Magister Philosophiae - MPhil

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Levelling the playing field : An investigation into problems experienced in cognition and teaching effectiveness in multi-cultural physical education classes in the Wynberg area
(University of the Western Cape, 1994) Cleophas, Francois Johannes; Rhodes, S
This study investigated the social influences on the Physical Education curriculum. It then also became necessary to investigate the role of the Physical Education teacher in improving cognitive deficiencies in students. subsequently, the following hypothesis guided this study "Cognition, in a Physical Education lesson, in a culturally diverse environment is determined by an interaction of teaching effectiveness and environmental factors". A major aim of the research was to determine what these factors are. The field of investigation was limited to the Wynberg area and concentrated on the cognitive aspects of Physical Education. ignoring the relationship between many other factors and teaching effectiveness and environmental factors. Questionnaires were used to test the hypothesis. One was sent to L2 schools, one to a college of education, and one to subject advisors. Ten male and nine female teachers from the secondary and primary schools in the area responded. The findings were grouped under the headings of "teaching effectiveness", "cognition" and "cultured". The findings from one male and female college lecturer and the subject advisor's response were kept separate. The conclusion was made that the environmental factors that influence teaching effectiveness are; the workload of the teacher, professional development, social standing, salary remuneration, status of the subject, and teacher enjoyment. It was found that all these factors (except the teacher qualification improvement) are lacking in Physical Education in the Wynberg area. Teaching effectiveness and cognition in the field of Physical Education are negatively influenced by disagreement and misconceptions about these factors. A case was made for an understanding of curriculum and cognitive theory rather than practical coursework. A lack of theoretical training is also evident in teachers who dissociate cultural values from the Physical Education curriculum. A number of areas for research in the role of cognition in Physical Education were identified. This study advocated phi 16sr-real inquiry into the Physical Education curriculum and new curriculum content research at colleges. If Physical Education is to be meaningful in the changing educational climate, so cultural and cross-curriculum activities must be investigated.
Exploring strategies and approaches grade ten learners in Eritrea use when studying a given mathematical model
(University of the Western Cape, 2001) Kahsay, Yohannes Kibreab; Cyril, Julie
This study explores the strategies and approaches grade ten learners in Eritrea use when studying a given mathematical model. In this study, ten learners selected from a grade ten mathematics class had been presented with a mathematical modelling task. The study has two different parts. Firstly, the observable behavior of learners when they studied a given model is discussed and analyzed. The model that was given to them was a module dealing with the "human development index". It was an excerpt from 1994 human development report. In this part, learners became familiarized with the whole process of modelling, which could help them to solve other related modelling problems. Secondly, observable behavior of learners, when they were engaged in constructing a similar model was analyzed. In this part, learners were asked to develop a community development index. Two methods of data collection were used. Participant observation with the help of videotaping. Interviews which were recorded on audio tape. Analysis was embedded in the conceptual model of activity system as proposed by Engestrom. Results of analysis of this study show that the main difference between the traditional and emerging activity systems of teaching-learning mathematics lies in the main components of the system - the tools, the rules, the division of labour and the object as well as the outcome of the system. Based on this study, the following recommendations to improve the quality of teaching-learning strategies of mathematics in Eritrean secondary schools are made. A variety of approaches and strategies of teaching-learning mathematics in general, and of mathematical modelling in particular, must be incorporated into the new curriculum design. Mathematical modelling problems should integrate many of the necessary skills, which allow learners to explore strategies of their own. Mathematical modelling problems could be introduced and tested in grade ten mathematics classrooms in the form of projects already required in the syllabus.
