Basic Technology Textbooks in Nigerian Secondary Schools: a quality and content analysis

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Adeoye, B. F.
Olabiyi, O. S.
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CICE Hiroshima University
The textbooks used in basic technology courses in Nigerian secondary schools serve several important purposes. They define the boundaries of content, theorder in which specific topics are taught and their presentation. They are also a source for problem-solving, explanation-giving, and a means of connecting students with emerging technologies. This study explores five basic technology textbooks used in Nigerian schools to determine the extent to which they reflect national educational policy objectives and enable student learning. The analysis suggests that, while there are similarities in topics covered and overall content, the textbooks differ substantially in how they approach the subject matter. Some textbooks are long, well-indexed, and comprehensive. Others are shorter and more concise, emphasizing select topics while mentioning others briefly. Overall, the five textbooks responded well to the objectives found in the Nigerian guidelines on education. The researchers recommend that technology textbooks contain supplementary materials—for example, activity manuals, websites, and CDROMs— to make learning more effective. Review panels including teachers, educators, and curriculum content specialists should be periodically constituted to review basic technology textbooks.
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Students , Trxtbooks , Emerging technologies , Nigerian schools , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Adeoye, B. F. & Olabiyi, O. S. (2011). Basic technology textbooks in Nigerian secondary schools: A quality and content analysis. Journal of International Cooperation in Education, Vol.14(2), 153-168pp.