Abstract:
Quality and relevant illustrations in primary textbooks aid pupils’ learning
experiences. However, some approved primary school textbooks in Kenya
might contain low quality and irrelevant illustrations that inhibit their use. This
study sought to evaluate the quality and relevance of illustrations in approved
textbooks in Uasin Gishu County in Kenya so as to recommend strategies for
determining their preparation and production. The objectives of the study were
to establish criteria for determining the quality and relevance of illustrations,
to determine factors contributing to the quality and relevance of illustrations,
and to examine challenges faced while dealing with illustrations. The study
was guided by the gatekeeping theory. Researchers adopted an exploratory
survey design involving 191 respondents. Questionnaires and interviews were
used to collect data. Findings established that specific criteria for determining
the quality and relevance of illustrations were lacking, and that expertise, time,
technology, and printing materials were factors that contributed to the quality
and relevance of illustrations. Results revealed that primary schools
experienced user-related challenges, and that publishers experienced
preparation and production challenges. Vetting and approving authorities’
challenges emanated from the preparation of the illustrations. Important
recommendations include that adequate criteria for determining the qualityand relevance of illustrations be formulated by the vetting authorities, that the
preparation and production of illustrations be given professional attention by
the publishers, and that government support textbook development and
involvement of subject teachers from all regions in the evaluation panels. The
study has implications for decolonising teaching and learning.