The effect of vee diagramming on grade seven learners' understanding of force
(University of the Western Cape, 2004) Koopman, Oscar; Ogunniyi, Meshach B
This study sought to determine grade seven science learners' conceptual understanding of force. A related aim was to determine the effectiveness of Vee diagramming in ameliorating the incorrect conceptions about force held by the learners. The study was conducted in a working class area dominated by high drop-out rate, high illiteracy rate, poorly trained teachers and under-resourced schools. Three comparable groups of grade seven learners from two primary schools were selected for the research. Both quantitative and qualitative data were gathered. The instruments used for gathering the data included a General Ability Test on force, a Concept of Force Test (COFT), interviews and a student questionnaire. However, before the instruments were administered to the learners eight experts evaluated them by ranking the questions from 1 to 5. A ranking of 1 stood for a poor item while 5 stood for an item of high quality. The correlation of their ratings was determined using the Spearman's Rank Difference formula. The study adopted a quasi-experimental design modified after Solomon-3 Control Group Design. The experimental group (E, n = 25)) and the second control group (C2, n = 25)) were exposed to Vee diagramming while the true control group (C 1, n = 25)) was taught through an expository lecture approach. Further, six learners were interviewed from both the experimental and C2-group to gain a deeper insight into whether or not Vee diagramming enhanced their understanding of the concept of force. The data were analyzed and discussed against five different levels of understanding rangmg from "no response", "no understanding", "misconceptions", "partial understanding" to "sound understanding". The null hypothesis suggesting that no significant difference in achievement existed between the learners exposed to Vee diagramming and those not so exposed could not be rejected (t-calc < t-crit), although the post-test results of the learners exposed to Vee diagramming were slightly better than the pre-test results. Also, the null hypothesis suggesting that no significant difference in achievement existed between groups based on language and gender could not be rejected. In conclusion, the major findings and implications for curriculum development and instruction are highlighted. Also, the need for teachers to keep abreast of recent developments of exemplary instructional practices is recommended.
An investigation into the use of a computer algebra system for the teaching of introductory school calculus
(University of the Western Cape, 1995) Mbekwa, Osmond Monde; Julie, C
Mathematics education in South Africa is in a state of crisis. One manifestation of this crisis is that students in the former Department of Education and Training (DET), which catered for blacks in the former Apartheid government, fail dismally in the final matriculation examinations as compared to students in other departments. Whilst the process of amalgamating the different departments of education in the new dispensation is underway, this state of affairs remains. The poor matriculation results must be seen in the socio-historical context of Apartheid education which was introduced when the National Party assumed power in I-948. The Bantu Education Act of l-953 was promulgated, as part of the overall policy of apartheid, to ensure that blacks received a separate and inferior education. Verwoerd himself, the infamous architect of Apartheid, makes this crystal clear when he states that through Bantu Education: The Bantu must be guided to serve his own community in all its respects. There is no place for him in the European community above the leve1 of certain forms of labour.
The status of environmental education in Eritrean junior secondary schools
(University of the Western Cape, 2000) Gebreab, Freweini; Bak, Nelleke
Environmental Education (EE) can be very broadly interpreted to mean all education or narrowly to refer to Nature studies. For the purpose of my minithesis, I used the interpretation of Fier, i.e., Environmental Education as education about, through and for the environment. The central question my minithesis tries to answer is " what is the present status of EE in Eritrean junior secondary schools?" I look at the extent to which EE is included in the education policy of Eritre4 at how EE is included in the curriculum, how it is taught and assessed, the kind of raining available for teachers and the availability of instructional materials for the teaching of EE in Eritrean junior secondary schools. The purpose of this minithesis is to give a broad overview of the present situation with regards to teaching EE. In doing so, I discuss some of the factors that are considered to have a significant influence on the status of EE in Eritrean junior secondary schools. The government of Eritrea for the people of Eritrea has formulated a National Environmental Management Plan (NEMP-E) in 1995. The responsibility for formal EE is in the ambit of the Ministry of Education, which is essentially the policy maker for the formal education sector. However, there seems to be a lack of a comprehensive plan or clear guidelines at a national level for the implementation and support of EE at school level. In Eritrean junior secondary schools, EE has been included in the Geography, Science and English curricula. The textbooks aim to educate students in knowledge about, through and, for the environment. Despite the positive attitudes teachers had to all three forms of EE, the results revealed that in the classroom teaching, and assessment more emphasis was given to education about the environment, i.e., the emphasis is on information transfer and recall. It appears that some of the reasons why teachers do not fully infuse EE in their classroom might be due to large class size, overcrowded curriculum, short periods, lack of awareness of EE, lack of instructional materials and lack of institutional and administrative support. Environmental Education was implemented as a subject at the TTI (Teacher Training Institute) in 1995. This implies that teachers before 1995 had no formal exposure to EE. The aim of the EE course is for trainees to acquire knowledge and understanding about the environment, develop skills through the environment and attitudes and interest for the environment. The EE lecturer at the TTI had a positive attitude to all aspects of EE. What strikes me though is that despite the many and exciting learning activities that trainees experience in their TTI course (mainly skill development and consciousness raising), very few questions in the exam tested this learning. Although the minithesis shows that there is a certain amount of EE policy, teaching and training in place, there is still much development work that needs to be done. The study concludes that to improve the status of EE in Eritrean junior secondary schools, more research is needed on effective integration of EE into the curriculum; on a systematic rigorous assessment of the prescribed textbooks which include EE themes and are used by teachers of EE; on ways EE can be enhanced and supported; on how teachers can be supported; and on how EE training can draw on nongovernment organizations involved in EE.
