinds of the activities. A textbook is something very necessary to maintain a good educational program. Its definitions must be made clear as to get the different viewpoints about it. It has been employed as a code of law on basic content. It guides the class pupils as well as teacher in the learning process. The term Textbook has been defined in different ways. According to Hall-Quest (1918) it is a record of rational thinking organized for instructional purposes. To Bacon (1935) it is: a book defined for classroom use carefully prepared by the experts in the field and equipped with usual teaching devices. Lange (1940) has defined it as a standard book for any particular branch of a study. According to Encyclopedia American (1983), A textbook is a book that represents a body of knowledge in an organized and usually simplified manner for purposes of learning. The textbook is the frequently the most important teaching tool because it can determine not only what will be taught but also how it will be taught. Developed countries which have made astonishing progress in the field of education owe their success to the pain taken by their experts in revising and improving their curricula and bringing their textbooks up-to-date according to the latest research. Since developing nations have to keep pace with the advanced countries, in the field of education and as the modern world is rapidly changing and experts are bringing forth new theories, it is a natural for textbooks to get out of date very frequently. No doubt the entire contents of the book do not become out of date but the factors which undergo a change are related to modern life, social trends, new discoveries, etc. It has been seen that Physics is subject to more frequent changes than other sciences. In developed countries the whole contents of textbooks of Physics at different levels are replaced after every decade according to the latest discoveries and inventions. This revision and addition in the textbooks also involves changes in the methods of teaching. Textbooks influences the process of education and as such these must be linked with the past, turned with the present and satisfy the needs of the future. While preparing textbooks, individual differences and resources of different localities must be kept in view because different teachers use the textbooks under different conditions of life. Whenever, a textbook is published, it becomes under criticism despite the fact that it was prepared with great care. So, a lot of care should be taken to see that the subject matter of a textbook is sound, reliable, accurate, true to scholars and easy to understand. It should be kept in mind that a textbook should be such as that can invite creative responses and serve as a guide to discovery. In 2000, it was decided by the Punjab Textbook Board, Lahore to revise and modernize the Science and Mathematics curricula for the Secondary Level. New textbooks in Physics, Chemistry, Biology and Mathematics were produced by the Punjab Textbook Board, Lahore

approved by the National Review Committee, Federal Ministry of Education, Government of Pakistan, and Islamabad. In the present study, textbook of Physics, volume 1 for Class IX and volume II for Class X is evaluated. The basic aim for the present study was to point out how far Physics textbook is successful to achieve the objectives of teaching Physics at secondary level and whether it meets the needs of the changing situation and trends of the modern scientific world. Moreover, whether the general outlook and content of the textbook of physics is satisfactory. Procedure A total of 50 male teachers teaching physics, and 90 students studying Physics at different government high and higher secondary schools were selected as the sample for this study as per convenience of the researcher. An opinionnaire was designed on the basis of five point rating scale i.e. strongly agreed, agreed, undecided, disagreed and strongly disagreed at all, scored as 5, 4, 3, 2 and 1 respectively. Following aspects of physics textbooks were evaluated: a. General outlook of the book e.g. cover, composing and printing, binding, price, size, figure and language etc. b. Contents of the book e.g. fulfillment of curriculum objectives, interesting, up-to-date, development of scientific attitude, logical and psychological arrangements, relation with daily life and other subjects, enquiry oriented approach, explanation of theoretical concepts, use of terminology and reference etc. Moreover, to check the quality of presentation of different chapters of textbook another five point rating scale was used. The five options were as very good, good, satisfactory, poor and very poor, scored as 5, 4, 3, 2 and 1 respectively. The responses of the teachers and students were tabulated and analyzed. For the purpose of statistical analysis mean scores and percentages were calculated. The satisfactory level regarding mean score was 3.0 Results On the basis of opinionaires, following results are drawn. General Outlook of the Textbook Table 1 shows that according to the respondents, physics textbook has been titled appropriately (mean score 4.04 in case of teachers and 3.87 in case of students) while, composing and printing standard of the book is acceptable, to some extent (mean score 3.8 in case of teachers and 3.53 in case of students). Textbook is deficient in he quality of binding (mean score 3.0 in case of teachers and 2.13 in case of students), while the price of the book is within the approach of a common man (mean score 3.6 in case of teachers and 4.13 in case of students) and the size of the book is reasonable to great extent (mean score is 3.72 in case of students and teachers).

