A Critical Study of Textbook Publishing for Primary Education in Ghana

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June 2009
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Abstract
The study investigated the strengths and weaknesses in the primary school textbook development and distribution policy of the Ghana Education Service, its implementation procedures, textbook publishing process and evaluation of selected primary textbooks. Research into the quality and effectiveness of textbooks seems inadequate in Ghana. There is also a complete lack of research in textbook publishing for primary education in Ghana, vis-à-vis quality factors in textbook development. The study considered how vital the textbook policy is to primary textbook development in Ghana and how textbook publishers manage textbook development according to procedures laid down by the Ministry of Education. Strengths and weaknesses in the primary textbook policy and its implementation procedures and what constitutes a quality primary textbook were also discussed. The content analysis method was used to collect and analyze the data. Teachers and pupils responded to a 37 textbook evaluation scheme to express their perceptions concerning various aspects of the textbooks. The researcher’s primary goal here was to establish a correlation between the variables “primary textbooks”, on one hand and “children” on the other. To investigate the inadequacy of textbook theories, the researcher applied the Grounded theory approach. The accessible population for the study was 780; a sample size of 547 was derived according to the strata, 88 Primary School Teachers / Educationist, 11 Textbook Publishers, 14 Designers, 14 Illustrators and 420 Public Primary School Pupils. The data collection instruments used for the study were, interview, observation and questionnaire. Findings revealed that textbooks are an alternative to the teacher in the teaching and learning environment. Learning can take place with textbooks without the teacher. Primary school textbooks in Ghana have 4 Ghana traits of dissatisfactionsuch as effective illustrations,gender equityin text and illustrations, concept-oriented cover designs, good layouts, attractivecolouring andconsistent use of reader-friendly children types. Primary syllabuses and textbooksarenot trial-tested for feedback in the subject areas from the schools before theyaredeveloped. The primary physical textbook cover islow in quality and cannot stand thetest of time.There islack ofcontinuous and vibrant professionalinteraction betweenpedagogical researchers and developers of textbooks and teaching materials.There is also lackofdevelopmental conceptionsbased on modern and coherent principleof learning theory from the selection and drafting of textbook contents to the creation ofvisual elements that promotelearning. Thereis lack of a reliable evaluation system thatwouldprovide objective feedback on the quality and practical usability offuture andrecently published textbooks for primary schools inGhana.Also, the core stakeholders (publishers, printers, booksellers, writers and designer/illustrators) should bemandatedby thetextbook policyto beresponsible for the quality of primary textbooks. Thereshould be a continuous and vibrant professional interaction between pedagogicalresearchersand developers of textbooks and teaching materials for quality developmentof Ghanaian primary schooltextbook. Publishers should aim at developing textbooksthat can teach the child without the teacher. Workshops and conferences for the entireprimary textbook publishers, designersand illustrators, to enlighten them about theweaknesses within selected primaryschooltextbooks for improvementarevery important. It is posited that quality textbookswill enhanceeffective teaching and learning inprimary institutions in Ghana. Also, the core stakeholders (publishers, printers, booksellers, writers and designer/ illustrators) should be mandated by the textbook policy to be responsible for the quality of primary textbooks. There should be a continuous and vibrant professional interaction between pedagogical researchers and developers of textbooks and teaching materials for quality development of Ghanaian primary school textbook. Publishers should aim at developing textbooks that can teach the child without the teacher. Workshops and conferences for the entire primary textbook publishers, designers and illustrators, to enlighten them about the weaknesses within selected primary school textbooks for improvement are very important. It is posited that quality textbooks will enhance effective teaching and learning in primary institutions in Ghana.
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A Dissertation submitted to the School of Graduate Studies, Kwame Nkrumah University of Science and Technology, Kumasi, in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY IN ART EDUCATION,
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