The Developmental and Cultural Appropriateness of Grade one Mathematics Textbook of Tigray Region
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Date
2008-06
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Addis Ababa University
Abstract
The purpose of this study is to evaluate to what extent grade one mathematics textbook
contents are developmentally and culturally appropriate to the Tigray Region Tigrinya
Jpeaking Grade one students. Descriptive and evaluative content analysis was used as
the research method. A three-part questionnaire and two coding sheets were employed.
Topics were selected as units of analysis for the matching of textbook contents with
developmental sequence and the incorporation of preceding stages learning modes in the
textbook activities. And subtopic was used as unit of analysis for the attainability of the
level of conceptualization of the content. The whole textbook was analyzed. Forty-three
grade one teachers (Rural = 15, urban = 28) from 16 schools (Urban=9 Rural=7) filled
the questionnaire. Percentage scores, mean, standard deviation and independent samples
t-test result were used to describe and analyze the findings.
The results about the degree of challenge of the breadth of textbook contents showed that
55 percent were compatible, 20 percent difficult to achieve and 80 percent allainable.
Independent t-test results showed significant difference between rural and urban
participant teachers' responses about the degree of challenge of the breadth of textbook
contents to children of agrarian and non-agrarian families. All parameters of the sociocultural
context favored the relevance of the textbook contents to the socio-cultural
context of the learners. t- test results between rural and urban teachers' reJponses
regarding the relevance of the textbook contents to children of agrarian and nonagrarian
families showed no significant difference. A velY high percent (96.3%) of the
breadth of textbook contents followed developmental sequence. 63 percent of the textbook
activities incorporated learning modes of preceding stages and 100 percent of the level of
conceptualization of the textbook contents was within the reach of the concrete
operational learners. Therefore, the Regional Education Bureau needs to revise and
improve the textbook in line with the findings of this study.
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The Developmental and Cultural Appropriateness