Table 1 Mean Scores for the Responses of the teachers and Students Regarding General Outlook of the Textbook of Physics
Statements
Teacher N=50 Cover Reflects the Content Student N=90 Flawless composing and printing Durable binding Student N=90 Price within the reach of a common man Suitable size Student N=90 Commensurate with the mental level of the students Colourful and attractive Student N=90 42 42 6 0 0 4.4 Teacher N=50 Student N=90 Teacher N=50 18 8 12 14 48 14 30 20 6 10 36 10 18 16 6 6 0 2 6 0 3.73 3.2 3.4 3.84 Teacher N=50 Student N=90 Teacher N=50 0 10 42 8 18 20 30 30 6 12 12 6 36 6 0 4 30 2 6 0 2.13 3.6 4.13 3.72 Teacher N=50 Student N=90 Teacher N=50 6 12 5 4 66 20 654 20 18 14 18 4 0 4 6 16 0 0 6 6 3.87 3.8 3.53 3.0

SA
14

A
28

UD
4

DA
4

SDA
0

Mean Score
4.04

Note: SG = Strongly Agreed, A = Agreed, UD = Undecided, DA = Disagreed, SDA = Strongly Disagreed Content of the Textbook Table 2 shows that according to the respondent contents of the textbook fulfill the requirements of curriculum objectives and also not interesting for students. However, contents of the book are presented up-to-date (mean score 3.6 in case of teachers and 3.27 in case of students) and are able to develop scientific attitude among the students (mean score 3.6 in case of teachers and 3.4 in case of students). There is no logical/psychological sequence in the presentation of the content (mean score 2.8 in case of teachers). Table further indicates that contents are relevant with respect to daily life (mean score 3.8 in case of teachers and 3.4 in case of students). The enquiry oriented approach in description of subject matter is not used to understand scientific concept (mean score in case of students 2.93). Theoretical concepts in the textbook are explained through experiment and diagrams. The terminology used in the textbook is uniform. Textbook has locally traceable references at the end of each chapter.

Table 2 Mean Scores for the Responses of the Teachers and Students Regarding Contents of the Textbook of Physics
Statements
Fulfils Curriculum Objectives Interesting for students Student N=90 Teacher N=50 Presented up-to-date Student N=90 Teacher N=50 Develops scientific attitude Student N=90 Logically and psychologically arranged Related to daily life Student N=90 Teacher N=50 Related to other subjects Student N=90 Teacher N=50 Enquiry oriented approach Student N=90 Illustrations of theoretical concepts with the help o experiment & diagrams Uniformity in the use of terminology Locally traceable references at he end of each chapter Teacher N=50 Student N=90 Teacher N=50 Student N=90 Teacher N=50 Student N=90 18 6 18 6 30 6 6 18 30 48 24 36 14 30 36 10 6 10 18 12 24 12 4 18 6 0 14 18 6 0 0 4 6 4 12 2.93 3.76 3.73 3.44 3.93 3.08 3.0 6 10 60 14 6 20 12 4 6 2 3.53 3.52 12 8 36 16 18 14 12 8 12 4 3.4 3.32 Teacher N=50 Student N=90 Teacher N=50 12 4 18 12 36 8 30 24 18 18 18 8 24 14 24 4 0 6 0 2 3.4 2.8 3.47 3.8 24 12 24 20 6 8 24 6 2 4 3.27 3.6 18 8 18 26 30 8 18 4 6 4 3.27 3.6 Teacher N=50 Student N=90 Teacher N=50

SA
8 24 2

A
22 54 12

UD
16 0 12

DA
4 12 18

SDA
0 0 6

Mean Score
3.68 4.00 3.68

Note: SG = Strongly Agreed, A = Agreed, UD = Undecided, DA = Disagreed, SDA = Strongly Disagreed

Presentation of Appropriate Order of Different Chapters of Textbook Table 3 shows that majority of the teachers and students are of the quality of presentation and appropriate order of chapters of volume I and II of textbook of Physics is satisfactory.

Table 3 Mean Scores for the Responses of the Teachers and Students Regarding Quality of Presentation And Appropriate order of the Chapters of The Textbook of Physics Volume I for Class IX
Statements
Teacher N=50 Physics an introduction Student N=90 Teacher N=50 Measurement Student N=90 Teacher N=50 Kinematics Student N=90 Teacher N=50 Motion and force Student N=90 Teacher N=50 Vectors Student N=90 Teacher N=50 Equilibrium Student N=90 Circular Motion and Gravitation Work, power and energy Student N=90 Teacher N=50 Simple machines Student N=90 Teacher N=50 Properties of matter Student N=90 Teacher N=50 Heat Student N=90 12 12 48 18 0 3.02 24 18 12 18 36 12 18 2 0 0 3.47 4.04 36 8 12 24 36 4 6 10 0 4 3.87 3.44 18 8 48 14 24 26 0 2 0 0 3.93 3.56 Teacher N=50 Student N=90 Teacher N=50 12 4 30 10 18 16 36 18 42 18 12 18 12 8 12 2 6 4 0 2 3.2 3.16 3.93 3.64 30 4 18 6 24 28 12 12 6 0 3.6 3.04 48 2 18 22 24 18 0 4 0 4 4.27 3.28 36 6 42 32 12 12 0 0 0 0 4.27 3.88 30 16 36 20 24 12 0 2 0 0 4.09 4.0 42 14 36 12 6 8 6 6 0 0 4.27 3.68

