Readability, content, and mechanical feature analysis of selected commercial science textbooks intended for third grade filipino learners

Abstract

Textbooks remain as major learning aids in all levels of education worldwide. Thus, textbooks must constantly be subjected to critical analysis in order to establish their curricular usefulness. This paper analyzed four commercial science textbooks designed for third grade Filipino learners. The four textbooks were analyzed according to readability and comprehensibility, content, and mechanical features. Readability was evaluated using popular readability formulas, while comprehensibility was determined using the Sonmez’s formula and the cloze test methods. The content features were the textbooks’ alignment with national science standards, conceptual errors, and level of gender bias. Finally, the mechanical features were focused on printing and lay-out, and handiness of the textbooks. Readability analysis revealed that the textbooks were written three to four grade levels higher, and two to 3 years older than their intended users. The dominant reading ease of the four textbooks ranged from fairly easy to easy, which means that the texts are suitable to sixth and seventh graders. The texts were highly to perfectly aligned with the country’s national science standards. Three textbooks are generally gender fair while one has a low-level male bias. The average error/conceptual problem density is at one error in every six to eight pages. Misidentifications are the most common conceptual problems in the textbooks. Finally, the textbooks are noted very good in printing, layout, paper quality, binding, and handiness.

Keywords

• commercial science textbooks
• readability analysis
• content analysis
• content alignment
• gender
• conceptual problems