Textbook evaluation: English teachers’ perspective of intensive English for Senior Secondary Schools

Abstract

Textbooks are meant to be used by not only students but teachers as well and they play a significant role in the overall learning  process. This research focused on evaluation of English language textbook from teachers’ perspective using a cross sectional survey research design and an adapted checklist with 47 items. Seven teachers were used as sample drawn from four senior secondary schools that use Intensive English language textbook for senior secondary schools in Gombe metropolis. Data collected were analysed using frequency counts and percentages. Findings revealed that teachers are satisfied with the textbook in use as it caters for most of the needs of both  teachers and learners of the English language at the senior secondary school level.

Key words: Evaluation, textbook, English language, checklist