Content Analysis Of English Textbook Taught At Grade 9: Focus On Grammatical Structures And Language Skills

Abstract

Gift of gab is one of the most important capabilities that distinguish human beings from all other creatures. It helps to communicate ideas and feelings to oneself and others for planning lives, remembering the past and solving day today problems. The ability to do so in more than one language multiplies the opportunities for people to advance their career opportunities and solve problems. In Pakistan, textbook is considered as a key component in most language programs and serves as the basis for language inputs that learners receive to practice language skills inside and outside the classroom. This study was designed to analyze the content of English Textbook for investigating its effectiveness and appropriateness for teaching English to students enrolled at grade 9 in the public schools of Punjab government. The major focus of the study was to analyze the grammatical structures and language skills in the first six chapters of English textbook taught at grade 9. It was a descriptive study following the method of content analyses and survey questionnaire to collect the data. The results reveals that maximum number of grammatical structures used in the first six chapters of English textbook are of Past Indefinite Tense whereas there are no sentence structures of Present, Past and Future Perfect Continuous Tenses. The maximum amount of language skills given in the exercise of the textbook are writing skills whereas the listening and speaking skills are completely ignored. The study reveals that that majority of the teachers disagreed that pictures are relevant to the content. It is inferred that they are less significant in illustrating the content of the textbook. The teachers are also not satisfied about the difficulty level of English text in reference to linguistic competency of the students. It may affect the balanced linguistic development of the students and may influence their oral and written communication skills.

Headnote

Abstract

Gift of gab is one of the most important capabilities that distinguish human beings from all other creatures. It helps to communicate ideas and feelings to oneself and others for planning lives, remembering the past and solving day today problems. The ability to do so in more than one language multiplies the opportunities for people to advance their career opportunities and solve problems. In Pakistan, textbook is considered as a key component in most language programs and serves as the basis for language inputs that learners receive to practice language skills inside and outside the classroom. This study was designed to analyze the content of English Textbook for investigating its effectiveness and appropriateness for teaching English to students enrolled at grade 9 in the public schools of Punjab government. The major focus of the study was to analyze the grammatical structures and language skills in the first six chapters of English textbook taught at grade 9. It was a descriptive study following the method of content analyses and survey questionnaire to collect the data. The results reveals that maximum number of grammatical structures used in the first six chapters of English textbook are of Past Indefinite Tense whereas there are no sentence structures of Present, Past and Future Perfect Continuous Tenses. The maximum amount of language skills given in the exercise of the textbook are writing skills whereas the listening and speaking skills are completely ignored. The study reveals that that majority of the teachers disagreed that pictures are relevant to the content. It is inferred that they are less significant in illustrating the content of the textbook. The teachers are also not satisfied about the difficulty level of English text in reference to linguistic competency of the students. It may affect the balanced linguistic development of the students and may influence their oral and written communication skills.

Introduction

Language is one of the most important capabilities that distinguish human beings from all other creatures. It helps to express and communicate ideas and feelings to oneself and others for planning lives, remembering the past, solving conflicts, exchanging ideas and showing preferences. The ability to do so in more than one language multiplies the opportunities for people to experience all these functions and even master them as well as advancing their career opportunities (Cook, 2008). In Pakistan, a student learns three languages (mother tongue, Urdu, English) at the beginning of his/her education career. English is taught as compulsory subject from grade one to grade fourteen (Government of Pakistan, 2009). Textbook is considered as the key component in most language programs and serves as the basis for language inputs that learners receive for language practices that occur in the classroom (Mahmood, 201 1). Textbook is visible, tangible and practical manifestation of the curriculum (Kalmus, 2004; Mahmood, 2010). Commission on National Education (1959) stated that textbooks are universally accepted as a basic teaching tool and its importance varies across different countries. The amount of importance goes high in those countries where additional reading materials are not easily available for school children and where teachers lack proper training. It has been observed that most of the teachers use textbooks as their principal curriculum guide and source of lessons (Government of Pakistan, 1959).

