CONCEPTUAL FRAMEWORK

CHAPTER - II

CONCEPTUAL FRAMEWORK OF THE STUDY

2.1 Introduction 34
2.2 Brief History of Textbooks in India 35
2.3 Brief History of Textbooks Outside India 38
2.4 Importance of Textbook Evaluation 39
2.5 Approaches to Textbook Evaluation 39
2.5.1 Empirical Approach to Evaluation 39
2.5.2 Rational Approach to Evaluation 40
2.6 Criteria for Evaluation 42
2.6.1 Requirements of Good Textbooks 42
2.6.2 Aspect wise Features of Textbook Evaluation 45
2.6.3 Needs of the Learner 50
2.6.4 Requirements of the Subject 50
2.6.5 Requirements of Teaching and Learning Situation 50
2.6.6 Need for Curriculum and Syllabus 50
2.7 Criteria Developed by Various Researchers 51
2.8 Development of Criteria of Textbook Evaluation for the Present 52
Study 52
2.8.1 Criteria for Evaluation of Textbooks
 CHAPTER - II

CONCEPTUAL FRAMEWORK OF THE STUDY

2.1 INTRODUCTION

This chapter attempts to frame a structure for evaluation procedure and the
criteria for evaluation of Kannada textbooks for standard VIII, IX and X published by
Directorate of Textbooks, Government of Karnataka, which would give a clearer view
of the methods of investigation for present study. Textbook plays a crucial role in
school education. In any programme of improvement in education, therefore quality
control in textbook production is essential which is possible by evaluation and
improvement of existing textbook from time to time.

Evaluation is a process of determining the value of an attribute or a thing in

relation to the predetermined objectives (NCERT, 1973) therefore, to evaluate a
textbook the knowledge regarding the nature and scope of a textbook, the principles of
planning and preparation of a textbook, the nature and goal of the subject or content of
the textbook are indispensably.

Heyenemanetal (1978) in their World Bank assisted study on textbooks of

twelve less industrialized countries noted that investment on textbooks would produce
learning gain and they found that the very availability of the textbooks appeared to be
the more consistent school factor in predicting academic achievement. Even
economists do agree that it is worth investing in education even though its output may
be realized only in the long run, investment in textbooks in the process of education can
prove its worth even within a year in the terms of academic achievement. No doubt
curriculum gets its full meaning, when all the curricular materials such as syllabus,
textbooks, teachers guides, students guides, workbooks, film laboratory equipments and
other non-teaching learning aids, are considered, but textbook is a bare necessity for
teaching and learning. All the teachers refer a textbook of one type or the other before
they enter the classroom except in the case of highly experienced teachers. In the case
of students also, especially at school level perhaps it will be very difficult to get a
student who might not have used one textbook or the other for his/her studies. In the
cases where there may not be any teacher for a particular subject especially in rural
schools if at least a textbook is available, then, students, school authorities and parents
will have a sense of assurance about the possibility of learning.

In order to understand the role of textbooks in educational process there is a

need to look in to the historical background of textbooks.

2.2 BRIEF HISTORY OF TEXTBOOKS IN INDIA

Modem scholars are still not clear about the period during which writing started
in ancient India. There was no need for them to develop writing during that period, as
they were far better in comprehending the more subtle and abstract troths about human
existence and other matters in comparison to the modem mind. Writing had not
developed when the Vedas were composed (up to 200 BC). People learnt Vedas by
hearing from one another and then remembering what they had heard so the Vedas were
called the “SHRUTIS” (books leamt through hearing).

In the older literacy works there is no mention of manuscripts, it is not absolutely

a proof of the non-existence of the letter. Perhaps they are not mentioned only for the
reason that the writing and reading of them was of no importance, as all teaching and
learning was being done by word of mouth.

