Analysis of grades 7 and 8 chemistry students’ textbooks contents vis-à-vis expectations for students’ involvement

Abstract

The objective of this study was to analysis grades 7 and 8 chemistry students’ textbooks contents vis-á-vis expectations for students’ involvement. Mixed approach embedded design was used. An expectation for students’ involvement analysis was employed as instruments for document analysis. Moreover, to triangulate and support the quantitative data, semi-structured face-to-face interview was used and analyzed via thematic analysis. The students’ involvement analysis showed that: the average index value of Grade 7 and Grade 8 were 0.338 and 0.4325, respectively. This value indicated that the content of both textbooks are not encouraging students to be active. Furthermore, qualitative data analysis showed that the textbooks are not in such a way to make students active and self-reliance. Therefore, every aspect of the textbooks should be organized in a manner that equips students with higher order thinking level, and active engagement of learners in the learning process.