VG
14

G
26

S
6

P
3

VP
3

Mean Score
3.96

Note: VG = Very Good, G = Good, S = Satisfactory, P = Poor, VP = Very Poor

Volume I for Class X

Statements Wave motion Sound Teacher N=50 Student N=90 Teacher N=50 Student N=90 Spherical mirrors and lenses Electrostatics Teacher N=50 Student N=90 Teacher N=50 Student N=90 Current electricity Teacher N=50 Student N=90 Electromagnetism Teacher N=50 Student N=90 Nuclear physics Teacher N=50 Student N=90 Electronics Teacher N=50 Student N=90 Information Technology Teacher N=50 Student N=90 VG 12 30 16 30 18 24 4 18 4 18 2 30 14 36 18 24 10 30 G 26 36 12 42 18 20 22 18 26 24 8 18 14 6 14 18 148 24 S 8 18 189 18 4 30 14 42 14 36 28 24 16 3 10 42 8 12 P 4 6 4 0 10 6 8 12 4 6 8 18 6 18 6 6 10 18 VP 0 0 0 0 0 0 2 0 2 6 4 0 0 0 2 0 4 6 Mean Score 3.92 4.00 3.80 4.13 3.88 3.80 3.36 3.47 3.52 3.47 2.92 3.67 3.72 3.67 3.80 3.67 3.40 3.60

Note: VG = Very Good, G = Good, S = Satisfactory, P = Poor, VP = Very Poor General Discussion The results of this study reveal that composing and printing standard of the textbook of Physics is satisfactory to some extent. The standard of composing and printing, as well as the quality of paper used for textbook, in most developing countries, including Pakistan is generally poor. The major obstacles impeding improvement of composing and printing standards are substandard scripts, semi-literate composers, non technical proof readers and disinterested publishers. Textbook is deficient in the quality of binding. The quality of binding is an important cost element in the publication. This is evident from the difference in the prices of paper. It is also an important determinant of the general get up of the book, which attracts the students. Here, it may be pertinent to suggest that a reasonably strong binding of school and college textbook is desirable. In this regard Blught (1958) says, The book should be attractive of suitable size and durable, the type and page should be readable and attractive. The paper should be of good quality. The results further indicate that price of the book is reasonable and the size of the book is suitable. Language of the textbook is very difficult according to the respondents of the study. Indeed, textbook writers often overlook the fact that simple language and direct narration are important pre-requisites of a sound textbook design: sciences should be coherent and follow a logical sequence leading to direct conclusions. Use of complicated, rambling sentences and difficult words should be avoided.

Although, the content of the textbook are presented up-to-date but it seems to be irrelevant with respect to daily life and other subjects. That is why, the contents are not interesting for students and unable to develop scientific attitude among them. The results further suggest that use of enquiry oriented approach is lacking in the textbook of Physics. Authors, therefore, while writing the text should see that the script is capable of answering what? Why? When, How? etc. In the textbook of Physics, theoretical concepts are not fully explained through experiments and diagrams. In the presently available textbook of Physics, experimental verifications are mostly insufficient. Teachers included in the sample, suggest that authors of the textbooks should be nominated out of those school teachers who have teaching experience of at least ten years at school level. The writer of this article himself thinks that involvement of such teachers in textbook writing may be useful in producing quality books. References Blught, G.O. (1958). Elementary School Science and How to Teach it. Henry Hort and Co. Inc., P. 80. Chaudhry, U.S. (1986). Issues and Advances in Education. Dehli: Ajanta Publications, P. 29. Encyclopedia Americana. (1983). Vol. 26, New York: Coolier Incorporated, P. 563. Government of Pakistan. (1998). Physics Curriculum for Class IX-X. Islamabad: National Bureau of Curriculum and Textbooks. Ministry of Education, Government of Pakistan. Hall-Quest, A.L. (1918). The Textbook; How to Use it and Judge it. New York: Macmillan Publishing Company, P. 365. Lange, P.W. (1940). The Administration of Free Textbooks in City School System. Chicago Libraries, P. 165. Punjab Textbook Board. (2000). Physics for Class IX. Lahore: Punjab Textbook Board. Punjab Textbook Board. (2000). Physics for Class X. Lahore: Punjab Textbook Board. Siddique, N. (1990). Textbook as a Tool of Islamization of Education. (Vol. 2) Lahore, P. 36.