In most countries, textbooks are written by experts with the coordination of publishers and evaluated by the government agencies. Talking about Pakistan, provincial or regional Textbook Boards, and private publishers help in the development of textbooks. After the 18th amendment, the provincial ministry of education performs responsibility of textbook evaluation and review to ensure quality and standard (Mahmood, 2010). The majority of the teachers in elementary and secondary schools in Pakistan conduct textbook geared, examination centric, traditional pedagogical practices of teaching learning in the classroom that do not provide balanced focus on basic language skills (Behlol & Anwar, 2011). It is required that teachers focus on all aspects of language learning such as grammar, discourse, function, sociolinguistics and strategic competence, and it needs to have proportionate inclusion in the textbook. With this background, the study is focused on content analysis of the language structures(basic 12 tenses) and basic language skills in the textbook of grade 9 published by Punjab Textbook Board. It also includes the opinions of the teachers about the effectiveness of the textbook taught to grade 9 students especially with reference to layout of the book, printing quality, language difficulty and vocabulary exposure, and competencies of teachers. The finding of this study will help teachers to improve their teaching learning process in the classroom, and to give recommendations to authors for writing of textbooks that may facilitate in second language learning. The authors will get insight to write quality textbooks for learning second language. It will also help students to learn English effectively when the authors will design the textbook according to the student mental level.

Objectives

The objectives of the study were:

* to conduct a content analysis of different grammatical structures used in the ninth grade English textbook.

* to determine the frequency of different grammatical structures used in the ninth grade English textbook.

* to examine the frequency of basic language skills (listening, speaking, reading and writing) given in the exercises of the textbook.

* to gather the opinions of the teachers about the effectiveness of the textbook taught to the ninth grade students in respect to:

a) Layout of the book

b) Printing quality

c) Language difficulty level and vocabulary exposure

d) Competencies of teachers

Review of Literature

Good (1959) defines a textbook deals with a definite subject of study, systematically arranged, intended for the use of a specified level of instruction. Warren (1981) defines a textbook that contains printed instructional material in bound form, the contents of which are properly organized and intended for use at elementary or high school curricula. According to Senem (2013), textbooks are the main element on which teachers rely to define both what and how they might teach their respective subjects. Competency of teachers, learners and teaching context, total class hours should be kept in mind while planning to write a textbook. Four basic skills of English language may get balanced share in the exercises of textbook (Mahmood, 2010). According to Vernila, Muhtar & Laily (2012); Mowla & Shaik (1973), in a classroom setting textbook is used as a source of guidance for both teachers and students, permanent record for measuring what has been learnt. According to Sunday (2014), students learning outcomes are said to be greatly affected by this teaching tool.

Igbaria (2013) conducted a content analysis of first six units of an English textbook named as Horizons of grade nine. Questions of the six units were analyzed which were 381 in numbers. These questions were called WHquestions as they started from WH-word and ended with a question mark. A guide was prepared by the researcher for the questions to determine its alignment to the cognitive domain of bloom's taxonomy. The result showed that 23.09 percent questions cover the Knowledge level, 29.66 percent Comprehension, 11.29 percent Application, 23.36 percent Analysis, 10.24 percent Synthesis, and 2.36 percent Evaluation. 244 questions comes under the category of lower thinking skills, such as Knowledge, Comprehension and Application whereas 137 questions falls in the category of higher order thinking skills and they are Analysis, Synthesis and Evaluation. The conclusion reveals that the authors of Horizon's place more stress on the lower order thinking process and are still following the old English curriculum.

Senem (2013) carried out a qualitative research with the aim to find out the amount of science process skills included in the physics textbook, curriculum and lesson in Turkey. The instruments used for the observation of lessons were science process skills questionnaire and observation sheet. The findings showed that the curriculum of 9th grade physics emphasizes mostly on collectinginterpreting data 22.7 percent, communicating scientifically 15.7 percent, classifying 10.6 percent but on the other hand skills such as predicting, experimenting and inferring were mostly ignored. The content analysis of physics lesson "Energy" of 9th grade showed great importance given to modeling (29 percent) whereas hypothesizing 2 percent, inferring 3 percent, defining-controlling variables 3 percent, experimenting 1 percent and predicting 1 percent were almost ignored in the chapters. Collecting -Interpreting data was highly found in three of them: curriculum, textbook and lesson.

Labelle (2010) conducted a content analysis to analyze the illustrated and written content of 33 English Language textbooks to determine the degree of L2 learning strategies. Every third chapter or units of those 33 textbooks were analyzed. A coding instrument consisting of 15 categories was designed by the researcher to collect data about the language learning strategies. The study was carried out in two parts: the illustrated content was analyzed to check the language learning strategies, and in the second half the written text was analyzed. The idea behind this two way procedure was to collect information about illustration and written text separately and highlight their importance on the learner. The findings showed that only 6 textbooks exhibit the L2 learning strategies in the illustrated and written content.