The historical development of the provision of schooling in Eritrea during the British rule (1941-1952)
(University of the Western Cape, 2001) Sebahtu, Fessahazion Tewolde; Witz, Leslie; Hayes, Patricia
This investigation deals with the historical development of the provision of schooling in Eritrea during the British period (1941-1952). It traces the origin of education from traditional to modern education under the Coptic Church, the Mosque, the Catholic and the Swedish Evangelical missionaries. Missionary education served as a stepping stone to the emergence of colonial education. Italian schooling, which was based on racial discrimination, was colonial in nature and consisted of two types. The school for the nationals was superior excluding access to the locals and the second, for the locals, was an inferior one. It had two concepts, emphasising the spoken Italian language and manual labour. In general, Italian education of the locals was limited only to grade four and was no better than propaganda and indoctrination. It was based on the glorification of Italy's past and present history, respect of its leaders, white superiority and black docility. Its long-term aim was to create future troops for Italy's further colonial expansion. British schooling inherited a very backward educational system from the Italians, with lack of trained teachers, inadequate textbooks, and almost nonexistent school buildings. As a result British schooling began from scratch, without allocating sufficient financial expenditure. They only assigned teachers, leaving all the responsibility to be covered by the local people like construction of schools, providing residential areas and salaries to teachers. The British upgraded schooling to middle and secondary education. A number of new developments were introduced namely the opening of Teacher Training College, middle and secondary, English Institute and Girls' schools and they also granted bursaries for further education. They conducted inspection of schools once in three months. Above all they allowed the educated locals to play an active role in the schooling activity. In 11 years the number of schools, pupils and teachers outstripped what the Italians have not achieved in their fifty-one years of rule
Levelling the playing field: an investigation into problems experienced in cognition and teaching effectiveness in multi-cultural physical education classes in the Wynberg area
(University of the Western Cape, 1994) Cleophas, Francois Johannes; Rhodes, S
This study investigated the social influences on the Physical Education curriculum. It then also became necessary to investigate the role of the Physical Education teacher in improving cognitive deficiencies in students. Subsequently, the following hypothesis guided this study "Cognition, in a Physical Education lesson, in a culturally diverse environment is determined by an interaction of teaching effectiveness and environmental factors". A major aim of the research became to determine what these factors are. The field of investigation was limited to the Wynberg area and concentrated on the cognitive aspects of Physical Education. ignoring the relationship between many other factors and teaching effectiveness and environmental factors. Questionnaires were used to test the hypothesis. One was sent to 12 schools, one to a college of education and one to subject advisors. Ten male and nine female teachers from the secondary and primary schools in the area responded. The findings were grouped under the headings of "teaching effectiveness", "cognition" and "culture". The findings from one male and female college lecturers and the subject advisor's response were kept separate. The conclusion was made that the environmental factors that influence teaching effectiveness are: workload of the teacher, professional development, social standing, salary remuneration, status of the subject and teacher enjoyment. It was found that all these factors (except teacher qualification improvement) to be lacking in Physical Education in the Wynberg area.
