Readability of Recommended Chemistry Textbooks as Correlate of Secondary School Students’ Academic Achievement in Enugu State

Authors

  • Ekwe, B. E. Department of Science Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria
  • Okeke, S. O. C. Department of Science Education, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria

Keywords:

Readability, Chemistry textbook, Academic achievement

Abstract

This study investigated the relationship between the senior secondary school two (SS2) students’ readability of recommended chemistry textbooks and their achievement in chemistry in Enugu state. Three research questions guided the study. The study adopted correlation survey research design. The population of the study consisted of seven recommended chemistry textbooks used in Enugu State and 6300 SS2 chemistry students from 254 secondary schools in the State. The sample for the study consisted of three commonly used chemistry textbooks and 376 SS2 chemistry students selected from 12 secondary schools in Enugu state. The sample comprised of 188 male and 188 female students, selected from single boys, single girls and co-educational schools using a multistage sampling procedure.  The instrument used for data collection was Cloze test of readability of chemistry textbook (CTRCT). The cumulative grade scores of the students were collected from the sample schools to measure students’ academic achievement. The CTRCT was validated by three experts in Science Education. The instruments were trial tested on 30 SS2 chemistry students and the data collected were used to calculate the reliability of the instrument using Kuder-Richardson 20 Formula. It yielded an index of 0.83. Mean, Standard deviation and Pearson product correlation were used to answer the research questions while t-test for correlation was used to test the hypotheses at 0.05 level of significance. The finding revealed that the readability level of the chemistry textbooks was standard for the male students and fairly difficult for the female students. Also, there was a significant relationship between the readability of chemistry textbooks and academic achievement of students in chemistry. Based on the findings, it was recommended among others, that chemistry textbooks should be revised periodically and the difficult words be replaced by the simpler words to facilitate reading comprehension for readers.

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Published

2020-11-21

How to Cite

Ekwe, B. E., & Okeke, S. O. C. (2020). Readability of Recommended Chemistry Textbooks as Correlate of Secondary School Students’ Academic Achievement in Enugu State. UNIZIK Journal of STM Education, 3(2), 135–144. Retrieved from https://journals.unizik.edu.ng/index.php/jstme/article/view/513

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