A study was conducted by Madericova (201 3) to discover two English textbooks "Project 5" and "Way to Win 6", used mostly in secondary schools of Bruno. The textbooks were analyzed and checked the structure and amount of languages skills used in it. Both textbooks were found emphasizing on language content (grammar, vocabulary, and phonetics) but in different amounts. Results about the analysis of textbooks found that "Project 5" consists of 31 percent Reading skills,14 percent Speaking skills,22 percent listening skills,14 percent Writing skills and 19 percent other skills whereas "Way to Win 6" consists of 36 percent Reading skills,34 percent Speaking skills,18 percent listening skills and 12 percent. A few appreciated the exercises related to pronunciation while others appreciated the reading text and grammar. Teachers were generally satisfied with the reading and speaking activities that were a part of the textbook but not the writing activities because it did not offer a vast variety.

It is concluded that textbook is systematically arranged content that facilitates teaching learning process in the classroom. The researcher has observed that the opinions of the students by and large are contrary to this notion. Students take it boring, difficult learning resource, lack coherence and promote rote memorization. It neither provides balance provision of basic language skills nor their practice. Provision and practice of grammatical structures also lack proportionate scope and practice that result in grammatical mistakes on the part of second language learner.

Research Methodology

It was a descriptive study following the method of content analysis to collect the data. In descriptive research the researcher studies the variables as they exist on the ground without any manipulation. Weber (1990) indicates that content analysis is a research method that uses a set of procedures to make valid inferences from text by using wide range of techniques and applications in the social sciences. Some researchers viewed that content analysis is a more quantitative approach, while others view it as necessarily qualitative due to its tendency to use induction in drawing conclusions and recommendations for further research. The researcher conducted content analysis to find out different grammatical structures used in the first six chapters of the ninth grade English textbook. It was a textual analysis to find out the major grammatical structures by calculating their frequency distribution. It helped to identify the frequencies of different grammatical structures and its implication in learning grammar and English language. The researcher conducted a content analysis to examine the distribution of basic language skills (listening, speaking, reading and writing) given in the exercises of the textbook. The researcher calculated the number of exercises for listening, speaking, reading, and writing skills. It reflected the focus of the textbooks on the teaching of basic skills of English language. The quantitative and qualitative analysis revealed the focus of the textbook on learning basic language skills.

Population and Sample of the Study

Population of the study was the English textbook taught to the students of grade 9 in the public schools of Punjab government. The teachers teaching English to ninth grade in public schools of Punjab located in Rawalpindi city were also the population of this study. The researcher applied purposive sampling techniques to select the respondents of the study. Purposive sampling was applied to select the first six chapters of English text book of grade 9. These chapters included the topics of both prose and poetry. Because of time constraint, only first six chapters were taken for content analysis (grammatical and language analysis skills) that were considered as the representatives of the twelve chapters. The researcher met with the heads of institutions and discussed about the purpose and significance of the study. 6 boys' and 3 girls' schools expressed their willingness to participate in the study. The questionnaire was filled by 11 male teachers and 6 female teachers. The purposive sampling was useful for the study because only those teachers who were teaching English and willing to participate in the study were selected.

Instruments of the Study

Likert scale was used to gather data related to the objective no 4 about the opinions of the teachers related to layout, printing quality, language difficulty level and vocabulary exposure and competencies of teachers of the textbook. This scale was obtained from the study conducted by Mahmood (2010) on the topic 'Developing Alternate Criteria for the Evaluation of textbooks'. It was modified, and validated before its administrations to the respondents of the study. It is 22 itemed, five point scale response option questionnaire, with response format strongly agree, agree, neutral, disagree and strongly disagree with numerical value of 5, 4, 3, 2, 1 respectively. The numerical values of the negative items were reversed. The instrument scale was validated by three experts in the field of Education .Based on their comments, some items were reconstructed. The proposed changes and adjustments were discussed with the supervisor to finalize the instrument for collection of data.

