Curriculum and Instruction

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Browsing Curriculum and Instruction by Subject "Addis Ababa Region Readability of Grade 7"

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    Readability of Grade 7 Biology Text Book of Addis Ababa Region
    (Addis Ababa University, 2004-05) Lemma, Getachew; Asgedom, Amare
    The purpose of the study was to investigate the readability of grade 7 biology textbook of Addis Ababa region. The sources of data were grade 7- biology textbook, grade 7 biology teachers, and students. Four data collection instruments were used: teachers' questionnaire, students' interview guide, two different comprehension tests, and readability assessment checklists. Accordingly, 20 teachers were made to fill the questionnaire, 50 students were interviewed, two different groups of two hundred students took two types of comprehension tests, and readability assessment checklists, which consist of 52 guide items, were used. The method used to investigate the study was readability assessment based on survey and selection of unit of analysis. Both quantitative and qualitative methods were used. The result of the study revealed that the grade level estimate of the textbook is grade 10, which is beyond the students' grade level. The reading age of the text and students' average age is almost the same. However, by considering the average age of the students of the sample schools, it was found out that the students' age and grade level is inconsistent. From the result of comprehension tests, it was found that reading comprehension depends on the readability levels of the passages of the textbook. An investigation was also made regarding the legibility of the text. It was obtained that inappropriate labels, poor lettering conditions, small size of letters, long length of lines (statements), narrow margin space, less weight of print, unsuitable reading conditions and unclear and not well visible diagrams were some legibility problems. The main readability problems of the text were found to be: absence of glossary, availability of unfamiliar words in most parts of the units, absence of color or bold signs for new and unfamiliar words, students less interest and motivation to compute exercises and practical activities, inadequate periods allotment, inappropriateness of the content to the maturity level of the students, students inability of reading the text with the intention of understanding and remembering, availability of long sentences in most units of the text, and teachers unawareness of readability factors. Regarding adequacy, simplicity and clarity of illustrations it was investigated that: examples are very few, exercises and activities are not adequate, some experiment activities lack clarity and simplicity, in some topics and subtopics; tables, charts, diagrams and pictures lack clarity and simplicity and some of them are not self-explanatory. It was also examined that the sequence and integration of contents, the color of ink, appropriate size of spaces between paragraphs and lines, availability of chapter summaries and review questions, the relationship of contents and illustration, the relevance of contents to the daily life of students, appropriateness of the brightness ratio between the book and the surrounding table, the presence of related reading materials in each topic and subtopic, variety and quality of exercises and relevance of ideas, coverage and values were obtained to be satisfactory. Thus, curriculum developers and other pertinent bodies should see to it that the textbook should be revised to be readable by considering the above-mentioned readability factors