| dc.description.abstract | This research is conducted with an aim of establishing good criteria for selecting
appropriate textbooks for teaching Ilearning agriculture in Kenyan Secondary Schools.
The research evaluates the aspects considered most important in determining the
appropriateness of an agriculture textbook. These aspects include content coverage,
where the content of each topic in analyzed against the syllabus and science process
skills tested by the book, which are also analyzed. These science process skills
includes experimenting, application, discussion, prediction, interpretation, designing,
hypothesizing, analysis and evaluation. These skills are analyzed from the questions or
exercises given at the end of the topic. The nature of practical provided are evaluated
either on the basis of proposed sequence of project or follow the procedure given. The
nature of illustrations given in the textbooks are analyzed i.e. tables, graphs, pictures
and diagrams.
From a population of twelve books. four of the most commonly used books in
secondary schools are analyzed. Out of these, three were established after the
introduction of the 8-4-4 system of education syllabus and one was in use in the
former system of education.
It is assumed that this research will be useful to teachers, students and parents when
selecting appropriate agriculture textbooks from a wide field in the market. | en |