Data Collection and Analysis

The data collected during this survey was analyzed through SPSS version 20.0. Descriptive statistics were applied to calculate mean, standard deviation to analyze the data to draw findings and conclusions of study. The mean scores above 3.5 were accepted and the mean scores below 3.5 were rejected. The researcher informed the respondents that there is no correct or incorrect answer. Researcher ensured the respondents that their answer would not be disclosed to anybody and will only be used for the generalization of the results. For administration of survey, friendly and comfortable environment was maintained. The element of the favoritism and biasness by the researcher during the administration of scale was strictly prevented.

The textual analyses of the major grammatical structures were done and their frequencies were calculated. It also includes the content analysis of the basic language skills (listening, speaking, reading and writing) given in the exercises of the first six chapters. The number of exercise for listening, speaking, reading and writing were calculated. To check the effectiveness and standard of the textbook, data was collected from teachers teaching English at grade 9 with the structured questionnaire. Statistical package for social sciences (SPSS) version 20.0 was used to find out mean and standard deviation. The cut of scores was determined on the mean value that was 3.5. The mean score above 3.5 was accepted and below 3.5 was not accepted. Obtained results along with analyses and interpretation are presented in the following pages.

This table explains the frequency of grammatical structures present in the first six chapters of English textbook taught at grade 9.The total numbers of structures were 170 based on the 12 basic tenses of Present, Past and Future. The highest frequency of grammatical structure used was Past Indefinite Tense that was 91.It was 53.52 percent of overall grammatical structures. The frequency of present indefinite was 43 that were 25.29 percent of overall grammatical structures. The analysis also revealed that there were no sentence structures of past perfect continuous tense and future perfect continuous tense.

This table explains the frequency distribution of language skills (listening, speaking, reading, and writing) and vocabulary in the exercises of the first six chapters of English textbook taught at grade 9. The maximum number of language skills present in exercise of the first chapter "The Savior of Mankind" was writing skills. Its frequency was 10 out of 14 total numbers of frequencies. There was no exercise about practicing listening skill. The maximum number of language skills present in exercise of the second chapter "Patriotism" was also writing skills. Its frequency was 9 out of 15. There was no exercise about practicing listening skill. The maximum number of language skills present in exercises of the third chapter "Media and its Impact" was also writing skills. Its frequency was ll out of 17 total numbers of frequencies. There was no exercise about practicing listening skill. The maximum number of language skills present in exercise of the fourth chapter "Hazrat Asma" was also writing skills. Its frequency was 15 out of 29 total numbers of frequencies. There was no exercise about practicing listening skill. The maximum number of language skills present in exercise of the fifth chapter "Daffodils" was also writing skills. Its frequency was 17 out of 29. There was no exercise about practicing listening skill. The maximum number of language skills present in exercise of the sixth chapter "The Quaid's Vision and Pakistan" was also writing skills. Its frequency was 13 out of 17 total numbers of frequencies. There was no exercise about practicing listening skill.

4.2Analysis of Data Collected from English Teachers

Analysis about the textbook appearance, layout, printing quality, difficulty of content and color appropriateness of the textbook in response to the opinions of the teachers is as under. The statement is accepted in case the mean value is found 3.5 or above and not accepted in case the mean value is found below 3.5 on the average mean of the scale.

This table presents the analysis about the opinions of both male and female English teachers about the appearance and appropriateness of title page. Mean, SD and cut of scores were calculated to analyze the data. The mean value of male teachers about the attractiveness of the title page was 3.91 and that of female was 4.17. SD of male teachers was 0.701 and that of female was 0.408.The SEM of male was 0.211 and that of female were 0.167.The cut of score on the mean value of the male and female teachers were found above 3.5. It reveals that majority of teachers agreed about the appropriateness of the appearance of title page of the textbook. The mean value of male teachers about the culturally appropriateness was 3.55 and that of female was 4.17. SD of male teachers was 0.522 and that of female was 0.408. SEM of male was 1.57 and that of female was 1.67.The cut of score on the mean value of the male and female teachers were found above 3.5.It reveals that majority of the teachers agreed that the appearance of the title page is culturally appropriate for the students.

This table presents the analysis about the opinions of both male and female English teachers about the font size and page layout of the English textbook of grade nine. Mean, SD and cut of scores were calculated to analyze the data. The mean value of male teachers was 3.55 and that of female was 4.17.The SD of male teachers was 0.522 and that of female was 0.408.The SEM of male was 0.191 and that of female was 0.167.The cut of score on the mean value of the male and female teachers were found above 3.5.It reveals that majority of the teachers agreed that the font size is according to the class level. The mean value of male teachers about the page layout was 3.54 and that of female was 3.38. SD of male teachers was 0.688 and that of female was .753. SEM of male was 0.207 and that of female was 0.307. The cut of score on the mean value of the male teachers was found above 3.5 whereas the cut of score on the mean value of the female teachers were found below 3.5.It reveals that majority of male teachers agreed that page layout is according to the class level and the female teachers disagreed with it.