At a glance the ancient society appears to be primitive but a deeper study of the
highly philosophical literature of that time (which were put in writing later) would
disprove this (Goel & Sharma, 1987) because intellectual capacity of the people during

35
ancient period was such that they could always manage a vast ocean of knowledge by
hearing and memorizing. The curriculum during Vedic period was practical and
vocational. Textbooks did not exist in the earlier Vedic period but at least later certain
literatures were developed in written form on various types of materials such as
“Bhojpatra” barks of the “Bhurja” of Bhoj tree, tamranatra and so on in place of paper.
In olden times some kind of tree called ‘Papyrus’ grew in shallow places on the bank of
Nile in Egypt the bark of that tree was used as paper. The word “paper” has come from
‘Papyrus’ (Goel & Sharma 1987). During the ancient period the teachers used to
dominate the whole system of education and did not use books and teaching aids as
used today. During late Vedic, period certain books which could be treated as
textbooks came in to existence, but textbook could never become property of each
individual student due to non-existence of paper and printing technology for large scale
production of the same. When the Buddhist period started (after 200 BC) more and
more books came into existence.

Education during the medieval period (from 1000 AD) in India mainly had the
patronage from the Muslim rulers. In the beginning textbooks used in “Madrasahs”
were mainly hand written and comparatively poor in their physical aspect, but content
wise they were good. The stress was more on religious teaching, partly revolved
around Islam; hence these textbooks played their own role in making an impact on the
majority of Indians. Education based on ancient Indian culture was also going on to
some extent using oral method as well as hand written textbooks.

It was only during the British period (1700 AD onwards) the role and position of
a textbook began to be almost equal to that of a teacher. During the early British,
students were either taught orally or with the help of hand written manuscripts. The
Persian and Arabic schools also used mainly manuscripts, as printed books were not
available in abundance. In the world, the first printing press started in Germany. The
Bible was the first printed book in the world. Since the printing press had already

36
developed in Britain during that period, printed textbooks were being used in British
schools for their own children in India - Christian missionaries established printing
presses in India mainly with the ideas of religious conversions. The books printed
during that time were not of good quality. After sometime gradually Britishers
acquired their power in India. They took interest in education and started many
educational institutions during eighteenth and nineteenth centuries and slowly
production of textbooks in India got a welcome boost. Nineteenth century onwards
Calcutta Schoolbook Society and the Bombay Native Education Society took a teaching
role in this connection. In this way use of printed textbooks in large scale shaped a
better system of Indian education.

During British rule in India from 1854-1904, the school textbooks in social
sciences were in English language strengthening British rule and weakening Indian
cultural tradition but from 1905-1947, it was completely opposite as Indians were trying
to reshape a sort of indigenous education system. Even though there was some sort of
conception regarding the write up and evaluation of textbooks but it got systematized
with the modem approach in the school curriculum. In the post independence period
especially when the spirit of nationalization of textbooks gained momentum, the
process of textbooks writing, production and evaluation got further strengthened.

During the late British periods, there was only one single author of a particular
subject for a particular book, but the modem trend is to have a panel of authors, and
some members of the panel may not be teaching the subject but may be involved in
research work. Since the knowledge is fast growing this type of arrangement can
become advantageous. In the post independence period, government of India through
its various educational commissions/committees has been carrying out lot of work to
make changes through proper evaluation and NCERT has been working sincerely in the

field of textbook evaluation.

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2.3 BRIEF HISTORY OF TEXTBOOKS OUTSIDE INDIA
According to Langeback (1976) “HOMERS” poems was the first textbook in old
Greece (500 BC). During this ancient period books were very few and valuable.
Similar to Indian ancient period books, they were written on leather, bark or leaves of
tree, tablets made of mud or even on the surface of stone. Romans used to write on
rolls of certain type of fine parchments. During 5th century BC in Athens, there was

provision for making extra copies of manuscripts for sale. The scholars of Alexandria
around 100 BC produced around 300 different types of science and mathematics books,
Greek language grammar book was written by Dianysiasthrax. It was only during 9th

century, books started getting produced in large numbers when printing technology was
invented in China and later this was introduced in Europe in 15* century. Printing