A critical examination of the notion of participation in terms of decision-making in South African schools
(University of the Western Cape, 1995) Moodley, P; Sayed, Yusuf
Democratic participation has come into vogue in South African politics, especially education, yet the notion of participation as it relates to decision-making in the arena of school governance remains a concept lacking in clarity. This mini-thesis sets out to investigate critically, the notion of participation in terms of decision-making, with specific reference to black South African schools. Chapter One sets the context of this discussion by illustrating that democratic participation appears to be a focal point of interest amongst the various stake-holders in the arena of education, the two principal contenders being the state and the historically oppressed black community. It is illustrated that both the state as well as the oppressed community maintain that participation in decision-making is central to effective educational administration, yet there exists major conflict between them about what constitutes the notion of participation. This mini-thesis proceeds to argue that the root of this conflict between the state and the oppressed community emerges from their different understandings of the notion of participation in decision-making. Stemming from the conflict between the state and the oppressed community about what constitutes the notion of participation in decision making, Chapter Two proceeds to explore the multiple meanings of the concept. I argue that equality in the exercise and control of decision-making in the arena of school governance forms the essence of participation. Chapter Three undertakes an historical genesis of participation in decision-making of both the state as well as the oppressed community. Thereafter both the state and the oppressed community's notion of participation in decision-making is analysed and critiqued, against the backdrop of the working definition of participation established in Chapter Two. Chapter Four recaps the main trends of my argument in this mini-thesis and then proceeds to revisit the working definition of participation as established in Chapter Two. The theory of negotiation is briefly explored, as a possible option for further refining the notion of participation in decision-making in the arena of school governance. Chapter Five concludes my discussion by arguing that effective participation in decision-making is vital in establishing a democratic education system in South Africa.
An evaluation of the in-service training programme for elementary school teachers in Eritrea
(University of the Western Cape, 2003) Teclu, Mekonnen, Estifanos; Williams, Clarence G.
One of the biggest challenges to providing high quality education in Eritrea has been the provision of enough teachers who are professionally competent to meet the demands of the education system. Consequently, the upgrading qualification of teachers through ln-service Training (inset) has received concerted attention from the education authorities since independence in 1991. The target goup at which the programme is directed are those elementary school teachers who were recruited and who, according to the Government's policy, are regarded as unqualified. The primary goal of the inset is to provide these teachers with the basic teachers qualifications. The second goal is to assist them in their professional development as teachers. The study aims to evaluate the inset programme that was undertaken from 2OOO/2001 and 2OOl/2002 during the summer holidays. In order to place the study in a wider context, relevant literature with regard to the definition of inset, the aims of inset inset in other countries, modes of delivery of inset and evaluation of inset were reviewed. As part of the situation analysis in Eritrea interviews were conducted with six trainees, inset trainers, two school principals where the trainees are currently working and the Director of Human Resources Development at the Ministry of Education. ln evaluating the inset programme, the following aspects were considered: practical arrangements (venue, accommodation) of the inset, course materials (handouts), course presentation, practical value of the inset, and incentives/reward.
Factors influencing the Academic Performance of Grade 10 Learners in Two Schools in the Rundu Region of Namibia
(University of the Western Cape, 2001) Nekaro, Maurus; Herman, Herald; Katzao, John
In this mini-thesis, the researcher investigates factors influencing the academic performance of grade 10 learners in two schools in the Rundu Region of Namibia. The position which the researcher develops maintains that there are factors influencing the academic performance of grade l0 learners in the two schools under study. These factors are not known yet and have to be identified. The researcher critically looks at the findings of the study by Christie et al (1997), entitled School Development in South Africa: a research project to investigate intervention for quality improvement in South African schools and adopted their approach of interviewing principals, parents, teachers and learners to identify factors they perceive to have an influence on the Academic performance of grade l0 learners in the two schools. This approach is supplemented by school and classroom observations in order to determine practices and procedures followed by the two schools. The data obtained from interviews and observations reveal that factors such as Teacher qualifications, teacher experience, commitment to tasks, discipline, English language problem, attitude towards world culture of silence in class, availability of resources, school leadership, parental involvement and ministerial policies influence the academic performance of grade l0 learners in the two schools. The researcher then argues that most of these factors if not all of them are well within the domain of the school leadership to deal with. The capabilities and skills of the school leadership, thus determine whether the academic performance of the learners is negatively or positively influenced. The researcher therefore concurs with Haasbroek (1998) when he maintains that the differences in the performances of schools might be found in the broader context of how schools are being managed and governed and in the hidden curriculum of the schools. The mini-thesis is concluded with recommendations on how to minimize the negative impact of the identified factorions academic performance of grade l0 learners in the Rundu Region of Namibia.
