Are Textbooks Functional in Teaching and Learning in Primary Schools? Evidence From Selected Schools in Ghana

Abstract

Textbooks are resources for acquiring knowledge on a wide range of subjects. They are extensively used in households, libraries, and schools by learners. This study explores the role of textbooks in Ghana’s Basic Education System. It examines its current state, identifies teaching materials, and investigates the integration of new knowledge for effective teaching and learning. This study adopted an explanatory sequential mixed-methods design. Using a simple random sampling technique to select 612 pupils and 82 teachers, quantitative data were collected through a survey. Statistical analysis was performed using descriptive statistical frameworks via IBM SPSS (Statistical Package for the Social Sciences, Version 26.0). The qualitative data derived from the open-ended questions were analysed using thematic analysis. The findings revealed that traditional textbooks, audio-visual materials, digital resources, hands-on manipulatives, and online platforms are the teaching and learning materials used in schools. Based on the responses from 82 teachers, these materials encourage hands-on learning by providing pupils with interactive experiences. Considering the learning techniques influenced by textbook use, textbooks influence collaborative learning and discussions, memorisation and recall, note taking and summarising, problem-solving and critical thinking, and self-directed learning and inquiry. Also, most teachers rely on established guidelines and curriculum standards when selecting and using textbooks. We recommend that educational policymakers prioritise the provision of adequate textbooks to pupils in basic school, ensuring that all students have equal access to essential learning materials.