technology got modernized and large-scale production of textbooks played a major role
in the process of education in different parts of the world. Canada’s Toronto Board of
Education and the former “USSR’s” Academy of Pedagogical Science put a lot of
efforts in improving the curriculum especially in sciences and hence in the
improvement in textbooks. Based on the work done by the these developed countries,
developing countries in Asia like India, Thailand, Srilanka etc. and many African
countries such as Nigeria, Kenya etc. took up the work seriously. With all the devotion
and professionalism brought out new curriculum and attached textbooks in science as
well as in other areas, too, for different levels of school systems. In this connection the
work done so far by NCERT in India is praiseworthy and this organization is now in a
position to offer consultancy service in the field of curriculum and textbooks to other
developing neighboring countries too. In India though there were some efforts in
developing the writing and evaluation of textbooks in the past the progress as such was
not much, but during the post independence period the establishment of NCERT in
September 1961 brought about a change in the whole set up. The modem concept of
textbook is different from that of the ancient and the medieval period. Today textbooks
are secular in nature, especially in the case of social sciences and languages textbooks.

38
Textbook publication has become a specialized industry, even though nationalization of
textbooks has taken place to some extent.

2.4 IMPORTANCE OF TEXTBOOK EVALUATION

Evaluation is a process of determining the value an attribute or a thing in relation
to predetermined objectives. So evaluation is at once an act of measurement as well as
value judgment. Textbook evaluation therefore means finding out the worthiness of a
book as a teaching-learning tool in relation to the course of study and the objectives of
the course assigned to an age group. To judge the contents to which a textbook meets
the needs of the pupils, the requirement of the subject and the teaching-learning
situation is essential for selection of textbooks and their improvements. The evaluation
always gives feedback depending on what improvement of textbooks is possible.
To evaluate the textbooks there are certain criteria and approaches, which have
been detailed out in the following pages.

2.5 APPROACHES TO TEXTBOOK EVALUATION

Whatever may be the purpose, textbook evaluation is an important programme for
curriculum implementation. Now the question arises as how to evaluate? According to
the purpose, there are different ways for textbook evaluation. These are the empirical
approach and the rational approach.
2.5.1. Empirical Approach to Evaluation
Here empirical means experimental. Experimental evaluation can be done
before the selection of new scripts for the final printing. This evaluation is termed as
try-out. Try-out of the textbook in undertaken to find out the worth of the textbook.
Such a tryout may either be pre-publication or post publication.
In approach the manuscripts is tried out unit wise in the real classroom situation
in selected schools between teachers and the learners for whom it is written. This gives
many ideas about the usefulness, practicability, weaknesses and shortcomings of the

39
text. Thus the result of tryout suggests necessary correction, modification of the
manuscript for final production of a book.
In the post publication tryout evaluation is carried out with respect to a textbook
used for a year or two and the teachers and students are in better position to give their
opinion regarding the usefulness of the text. This provides concrete evidence about the
efficiency and usefulness of the text, for getting reliable evidence about the strong and
weak points of the textbook, to have a systematic record of merits and limitations of the
textbook. Thus systematic and planned observation of how the teachers and students
use the book in the classroom can be obtained by means of questionnaire, checklist,
observation diary etc. This provides useful information about the quality of the
textbook. Therefore pre publication is formative evaluation and post-publication tryout
is summative evaluation in nature.
2.5.2. Rational Approach to Evaluation
The rational approach is the approach which is logical. Different aspects of
textbook can be judged on a logical basis by getting consensus of content specialists,
evaluators, teachers about the textbook and its various aspects. Evaluation can be done
for revision or improvement of it, or for the selection of a better one out of more than
one. The rational approach is based on different criteria of evaluation. These criteria
may be developed on the basis of the role and function of a textbook. The need of the
students and the teachers for the teaching learning material, requirement of the subject
and curriculum and on the basis of available literature and opinion of experts in the
field. Different methods and tools of evaluation can also be developed with the help of
experts, teachers, and educators, researchers based on the criteria of evaluation.
Quantitative or qualitative ways are required. These two basic approaches of textbook
evaluation again suggest different types of evaluation according to the purpose. These

are discussed below:

Simple Review:
A textbook may be evaluated to get an interview of the book that is just to find
out the scope and the nature of the material it contains on the basis of which a book

40
may be rejected or accepted for a particular programme. This is known as a simple
review.
Elemental Evaluation:
A textbook may be evaluated for a particular point of view, which is an element,
for example approach adopted to present the content of the Kannada textbook,
organization of the content etc. This is called elemental evaluation.
Aspect wise Evaluation:
A textbook may be evaluated for a single aspect, academic aspects, organization
of content, appropriateness of illustrative aspects etc. This is called aspect wise
evaluation. Flow chart of the overall structure of textbook evaluation has been designed
and shown in figure 2.1.
Figure 2.1: Flow chart of the Overall Structure of Textbook Evaluation

Textbook
Evaluation

Empirical Rational

Formative Summative Qualitative Quantitative

Pre Try-out Post Try-out

Tryout Review,
Elemental Elemental
Aspect wise Aspect wise

Requirement of Learners
Subject Curriculum and
Teaching Learning Situation

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2.6 CRITERIA FOR EVALUATION

The criteria of evaluation are the components of the attribute in respect of which
the evidence can be obtained and judged. Thus the criteria are related to evidence on
various aspects of the textbook on the basis of which inference can be made, whether a
particular principle of writing the textbook has been observed or not, thus each an every
aspect of the textbook has to be rated against their criteria. Therefore criteria which
carry the implications of the evaluation are essential for preparing textbook evaluation
tools, for that it is essential to see the requirement of a good Kannada textbook.

2.6.1. Requirements Of Good Textbooks

(A) LEGIBILITY
Following are some of the requirements of good textbooks laid down by
Department of Textbooks, NCERT (1970).
1. The size of the textbooks should be appropriate.
2. The textbooks should be printed in proper type size.
3. The colour of the paper used should be appropriate.
4. Lines should be more or less of uniform length.
5. There should be proper sparing between words and lines in a textbooks.
6. Changing the type size may highlight the important formulae.
7. The colour of the ink should be black.
8. Illustration should be properly used.
(B) DURABILITY
1. The binding should be durable and convenient.
2. The right type of paper should be used in the textbook.
3. The book cover should be stronger and long lasting.
(C) USEABILITY
1. The textbook must have a preface.
2. The textbook should have a detailed table of contents.

42
 3. It should conform to the state syllabi.
4. The instructional objectives of language must find a place in the textbook.
(D) QUALITY OF THE CONTENT
SELECTION AND ORGANISATION CONTENT
1. The material of learning selected for textbooks should permit continuity
and organic growth of the subject matter, as language is cumulative in
nature.
2. There should be variety in the materials selected for the test. It should
help both rural and urban students and should achieve all instructional
objectives e.g. knowledge, comprehension, expression, appreciation and
help the teacher in various purposes.
3. The language facts and principles given in textbook must be correct.
4. The scope of the contents selected and the emphasis should be in
accordance with the current official curriculum.
5. The contents of the book should be suited to the age and maturity level of
the students.
6. The contents should be consistent with the latest developments in
language and also in accordance with the findings of research in
curriculum.
7. Provision should be made for the interaction and correlation of the subject
matter of the textbook with other branches of language literature as well
as other subjects taught at the same time.
8. The contents must satisfy the individual and social needs of students.
(E) ORGANISATION OF CONTENT:
1. The contents should be organized so as to enhance the structure of

language.
2. Organization of content should have a bearing on the sequential nature of

language.
3. The content should be well articulated.