An analyse of work team learning processes of second year University mathematical students in Rwanda when dealing with a mathematical modelling problem
(University of the Western Cape, 2001) Gahamanyi, Marcel; Julie, Cyril
In our daily lives, we always have to tackle various problems in order to survive. The outcome of our effort is then our daily bread. Surely all of us are concerned. We solve some of these problems through research in different fields. Mathematics, in which the current study is embedded, is one of these fields. This study focuses particularly on mathematical modelling. Solving day-to-day real problems has become almost an obsession. Mathematical modelling is not only a way of solving some of these daily real-life problems, but it is also a way of demonstrating how mathematics can be applied in this way. The present research is concerned with the learning processes in mathematical modelling. It shows how students have been more creative in mathematics. At the same time it challenges the activity system in terms of learning mathematical modelling.
An analysis of work team learning processes of second year university mathematical students in Rwanda when dealing with a mathematical modelling problem interpretation, discussion and recommendations
(University of the Western Cape, 2001) Gahamanyi, Marcel; Julie, Cyril
In our daily lives, we always have to tackle various problems in order to survive. The outcome of our effort is then our daily bread. Surely all of us are concerned. We solve some of these problems through research in different fields. Mathematics, in which the current study is embedded, is one of these fields. This study focuses particularly on mathematical modelling. Solving day-to-day real problems has become almost an obsession. Mathematical modelling is not only a way of solving some of these daily real-life problems, but it is also a way of demonstrating how mathematics can be applied in this way. The present research is concerned with the learning processes in mathematical modelling. It shows how students have been more creative in mathematics. At the same time it challenges the activity system in terms of learning mathematical modelling.
An analyse of work team learning processes of second year University mathematics students in Rwanda when dealing with a mathematical modelling problem
(University of the Western Cape, 2001) Gahamanyi, Marcel; Julie, Cyril
In our daily lives, we always have to tackle various problems in order to survive. The outcome of our effort is then our daily bread. Surely all of us are concerned. We solve some of these problems through research in different fields. Mathematics, in which the current study is embedded, is one of these fields. This study focuses particularly on mathematical modelling. Solving day-to-day real problems has become almost an obsession. Mathematical modelling is not only a way of solving some of these daily real-life problems, but it is also a way of demonstrating how mathematics can be applied in this way. The present research is concerned with the learning processes in mathematical modelling. It shows how students have been more creative in mathematics. At the same time it challenges the activity system in terms of learning mathematical modelling.
A critical comparison of the role of education In the struggle for political, power within christian national education' volkskole' (1900-1910) and' people' s/ Education for people's power (1985-1989)
(University of the Western Cape, 1993) Damonse, R; Leodollf, S
This minithesis is concerned with the nature of resistance education in South Africa. During the 1985-1989 period in South Africa , the notion of People's Education for People's Power enjoyed prominence on the national agenda of both the ruling Nationa.list government , the liberation forces opposing the status quo , and civil society in general. Resistance education , ds reflected in the People's Education for People's Power initiative , raised many issues and questions as to the nature of education in South Africa. It focused renewed attention on the nature of Apartheid Education , strategies and tactics to challenge the Apartheid State on the educational terrain , and also what kind of educational principles should form the basis of educational reconstruction in the post-Apartheid era
An epistemological critique of action research
(University of the Western cape, 1991) Small, R.J; Morrow, W.E
Part Two investigates claims of action research authors Grundy, Carr anrl Kemn1s ln respect of their clalm that actlon research is a democratic form of research. I state this claim and draw attention to the primacy, for it, of the idea of "participation". I then show that for action research participation is Iinked with views about language and the generation of knowledge and investigate these authors' concept of language to the extent that it relates to a theory of persons. Following l4arx, I argue that human beings are beings of "praxis", participants in Lhe construction of a materi-al aS weII as a social world a
An Investigation of the Use of Teaching Aids by Grade 8 Biology Teachers in Secondary Schools in Eritrea
(University of the Western Cape, 2003) Berhe, Asmerom Kahsay; Smith, Juliana
