An evaluation of the quality of a-level Kiswahili textbooks published under the textbook policy of 1991 in Tanzania
| dc.contributor.author | Amos, Pewa | |
| dc.date.accessioned | 2020-01-16T19:04:09Z | |
| dc.date.available | 2020-01-16T19:04:09Z | |
| dc.date.issued | 2010 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library | en_US |
| dc.description.abstract | This study evaluated the quality of the Kiswahili textbooks used at the Advanced Secondary School level which have been produced under the Textbook Policy of 1991. The study aimed to examine the extent to which Kiswahili textbooks match with the Kiswahili syllabus (1997) requirements; whether Kiswahili textbooks being used by A-Level teachers and students were those approved by Educational Material Approval Committee (EMAC); and examined the teachers' and students' views on free book market policy in relation to the quality and availability of such Kiswahili textbooks. Both qualitative and quantitative approaches were used. Respondents were from 6 Schools outAl9 schools in Iringa region, 8 teachers, and 147 out of 480 students. Data was collected using questionnaires. Data analysis was through content analysis for non-quantifiable data and a SPSS software sub-programme frequency was used for the quantifiable data. The study revealed that the majority of teachers were knowledgeable of the characteristics of quality textbooks and most of them were consulted when ordering textbooks in schools. Textbooks do not match with the Kiswahili syllabus requirements because they do not cover all the syllabus topics, and that teachers and students use both approved and unapproved Kiswahili textbooks. Furthermore, under the free book market policy the Kiswahili textbooks lacked the qualities of good textbooks, in that concepts were not accurately explained; they do not cover all syllabus topics; and do not promote critical thinking. Basing on the findings one concludes that, the Kiswahili textbooks for A-Level do not meet the requirements of quality textbooks. To improve the quality of textbooks, TIE should make sure that all syllabuses have recommended relevant textbooks and supplementary books. EMAC should follow-up the use of approved textbooks in schools. Finally, authors should make sure that textbooks cover all syllabus topics and the concepts in the textbooks are accurately explained. | en_US |
| dc.identifier.citation | Amos, P.(2010) An evaluation of the quality of a-level Kiswahili textbooks published under the textbook policy of 1991 in Tanzania . Master dissertation, University of Dar es Salaam. Dar es Salaam. | en_US |
| dc.identifier.uri | http://41.86.178.5:8080/xmlui/handle/123456789/6574 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | kiswahili | en_US |
| dc.subject | text books | en_US |
| dc.subject | secondary schools | en_US |
| dc.title | An evaluation of the quality of a-level Kiswahili textbooks published under the textbook policy of 1991 in Tanzania | en_US |
| dc.type | Thesis | en_US |