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 4. Organization should be logical.
5. The organization of content should help in the methodology of teaching.
(F) CONTENT PRESENTATION
1. Each and every idea and concept should be explained properly through
works, illustrations.
2. The language used should be within comprehension of student that is
within the vocabulary of students.
3. The symbols used in language textbooks should be universally acceptable
as far as possible.
4. Technical terms should be introduced so that students can use them freely
in giving explanation.
5. The explanation should be interesting.
6. Figures should be used to concretize the abstract ideas or to explain
complicated situations.
(G) DEVELOPMENT OF HIGHER MENTAL PROCESS
1. There should be emphasis on the why of process rather than the how of it.
2. The textbooks must contain a variety of exercises.
(H) STIMULATION AND MAINTAINING INTEREST
1. Style of presentation should be lively.
2. There should not be printing mistakes.
3. Importance should be given to application of the concepts in everyday
life.
4. There should be provision for various assignments for different categories

of students.
(I) THE EXERCISES GIVEN AT THE END OF EACH CHAPTER
1. The exercises should be interesting with theory.
2. The exercises given in the textbook should be well graded.
3. The number of exercises given in the textbook must be adequate.
4. Variety in the exercises should be provided in the textbook.

44
 5. Exercises must not be simple application of the concepts taught.
6. A textbooks in language should provide answers to exercises.
7. The textbook should include some evaluation tools.

2.6.2. Aspect Wise Features of Textbook Evaluation

(1) Physical Aspects of Textbooks
Apparently physical aspects of a textbook may look non-academic in nature, but
if these are neglected, the textbook may fail to impress the reader.
According to Hartley (1990) here are six important concerns in textbook design
namely (1) page size and spacing (2) positioning and spacing the text (3) type faces
and type size (4) emphasis in text (5) access structure and (6) the design of supportive-
illustrative materials:
(1) Page Size and Spacing: Decisions about width of margin, column widths, interline
spacing, choice of type, face, and type sizes, and the positioning of illustrative
materials are based on the size of the page. Page size are based on a number of
factors, the most important being the nature and use of the text for example a pocket
dictionary is supposed to be of a small page size whereas an atlas should be of a
large page size. In many textbooks margins are formed like a picture frame around
the information area. Tinker (1965) has reported that the space used for margins can
sometimes occupy 50 to 70% of the page. No doubt, broader margins can
sometimes increase the aesthetic aspect of textbook but if one is more bothered
about the functional approach rather than the aesthetic one, it is fair to have a
margin of about 10 MM at the top and bottom of the page and a margin of about 20
MM for the left and right sides (Hartley 1985) depending on the page size, there can
be one, two or even three columns of equal width within a pay. Typographically
speaking, this is not very complex. If there are illustrative materials within a page
there can be variation of widths of two or three columns.

45
(2) Positioning and Spacing the Text: It is technically justified in horizontal
composition to see that text composition set balance about a central axis, i.e., there
are straight left and right hand edges to the column of the print. Many printers often
think of an alternative approach in which the text starts from the left hand margin,
but gets ragged at right hand edge for each column of the print but this is technically
unjustified in horizontal composition in a printed text, to have a ethnically justified
composition, the spacing between the words is varied and words are sometimes
broken by hyphenation (especially in narrow column width). There are advantages
in “unjustified” composition, too. Here the spacing between the words is always
same and hyphenation is avoided. There is no need to fill the line with print just
because the space is there. In unjustified composition, the beginning and the end
point for each line is determined by syntactic considerations related to the
underlying structure of the text. The above approach can be taken down the page
(vertically) as well as across it (horizontally). If there are same number of print in
each page it is known as technically justified vertical composition. The text may be
stopped at the appropriate point in terms of sense or sanitizer, irrespective of the
number of lines, in this case one can also use specified units of space between
elements to group and separate related parts within the text. To do all these
systematically, there is a need to specify in advance what rules of spacing are to be
used in a particular text and one should stick on to these rules throughout. In
connection with the two approaches, i.e., technically justified and unjustified, many
studies have been carried out to find out which approach would help in the case of
young children who are learning to read. Kirby and Gorden (1988) are in favour of

the latter.