This table presents the analysis about the opinions of both male and female English teachers about the appropriateness of colours, relevance of the pictures of the content and paper quality of the textbook. The mean value of male teachers about the appropriateness of colour was 3.I8 and that of female was 3.33. SD of male teachers was 0.751 and that of female was 0.516. SEM of male was 0.226 and that of female was 0.211.The cut of score on the mean value of the male and female teachers were found below 3.5.It reveals that majority of teachers disagreed that colour used is appropriate and according to the class level.The mean value of male teachers about the relevance of pictures to content was 3.36 and that of female was 2.83. SD of male teachers was 0.809 and that of female was 0.I.32. SEM of male was 0.244 and that of female was 0.543. The cut of score on the mean value of the male and female teachers were found below 3.5 It reveals that majority of the teachers disagreed that pictures are relevant to the content.The mean value of male teachers about paper quality was 3.18 and that of female was 3.17. SD of male teachers was 0.981 and that of female was 1.32. SEM of male was 0.296 and that of female was 0.543.The cut of score on the mean value of the male and female teachers were found above 3.It reveals that majority of teachers agreed that paper quality used for printing is suitable for the ninth grade students.

This table presents the analysis about the opinions of both male and female English teachers about the printing mistakes present in the textbook. Mean, SD and cut of scores were determined to analyze the data. The mean value of male teachers about printing mistakes was 3.64 and that of female was 4.17. SD of male teachers was 1.28 and that of female was 1.60. SEM of male was 0.388 and that of female was 0.654.The cut of score on the mean value of the male and female teachers were found below 3.5.It reveals that majority of teachers disagreed that there are no printing mistakes in the textbook. The mean value of male teachers about the language difficulty was 2.36 and that of female was 2.50. SD of male teachers was 1.28 and that of female was 1.64. SEM of male was 0.388 and that of female was 0.671.The cut of score on the mean value of the male and female teachers were found below 3.5.It reveals that majority of teachers disagreed that the language used in the textbook is according to the student age level. The mean value of male teachers about the grammatical structures was 3.009 and that of female was 3.00. SD of male teachers was 1.18 and that of female was 1.67. SEM of male was 0.343and that of female was 0.683.The cut of score on the mean value of the male and female teachers were found below 3.5.It reveals that majority of teachers disagreed that the grammatical structures in the textbook are up to the level of students.

This table presents the analysis about the opinions of both male and female English teachers about the exercises given in the textbook for the provision of practicing languages skills, clarity of instruction to practice language task and relevance of lessons to daily life experiences. Mean, SD and cut of scores were determined to analyze the data. The mean value of male teachers was 3.009 and that of female was 3.00. SD of male teachers was 1.18 and that of female was 1.67. SEM of male was 0.368 and that of female was 1.67.The cut of score on the mean value of the male teacher was found below 3.5 and that of female teachers were found above 3.5.It reveals that male teachers disagreed that the number of exercises given in the textbook is sufficient for the provision of practicing languages skills whereas the female teachers agreed with it. The mean value of male teachers about the clarity of instruction to perform language task was 3.45 and that of female was 4.17.SD of male teachers was 0.934 and that of female was 0.408. SEM of male was 0.282 and that of female was 1.67.The cut of score on the mean value of the male teachers was found below 3.5 and female teachers were found above 3.5.It reveals that male teachers disagreed that the instructions given to perform practice task are clear for the students whereas the female teachers agreed with it. The mean value of male teachers about the relevance of lessons to daily life experiences was 3.55 and that of female were 4.00 . The SD of male teachers was 0.820 and that of female were 0.632. SEM of male was 0.247 and that of female were 0.258.The cut of score on the mean value of the male and female teachers were found above 3.5.It reveals that majority of teachers agreed that the lessons of the textbook are relevant to the daily life experiences.

