An Evaluation Of Grade Ten Students’ English Textbook

Abstract

The purpose of this study was to evaluate grade ten students’ English textbook: the case of Bake secondary school. Both quantitative and qualitative approaches were used in this study. This study has used descriptive research design and using multi stage sampling technique, 1st the Woreda was selected purposely, 2nd the school and unit of the book were selected by lottery method, Finally, from a total 325 of population 78 students and five teachers were selected by systematic and comprehensive sampling, respectively. The data for this study were collected through questionnaires, interviews and document analysis using checklists. Then, the data were analyzed quantitatively and qualitatively. Quantitative data has been analyzed by descriptive statistics, using SPSS software (percentage and frequency). On the other hand, the data from open ended questionnaires, interview and text books analysis were analyzed qualitatively. The findings of the study show that teachers and students had positive idea towards grade ten students’ English textbook. In addition, they gave useful comments which were useful not only to strengthen the good points of the textbook, but also to improve its weaknesses. Though the textbook has many strong sides, both teachers and students point to some weaknesses in textbook in terms of its glossary list, shortage of time to cover the stated objectives, lack of models for final achievement tests, placing listening texts in the text book which would have been put in the teacher’s guide and missing to include pronunciation lesson. The studies conclude that the textbook is not expensive, its size is not suitable to the students to handle and sufficient numbers of vocabulary list/ glossary are not included. Finally, the study recommends that respected education officials should add appropriate glossary at the end of the textbook for the benefit of both teachers and students; sufficient time should be allocated to cover the stated objectives, the listening text should be placed to the teacher’s guide, and appropriate pronunciation tasks/contents should be included.