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All Journal Edulitics (Education, Literature, and Linguistics) Journal International Journal of Language Teaching and Education Edulitics (Education, Literature, and Linguistics) Journal
Bakuuro, Justine
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Education Languange, Linguistic, Communication & Media Social Sciences

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Readability of Pre-Tertiary English Course Books in Ghana: Unpacking the Metric-Grader Assessment Interface Bakuuro, Justine; Diedong, Africanus; Tuurosong, Damasus
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 1 (2024): June, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i1.6083

Abstract

Readability of texts is generally determined by the application of readability metrics. In most cases, the learner (grader) is not directly involved in assessing the readability of texts assigned to his/her grade. This study sought to determine the extent of reconcilability of metric and grader readability assessment values on the same texts. The textual data was culled from the Global Series English textbook series used in Ghanaian Senior High Schools for the teaching of the English language. Applying the mixed methods research, primary data was also collected from a total of 150 graders across the 3 grades of SHS in Ghana. Using a descriptive research design, within the constructivist research paradigm, the study reveals that metric and grader readability assessments do not agree to a very large extent. Only two percent (2%) of the texts were found to be suitable for their intended grades at the senior high school. The grader readability assessment of texts was found to be at variance with the metric readability assessment. Whilst most graders found most texts to be readable (over 96%), metric readability assessment found the same texts to be unreadable (about 98%). Both metric and grader readability assessments need to be conducted on the same texts to conclude properly on their realistic readability status before assigning them to respective grades. This is a result of the wide metric-grader readability assessment disparity. Where the grader readability assessment reveals a text to be readable and the metric readability assessment finds the same text to be unreadable, the grader assessment should be considered as that is a more realistic assessment.
Readability of Pre-Tertiary English Course Books in Ghana: Unpacking the Metric-Grader Assessment Interface Bakuuro, Justine; Diedong, Africanus; Tuurosong, Damasus
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 1 (2024): June, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i1.6083

Abstract

Readability of texts is generally determined by the application of readability metrics. In most cases, the learner (grader) is not directly involved in assessing the readability of texts assigned to his/her grade. This study sought to determine the extent of reconcilability of metric and grader readability assessment values on the same texts. The textual data was culled from the Global Series English textbook series used in Ghanaian Senior High Schools for the teaching of the English language. Applying the mixed methods research, primary data was also collected from a total of 150 graders across the 3 grades of SHS in Ghana. Using a descriptive research design, within the constructivist research paradigm, the study reveals that metric and grader readability assessments do not agree to a very large extent. Only two percent (2%) of the texts were found to be suitable for their intended grades at the senior high school. The grader readability assessment of texts was found to be at variance with the metric readability assessment. Whilst most graders found most texts to be readable (over 96%), metric readability assessment found the same texts to be unreadable (about 98%). Both metric and grader readability assessments need to be conducted on the same texts to conclude properly on their realistic readability status before assigning them to respective grades. This is a result of the wide metric-grader readability assessment disparity. Where the grader readability assessment reveals a text to be readable and the metric readability assessment finds the same text to be unreadable, the grader assessment should be considered as that is a more realistic assessment.
Inter-Grade Text Readability Variation of English Course Books in Ghana: A Review of Selected Pre-Tertiary English Course Books Bakuuro, Justine; Onoja, Joseph Ajogwu
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 2 (2024): December, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i2.8066

Abstract

This study investigates whether the content of textbooks for senior high school English students in Ghana are appropriate for the students that are supposed to read them. This will tell you how much readability differs between grades. Data was sourced from Global Series which is an English course book used in Ghana. According to the study’s results, derived from a descriptive research protocol and the constructivist research paradigm, there is considerable random theft of words in Ghanaian English textbooks from the readers who are supposed to read them. That’s because the readability scores of sampled texts were actually much higher than the grades the students were supposed to receive. The literature was focused on high-school students but despite that, the majority of texts proved to be readerable for undergraduate and postgraduate students. That was because the works had very high readability coefficients, and were therefore, as Flesch’s translated index showed, illegible. The inter-grade readability gap was a bit too large as well which is far higher than the acceptable inter-grade rates recommended by Halliday and Gunning (33.3% vs 35% respectively) which were referenced in the methodology literature used in this study. Therefore, before assigning works to the levels of study, this article recommends a systematic check that they can be applied to all grades.
Inter-Grade Text Readability Variation of English Course Books in Ghana: A Review of Selected Pre-Tertiary English Course Books Bakuuro, Justine; Onoja, Joseph Ajogwu
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 2 (2024): December, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i2.8066

Abstract

This study investigates whether the content of textbooks for senior high school English students in Ghana are appropriate for the students that are supposed to read them. This will tell you how much readability differs between grades. Data was sourced from Global Series which is an English course book used in Ghana. According to the study’s results, derived from a descriptive research protocol and the constructivist research paradigm, there is considerable random theft of words in Ghanaian English textbooks from the readers who are supposed to read them. That’s because the readability scores of sampled texts were actually much higher than the grades the students were supposed to receive. The literature was focused on high-school students but despite that, the majority of texts proved to be readerable for undergraduate and postgraduate students. That was because the works had very high readability coefficients, and were therefore, as Flesch’s translated index showed, illegible. The inter-grade readability gap was a bit too large as well which is far higher than the acceptable inter-grade rates recommended by Halliday and Gunning (33.3% vs 35% respectively) which were referenced in the methodology literature used in this study. Therefore, before assigning works to the levels of study, this article recommends a systematic check that they can be applied to all grades.
English Textbook Propriety in Ghana: Examining the Arbitrary Text Appropriation Factor Bakuuro, Justine; Diedong, Africanus; Tuurosong, Damasus
International Journal of Language Teaching and Education Vol. 8 No. 2 (2024): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v8i2.31425

Abstract

This study sought to examine the suitability of texts in Ghanaian Senior High School English textbooks to their intended students. The textual data was culled from the Global Series English textbook series used in Ghanaian Senior High Schools for the teaching of the English language. Using a descriptive research design, within the constructivist research paradigm, the study revealed that there is gross arbitrary appropriation of texts in Ghanaian English textbooks to the intended learners as the readability levels of the sampled texts were found to be far above the intended grades of the students. Although the study is focused on senior high school, most of the texts (76%) were found to have readability levels suitable for undergraduate and postgraduate learners as they recorded very high (unreadable according to Flesch’s translated index) readability values. Only two percent (2%) of the texts were found to be suitable for their intended grades at the senior high school. The study concludes that readability tests should be conducted on texts in English textbooks before assigning them to students of various grades at the senior high school level in Ghana. KEYWORDS: English Textbook Readability, Grade Propriety, Arbitrary Text Appropriation, Ghana.
Co-Authors Diedong, Africanus Onoja, Joseph Ajogwu Tuurosong, Damasus