(3) Type Faces and Type Sizes: The broadest and the most well known classification
of type faces is that between those type faces with scripts and those without.
Hartley (1990) said that choice is mainly based on personal preference. The
measurement system used in typography looks too complex, the number of

46
 characters (or words) one can have in a line of text and how many lines one can
have per column - these two aspects are affected by different sizes, if the type size
is large, it restricts the number of words that will fit within given column/page
width, if the type size allows only four to five words per line, then there cannot be
any sensible syntactic groupings in the text composition.

(4) Emphasis on Text: There can be three levels of heading primary, secondary and
tertiary. All the three require specific spatial support but can also be used
typographically, for example capital letters can be used for primary headings, upper
and lower case hold for secondary headings and italic for tertiary ones, the other
types of typographic cueing are underlining and columning - all these can be used
to draw the attention of the readers to particular word or points in general.
Typographic cueing is used to emphasize different points within text as well as to
indicate its overall arrangement. But according to Hartley (1985) children do not
necessarily understand the cues that adults take for granted and hence there is a need
to explain their purpose. He also feels that the multiple cueing can be confusing. At
senior level typographical cueing may not be that much confusing, if used
systematically, it may even reduce the amount of write up, but instead of taking it
for granted that students can fully understand these typographically cueing which
may look like typographical complexities, it is better to explain them in the preface.

(5) Access Structures: These are devices which help readers gain access to the text,
and find their way around it. They are pretext pages, students especially at senior
level and above may not read a textbook from start to finish and they would like to
locate different kinds of information quickly. Researchers on access structures such
as design of content pages, positioning of page numbers, numbering of paragraphs
etc. are not available but index and bibliography have already been explored.
Hartley (1985) researches on summaries and headings have been carried out and on

47
 heading but Hartley (1990) virtually states that no study is available on the
typographical setting of access structure a side etc.

(6) Strengthening the Message: To strengthen the communication, devices such as,
tables, graphic materials and illustrations can be used. Students have to use a table
successfully they have to understand organization of the literature, undergo a
process which involves capering the numbers within and across the same or
different forms of literature. Several research works are available on the merits of
different ways of presentation for diagrams, charts and graphs and on effectiveness
of illustrations, too. Hartley (1990) states that these can be more effective when they
are presented in a simple way and in consistent manner from page to page, and the,
illustrations need to be directly relevant and supportive to the text if they are to be
effective adjuncts to the communication. Due to aesthetic reasons, some illustrations
my help motivate students but there is no guarantee that such illustrations obviously
help the reader to understand the text.

In connection with textbook design, one should note the fact that readers vary in
their reasons for studying in their ability and motivation and in their very method of
approach, there are differences between “surfaces” and “deep” approaches to studying
and reading, Marton and Saljo (1934), Entwistoe and Waterson (1988). Surface readers
are those who skim the text, bother about the overall structure or argument presented in
the text, whereas deep readers are those who search for the underlying structure of the
text, question it, relate ideas to their own entry behaviour. If the textbook authors have
to attract deep readers then before designing instructional text they have to identify
successful writes about what are known as “coherent texts” which are written for
specific groups of readers using the language with which they are familiar by including
experiences which can be shared by readers providing meaningful examples and
questions. Textbook design is one of the important ways, which can make major

improvement in the quality of the instruction.

48
 According to Panda (1990), isolation can be achieved in text materials by several
ways such as printing in black, increasing the size of the letters, writing the isolated
item on coloured background, underlining, enclosing it by circle or rectangle or square.
This isolation effect influences not only the isolated item but also the entire text
material or at least the adjacent items. The different methods of isolation may have
different effect on the overall effectiveness of the text material. Kannada textbook in
general need to contain several isolations, especially for new terms, definitions and
rules, either by colour or size or by size contrasts. Panda’s (1990) study of isolation
effects on learning retention of text material among elementary children strongly
supports the predication that isolation through colour and size contrasts could produce
better retention effects in comparison to the normal black condition which is generally
used to write text in Kannada. As the study reveals to the elementary textbooks at least
some of the ideas from the study can be considered while writing textbooks. Colour
contrasts may not be very much needed, but at least size contrasts and enclosure of
formula using rectangles or square or circle can be done to increase the effectiveness of
Kannada textbook.

