Influence of Content Evaluation Criteria on Quality of Business Studies Core Textbook in Secondary Schools in Kenya

Abstract

Well-structured business studies textbook provides enjoyable episodes of knowledge creation which promotes achievement learning outcome for sustained academic results. Business textbook represents potentially implemented curriculum. This means that textbook provides means through which subject aims are achieved resulting in development of business knowledge and skills. However, Inadequately structured business studies core textbook limits learner‘s broad, explorable field of marvel and discovery in learning of business studies principles and acquisition of desirable skills consequently resulting in drop in leaner mean score in Kenya.The study determined influence of evaluation criteria on quality of textbook. Study dimensions included teaching method, instruction content and learning assignment. The design adopted is exploratory research design. The study population was 12 public secondary schools with 36 business studies‘ teachers. Snow balling technique was used to sample 12 business studies‘ teachers. Primary data was collected through semi-structured questionnaire ensued to business studies‘ teachers and interview schedule for District Quality Assurance and Standards Officer (DQASO) and curriculum developer at Kenya Institute of curriculum development (KICD). Data collected were both quantitative and qualitative. Quantitative data were analyzed through counts, percentages, means, standard deviations and Chi square tests while Qualitative data were analyzed using content analysis. Cross tabulation results further indicated that teaching methods significantly influence quality of textbook implying that appropriate teaching methods supports achievement of learning. It was also found that presentation, visuals and differentiated instruction influence quality of instruction content encouraging learning. Cross tabulation results also revealed that instructional content has significant influence on quality of textbook. Business studies teachers agreed that subject goals, concept mastery and skill development are important elements of learning assignments. District Quality Assurance and Standards Officer indicated that there is policy with regard to textbook at secondary schools in Kenya. However, stated policies are not clearly defined attracting challenges related to instructional policy implementation of textbook. KICD plays critical role in evaluation of textbook content, managing process of approval and evaluation of core textbook. Evaluation of textbook content is deemed necessary in ensuring quality textbook is developed.The study also concluded teaching methods, instructional content, learning assignments enhances quality through adequate supportfrom KICD alongside Ministry of Education. There is need for schools, KICD and Ministry of Education to oversee implementation of instructional policies in development of textbook and bridging any gap that may inhibit quality learning. District quality assurance and standards officer (DQASO) also need to review their guidelines to ensure that there clear channel through which error in textbooks are identified, reported and corrected more often.