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VOL. 10, ISSUE 6 (2023)
Readability of two SS i English language textbooks in secondary schools in Oyo, Oyo State
Authors
Oyekola, Adebimpe Adesola
Abstract
Textbook is an important teaching and learning material for the teaching
and learning of English as a second language. Without good textbooks, the
teaching of reading comprehension cannot be effectively taught. Despite the importance
of reading comprehension, researches have shown that many students are still
deficient in reading. This has been traced to the poor quality of English
reading texts recommended for use. In assessing the quality of books, one of
the factors used in assessing the quality is readability, which has to do with
the ease of understanding a text or passage. Previous studies have focused on
student factors, school factors affecting the effective teaching and learning
of reading in schools, with little emphasis on the readability of recommended
texts used in schools. Studies have shown that readability of a text is one of
the factors that can affect reading comprehension. This study therefore assessed
the readability of two English language textbooks in secondary schools in Oyo.
The study adopted the descriptive research design. The researcher examined two
English language recommended textbooks used in the senior secondary school 1 to
measure the readability of the texts. The two recommended textbooks were Senior
English Project Book 1 and New Oxford Secondary English Course for Senior
Secondary Schools. The readability indices of the two textbooks were calculated
using the SMOG (Simple Measure of Gobbledygook). Three passages in each of the
textbooks were measured with the readability formula (SMOG). The text
statistics were analyzed further by finding out the weighted mean scores and
differences between the results of the two text statistics using the
inferential statistics of t- test. The results showed that the readability of
the two recommended English language textbooks used in senior secondary schools
1 is low (passage A: 6.9, passage B: 8, passage C: 9.4). The findings also
revealed that the readability indices of the two textbooks are not
significantly different (t= -2.078; df=2; p>.05). Based on the findings of
this study, it was recommended that government and stakeholders in textbook
selection should put age of the learners into consideration. The age of a
learner determines the method, technique and the level of language to be used
in the classroom. In addition, background knowledge of a text is very
essential. Writers should include passages that are familiar to students when
constructing passages.
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Pages:27-35
How to cite this article:
Oyekola, Adebimpe Adesola "Readability of two SS i English language textbooks in secondary schools in Oyo, Oyo State". International Journal of Multidisciplinary Research and Development, Vol 10, Issue 6, 2023, Pages 27-35
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