Within the curricular framework, textbook is one of the devices to help to

achieve the goals and objectives of education to make sure that this achievement really
takes place; students have to be helped to evaluate themselves through the textbooks.

2) Academic Aspect
It covers planning of the textbook (appropriateness of formation of units, sequencing
of different units, and relevance to the curriculum) selection of the content (attainment
of instructional objectives, conformity to prescribed curriculum, meeting the needs of
the learner’s accuracy and up datedness of facts and concepts) organization and
presentation of the subject matter (suitability of the approach, uniformity of the
morphology of each chapter, integration of the text material and readability of the text).

49
Use of illustrations (adequacy of illustrations, effectiveness of illustrations) and
provision for learning exercises.

2.63. Needs of the Learner

It covers developing pupils interest (proper introduction to each chapter, and

diagrammatic explanation to the concepts). Meeting individual differences, simplicity
of language, variety of examples, well guarded exercises, few examples for developing
higher cognitive ability, accordance to pupils’ maturity (proper treatment to subject
taken into consideration the nature of subject and maturity of pupils) and involvement
of pupils, illustration for thinking developing problem solving ability etc.

2.6.4 Requirements of the Subject

It covers appropriateness of content according to syllabus reflection of nature of

Kannada and attainment of instructional objectives.

2.6.5 Requirements of Teaching and Learning Situation

It covers development and organization of the subject matter (appropriateness of

formation of units, highlighting the important matter and definitions) applications of
psychology of learning (students previous learning experience, placement of concept in
grades way). Readability of the text (use of simple language, printing mistakes,
continuity in the content etc.) and physical suitability (suitability of size, price,
durability of paper and binding).

2.6.6 Need for Curriculum and Syllabus

It covers agreement with syllabus provision for evaluation. Keeping in mind

these criteria for evaluation of the book, various tools are formulated.

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2.7 CRITERIA DEVELOPED BY VARIOUS RESEARCHERS

Chowdhary (1976) evaluated the nationalized Hindi textbooks of classes I to

VIII in the terms of strength and weaknesses, values needs and themes by opinions
from teachers, students and experts. At the same time he analyzed the end of chapter
exercise on the basis of cognitive level of questions.

Godbole, Bhoile and Marodhar (1986-87) evaluated the Balbharathi Marathi

textbook of standard VI to find if the textbook is in consonance with syllabus and
suitable to the pupils needs. Questionnaire and interviews were used to elicit opinions
from teachers, experts, parents and pupils. They found that text was in conformity with
the syllabus, some lessons were very difficult and exercise at the end of the chapter did
not exhibit sufficient variety.

A similar study was taken up to Tharyabi ad Bhatta (1986-87) to evaluate

Balbharathi, Hindi and Gujarati text of standard VII respectively. The former found that
the textbook was very much in line with the syllabus, but the language and the
vocabulary are not suitable and appropriate. In the later case it was found that the
textbooks were written in accordance with the age group of the pupils, the style of the
languages was difficult at some places but it was fluent in general.

Joshi (1979) developed an “edit code” for evaluating school science textbooks.
Four studies were completed as a part of this research (1) development of categories (2)
content analysis process (3) establishing the validity of edit code (4) demonstrating the
utility of content of the study where edit code can be used for improving textbooks

through content analysis.

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2.8 DEVELOPMENT OF CRITERIA OF TEXTBOOK EVALUATION
FOR THE PRESENT STUDY

Depending on the requirements of a good Kannada textbook the investigator has

developed criteria for the present study.

Figure 2.2 : Criteria of Textbook Evaluation

Textbook

Physical
■
Academic
1
! ! 1 1 1
Mechanical Morphological Content Exercise Illustration
I I
▼ ▼ V
Size Front page Planning Planning Usefulness
Printing The title of page Selection Organisation Organisation
Paper Glossary Organisation Variety of for self
Binding Exercise Present Approach examples of stuHv
Cover Appendices Comprehensibility different
Get up Bibliography Updateness levels
Errata Accuracy
Terminology Consistency
Reflection of the
goal of the subject

1.
I
Fulfillment of the needs of the learners.
2. Effectiveness of the teaching learning.
3. Meeting the requirement of subject.
4. Meeting of the requirement of curriculum and syllabus.