This table presents the analysis about the opinions of both male and female English teachers about the difficulty in pronouncing word, scope to use instructional strategies and need for novice teachers of the textbook. Mean, SD and cut of scores were determined to analyze the data. The mean value of male teachers about the difficulty to pronounce words was 4 .00 and that of female was 2.33 .SD of male teachers was 0.447 and that of female were 1.36. SEM of male was 0.135 and that of female was 0.558. The cut of score on the mean value of the male teachers were found above 3.5 and female teachers were found below 3.5.It reveals that female teachers disagreed that teachers find it difficult to pronounce the words given in the textbook whereas the male teachers agreed with it. The mean value of male teachers about the use of variety of instructional strategies was 3.64 and that of female was 3.67.SD of male teachers was 0.674 and that of female was 0.516. SEM of male was 0.203 and that of female was 0.211.The cut of score on the mean value of the male and female teachers were found above 3.5.It reveals that majority of teachers agreed that textbook allows teachers to use a variety of instructional strategies. The mean value of male teachers about the need for novice teachers was 4.18 and that of female were 4.17. SD of male teachers was 0.405 and that of female was 0.408. SEM of male was 1.22 and that of female was 1.67.The cut of score on the mean value of the male and female teachers were found above 3.5.It reveals that majority of teachers agreed that it is very difficult to teach without textbook for the novice teacher.

4.3Discussion and conclusions

The study was designed to analyze the content of English textbook for investigating its effectiveness in teaching English to students enrolled at grade 9 in the public schools of the Punjab government. The major focus of the study was to analyze the grammatical structures and language skills in the first six chapters of English textbook taught at grade 9. The sample of first six chapters of English textbook was taken using purposive sampling. The study also opts to gather the opinions of teachers about the effectiveness of the textbook taught to the students. The sample of 17 English teachers was taken through purposive sampling. Questionnaire was used for the collection of data from the English teachers.

The study reveals that the language skills are not in balance proportion in the exercises of the first six chapters. Writing skill is given utmost focus whereas listening and speaking skill are completely ignored. It is concluded that the maximum amount of language skills given in the exercise of the first six chapters of English textbook focus on writing skill. Its frequency is calculated as 77. It means that the textbook is not providing balanced practice to other language skills necessary for teaching of English language. The study conducted by Vernila, Muhtar and Laily (2012) shows different results. The highest score was for listening and speaking whereas lowest score for writing skills. It is inferred that the students may face problems in listening comprehension and speaking fluency. It is an established fact that we spent 45 percent of our time in listening, 30 percent in speaking, 16 percent in reading and 9 percent in writing. Ignoring listening and speaking skills from the exercises of textbook may have serious negative impact on the second language learning of the students.

It is concluded that the maximum number of grammatical structures used in the first six chapters of English textbook is Past Indefinite Tense. The second biggest frequency is present indefinite tense. It is also concluded that there is no sentence structures on Present Perfect Continuous Tense and Past Perfect Continuous Tense in the first six chapters of English textbook. It means that all the grammatical structures are not focused in the textbook. Students are unable to get familiarity with all the grammatical structures which are necessary for the provision of English language. As a result, it is expected that the students may commit mistakes in writing correct grammatical sentences as beginners.

The study also reveals that page layout of the English textbook is appropriate, attractive and according to the class level. According to Mahmood,(2010) there is variation in approaches for layout size, font and printing. In some books, text layout is untidy whereas others have unwrapped layout. There is no consistency among the books in font type and size. Some books choose two-color printing whereas others go for four-color. The quality of the paper used in almost all the books is not of the level suggested for the age group. It is inferred that the students may find problems to read the text with reference to eye sight. The pictures in the textbook are an important visual aid that helps to comprehend the text. The study revealed that majority of the teachers disagreed that pictures are relevant to the content. It is inferred that they are less significant in illustrating the content of the textbook. The teachers are also not satisfied with the difficulty level of English text as compared to the linguistic competency of the students.

4.4Recommendations

This study will have significant implications on teachers, authors and students.

1.The authors of the textbook are suggested to make sure that all the grammatical structures are properly focused while developing a textbook and the exercises may focus on all the language skills in balanced proportion.

2. It is recommended that thorough proof reading by the experts is required before the publication of a textbook. Linguistic difficulty is pilot tested and promulgated as a compulsory component for the approval of textbook. Vocabulary and grammatical patterns used should be according to the students' level.

3. The paper quality, binding, page layout ought to be according to the approved standards and sizes. Pictures placed in the textbooks need to be relevant and helpful in explaining the content/text.

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