INSTRUCTIONAL POLICY AND QUALITY OF BUSINESS STUDIES TEXTBOOK IN SECONDARY SCHOOLS IN KENYA

Sarah Getahun Bekele, Paul Odundo Amollo, John Kamau Mwangi, Khavugwi Lilian Ganira

Abstract


Meticulously developed business studies textbook facilitates individualized learning contributing to the achievement of learning objectives even in the absence of the teacher. Think-pair and share is accelerated as learners are likely to discuss amongst themselves new knowledge acquired through business studies textbook hence boosting learner enthusiasm in construction of knowledge. However, instructional information in business studies textbook may not necessarily facilitate realization of specific objectives where policy governing textbook selection, acquisition and review is inadequate and missing full implementation. Nevertheless, in an instance where the instructional policy guiding textbook selection, acquisition and review are adhered to, the quality textbook is availed to learners in secondary schools in Kenya. This study adopted an exploratory research design through qualitative approach to data collection and analysis. Further analysis showed that textbook selection, acquisition and review influence quality of textbooks used in secondary schools thereby determining quality of learning through textbook contributing to achievement of academic excellence for lifelong learning. Therefore, it is recommended that educational policies be developed considering the needs of the curriculum as well as the learners in order to boost learner mean score in secondary schools in Kenya.

 

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instructional policy, textbook selection, textbook acquisition and textbook review, business studies, quality textbook

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References


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DOI: http://dx.doi.org/10.46827/ejes.v9i3.4215

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