Assessing the quality and relevance of illustrations in approved primary school textbooks: The case of Uasin Gishu County Kenya

Abstract

Quality and relevant illustrations add value to textbooks essential for primary school pupils’ learning. However, some primary school textbooks with illustrations have certain inadequacies in terms of the quality and relevance that inhibit their use. Therefore, this study assesses the quality and relevance of illustrations in approved primary school textbooks in Kenya and recommends strategies for determining and production of quality and relevant illustrations. The study was guided by the following objectives to: establish the criteria of determining the quality and relevance of illustrations in textbooks for primary schools in Kenya; assess primary school pupils and subject teachers perception’s on the quality and relevance of illustrations in approved textbooks and how they affect their use; determine factors that contribute to the quality and relevance of illustrations in primary school textbooks; examine challenges faced by primary school pupils and subject teachers, publishers, vetting coordinator and Ministry of Education (MOE) officials in determining the quality and relevance of illustrations in approved textbooks, and recommend strategies and propose strategies for addressing the identified challenges with respect to the quality and relevance of illustrations. The research was guided by the Gate Keeping Theory which helps to appreciate the relationship between illustrations, the users and the gate keepers of illustrations. The study used exploratory survey design with qualitative and quantitative approaches. The research was conducted in Uasin Gishu County, Kenya with a total population of 73,863 and a sample size of 191 respondents comprising of 108 primary school pupils in class five, six and seven and 72 subject teachers sampled from 12 primary schools and 11 key informants from MOE, Kenya Institute of Curriculum Development (KICD) and publishing houses. The respondents were selected using simple random and purposive sampling techniques. Questionnaires and interviews schedules were used to collect data which were analysed qualitatively and quantitatively. Collected data were presented in themes, tables and bar charts. The results of this research are based on 163 respondents comprising of 88 primary school pupils, 66 subject teachers and 9 key informants from MOE, KICD and publishing houses. The major findings of the study are: lack of specific criteria for determining the quality and relevance of illustrations, primary schools pupils and subject teachers considered illustrated textbooks most useful. Quality and relevant illustrations help pupils and teachers achieve cognitive, attention and affection roles. Further, it was established that personnel expertise, preparation and production time, technology, originality of illustrations, quality of printing materials, market research and pre-testing of manuscripts before production contributed to the quality and relevance of illustrations. When dealing with the quality and relevance of illustrations in approved textbooks, the researcher noted that primary school pupils and subject teachers faced user-related challenges, publishers experienced challenges in the preparation and production of illustrations, while MOE and KICD faced problems in terms of cost, illustration universality and management. Therefore, the study concluded that there were evidence of poor quality and irrelevant illustrations in approved primary school textbooks in Kenya. It is recommended that; the vetting authorities must formulate adequate criteria for determining the quality and relevance of illustrations; publishers must give preparation and production of illustrations a professional attention; government must support in textbook development and involvement of subject teachers from all regions in the evaluation panels.