Olamilekan Oluwaseun INUOJO, Ganiyu BELLO, Zakariyau Adebayo BELLO
Corresponding email: [email protected]
A B S T R A C T
This research focused on evaluating the readability and understanding levels of Biology textbooks frequently utilized in upper secondary schools across Kwara, Nigeria. The population consisted of all biology textbooks used by senior secondary school students and all students who study biology in Kwara State, Nigeria. A purposive sampling technique was utilized to select a sample of 3 textbooks from those recommended by the Kwara State Ministry of Education and Human Capital Development. Additionally, a total of 252 students (84 from senior secondary school one, 84 from senior secondary school two, and 84 from senior secondary school three) were selected using stratified sampling. Two instruments were employed: the Biology Textbook Readability Test (BTRT), an online readability calculator, and the Cloze Test of Readability for Biology Textbooks. The findings revealed that most of the textbooks were difficult and above the grade level for which they were designed. Furthermore, the textbooks were found to be confusing for the designated users. Based on these findings, it is recommended that biology textbooks be structured in a manner that aligns with the characteristics of the designated users. This entails writing textbooks with simpler words, reduced.