International Journal of Psychological and Brain Sciences
Volume 5, Issue 3, June 2020, Pages: 40-46
Received: May 25, 2020;
Accepted: Jun. 18, 2020;
Published: Jul. 28, 2020
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Addis Kebede, Psychology Department, Bule Hora University College of Behavioral and Education Sciences, Adolla Wayyu, Ethiopia
Constructivism is considered as leading paradigm of Ethiopian educational policy. So, instructional approaches and preparation of teaching materials expected to be in line with this paradigm. In this regard, educational psychologists, expected to review and comment on the qualities of instructional approaches used in textbooks. Accordingly, the present study aimed to investigate if English for Ethiopia grade 5 textbook is prepared in line with basic principles of constructivism theory. To this end, qualitative approach is used to review English for Ethiopia grade 5 textbook. In the present review course syllabus of English for Ethiopia grade 5 textbook and the teacher’s guidebook is considered simultaneously with the textbook. The instrument used for the review developed by the present researcher and its’ validity checked by three educational psychologists. The result of the review show that, except few limitations, English textbook used to teach Ethiopian grade 5 students is prepared in line with major principles of constructivism. The contents and structure of English for Ethiopia grade 5 textbook is good in terms of promoting personal construction of knowledge, enhancing active learning, encouraging collaborative learning, making learning realistic, make learning situations relevant, activate learners’ prior knowledge, incorporating different concepts from different disciplines, integrating the four macro-language skills, and incorporating activities which have feature of enhancing learners’ critical thinking, creative thinking and problem solving skills. Even though majority of tasks in English for Ethiopia grade 5 textbook are designed in line with constructivism principles, the textbook has limitations, in terms of allowing learners to form topics, incorporating self-assessment questions, allocating proportional time for units and incorporating activities which encourage use of authentic learning materials.
Review of English for Ethiopia Grade 5 Textbook, International Journal of Psychological and Brain Sciences.
Vol. 5, No. 3,
2020, pp. 40-46.
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