Exploring teachers’ perceptions of the quality of textbooks: a case of Grade 12 CAPS-prescribed Business Studies textbooks.

Abstract

Textbooks are the most powerful instructional tools available in schools which are considered to be the most effective and dominant of all educational resources. From the high power of the Department of Basic Education, appropriate textbooks to be used in schools are prescribed. When it comes to the selection of textbooks used in schools, teachers have no say in the textbook selection process. Textbook are just prescribed to schools based on the Department of Basic Education criteria. Teachers are expected not to be using just one textbooks when preparing lessons and delivering those lessons however they are expected to utilize two or more textbook. Therefore, this study is based on teachers’ perceptions of the quality of the Grade 12 CAPS prescribed Business Studies textbooks. The research study focused on teachers’ perceptions of the quality of the Grade 12 CAPS prescribed Business Studies textbooks. The main purpose of the study was to explore the teachers’ perceptions of the quality of Grade 12 Business Studies textbooks and to determine why teachers perceive the quality of Grade 12 Business Studies textbooks the way they do. The study is located within the interpretive paradigm and qualitative case study design was employed in assisting to acquire the in-depth understanding of teachers’ perceptions of the quality of Business Studies textbooks. The sample size of the study is Five Business Studies teachers from five schools around the Pinetown district of KwaZulu Natal. Purposively and conveniently, the schools and teachers were sampled and the use of interviews were used to generate data. The study findings revealed that Business Studies textbooks used in Grade 12 classes are aligned with the curriculum stipulated by CAPS, does give the learners the foundation of the business world, the business language required and the clarity of new concepts. The Business Studies textbooks on the other hand lack assessment task with relevant cognitive levels of difficulty that prepares learners for examination and topic content is out-dated. Resulting from the hindrances noticeable in the findings, teachers turn to other relevant educational resources such as other relevant textbooks, the examination guideline and ATP for the success of the teaching and learning process. For better and improved teaching and learning process, the study recommended that textbooks should be improved in the future publications of textbooks. This will also allow teachers to be fully satisfied in using those textbooks for teaching.