From the figure 2.2 it is clear that criteria can be listed in two different ways.

2.8.1 Criteria for Evaluation of Textbooks

Due to the rapidly changing nature of Kannada being taught in the secondary
school it seems wise to provide at this time a set of criteria which will aid the teacher in
the selection of the textbook which will best meet his needs.

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1. The Criteria Applicable To Content, Selection and Organisation of Text

The criteria applicable to context, presentation and organisation of texts have

been brought together under headings that are closely related to large ideas. These
headlines are structure, rigor, vocabulary, definitions and underlined terms, illustrative
examples, teachability and optional topics.

(a) Structure: Kannada is a body of organized knowledge. Each element, which is

a part of this body, must fit into a properly established structure. The
presentation should assist the students in understanding the structure of that
particular area of Kannada.

(b) Rigor: Rigor in a text refers to, the nature of the development of the arguments
and the kind of justification that is used in the proof. Few presentations in the
text are entirely rigorous or completely without rigor. The level of rigor in a text
may have much to do with the future understanding of the subject by the reader.

• The material presented in textbook should be in such a way that the student is
expected to make conjectures and test their truth.

• The development of the topic should be made on appropriate levels of rigor.

(c)Vocabulory: Most of the terms introduced are names of significant ideas.

Since these ideas are an important part of the structure it is essential that the
terms should be presented effectively.

• The vocabulary should be appropriate for the level of students.

• The rate of introduction of new terms should be appropriate to the

maturity of the students.

• The terms should be defined.

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 • In order to strengthen understanding the ideas should be restated in
different language.

(d) Definitions And Underlined Terms: Basically definitions amount to symbol

substitutions, that is, the stipulation that a simple symbol for example, one word
can be used instead of complex symbol like a long phrase. In the context of
teaching giving a definition amounts to teaching a student how to use a symbol.
The content should make clear the particular usage of a term, which may have a
different meaning in another context

(e) Illustrative Examples: Frequently illustrative examples may be designed to

anticipate the development of some concepts; illustrative examples may also be
used to reinforce some of the concepts, which have been previously established.

• The examples should clarify the concepts presented.

• Examples used should lead into similar problems in the set of

exercises without being merely duplications.

(f) Teachability: Students both with and without direction of the teacher use
Textbooks. So far as the student on his own can use the text, its effectiveness is
enhanced.

• The idea developed by raising questions, considering alternatives and

encouraging conjectures may be verified later.

(g) Optional Topics: It should be reorganized that a text is written to satisfy many
readers and suggestions of many critics are incorporated in to its final form. It is
therefore, not absolutely imperative that a teacher considers every topic equally
essential and hence feels compelled to devote time to all of them.

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 • The text should be written in such a manner that those items
considered to be optional could be deleted without destroying the
continuity of the presentation.

2. Criteria Relating to Physical Characteristics

The mechanical features of a text and the services provided by the publisher are
of course, important, but only if the criteria of content and presentation have been met.
Impressions of quality of print, paper, page organization etc. are also equally important.

1. General format:

(a) The purpose is to attract and sustain the students’ attention:

- The cover of the text should identify it as one on Kannada.

- The book should be of a convenient size and shape for the

group for which it is intended.

- The type size and the style should be suitable for the group
for whom the book is intended.

- The page arrangement should give a feeling of continuity.

- The colour used should contribute to the presentation.

(b) Index and references:

- The index should refer to related ideas.

- The text should contain a glossary of the essential symbols

and their definitions.

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 (c)Useability:

- The text should be free from typographical errors.

- The text should not require the purchase of additional

material to teach Kannada effectively.

The succeeding chapter gives details of the previous studies.

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