In Eritrea, the extent to which secondary school Biology teachers have used teaching aids in their teachers use classrooms has not been addressed. Hence, this study focuses on the extent to which teachers use teaching aids in teaching and learning, with special references to grade 8 Biology in secondary schools in Eritrea. Further, this study provides insights into the availability of teaching aids, constraints that prevent the use of teaching aids, and the importance of teaching aids on learners' understanding. Located in the constructivist paradigm, the research focuses on gaining an understanding of the research problems through questionnaires and interviews. In this study, the participants were teachers involved in the teaching of Biology. The desire of the researcher was to investigate the extent to which Biology teachers use teaching aids in teaching and learning situations from the point of view of teachers. The result of the study indicates that teaching aids such as textbooks, diagrams, and living things collected from the community were the main ones available in most schools. Audio-visual aids such as videos and other science-related activities were not available due to the lack of funds. Also, the result indicates that most Biology teachers use teaching aids along with the presentation of the lessons by means of the lecture method. Some of the constraints for not using teaching aids were large class sizes, lack of resources, and heavy teacher load. The last part of the study suggests recommendations for the improvement of the situation in teaching and learning in secondary schools in Eritrea. Some of these recommendations include • Training teachers on how to prepare teaching aids and integrate them into their lessons • Creating resource centers at school and at the regional level to facilitate easy access. to the necessary equipment; and • Minimize teachers' load in order for teachers to have enough time for preparation.
An analysis of the Eritrean grade 9 biology textbook
(University of the Western Cape, 2000) Suleiman, Ali; Joenker, Lewis
Teachers during various seminars, workshops, and departmental meetings continuously complained about the inadequacy of the grade 9 biology textbook used in the Eritrean secondary schools. Among others, the teacher's concern has provided a necessary stimulus for embarking on this research which sought to determine the role, quality, readability, and relevance of the Eritrean grade 9 biology textbook, based on the teachers' and students' perceptions. Interviews, questionnaires, the Cloze test, and Word Difficulty Index were used to collect the data. The interviews and questionnaires provided information on how the textbook was being used by both teachers and students. In addition, they provide information about the quality of the textbook and its relevance to the daily life experiences of the students. The finding of this study reveals that both teachers and students use the textbook as the major source of information. Also, the factors that determine the quality of the textbook were found to be poor except for the physical features and organization. With respect to relevance, very limited attempts were made to link biology to the daily life experiences of the students. The Cloze test results and Word Difficulty Index show that the students clearly experience difficulty in understanding what they have read. In conclusion, this study makes some recommendations to writers on how to improve the quality of the textbook. Moreover, the Cloze test and Word Difficulty Index provided information on the readability of the textbook. results obtained Finally areas suggested. in this study are by no means exhaustive. warranting further investigation is suggested.
On errors in elementary differential calculus: a case study at a technikon
(University of the Western Cape, 1996) Naidoo, Richard; Julie, Cyril; Persens, Jan
The thesis sought to investigate the errors made in elementary differential calculus by students studying engineering at technikons. A sample of 45 first year students from a technikon's engineering faculty were interviewed and questioned on their understanding of ideas considered to be important in elementary differentiation. Differentiation tasks were used to determine the kind of errors first year technikon students make in elementary differential calculus. Subsections of the tasks were regrouped to form twelve items, each item relating to one aspect of differentiation. These aspects were grouped into four sections: elementary algebra, EE of change, limits and infinity, and differentiation. The errors in the four sections were analysed according to a classification of errors. This classification of errors was linked to concepts in cognitive theory. Analysis of the data reveals that there were more structural errors than executive or arbitrary errors in the sections on elementary algebra, rate of change and differentiation. There were more executive errors than structural errors in the section on limits and infinity. The structural errors were due to the students not applying the correct group of principles to the tasks while the executive errors were due to the students either omitting or replacing one substage in a correct rule by an inappropriate or incorrect operation. It is recommended that the errors can be alleviated by the use of appropriate computer technology such as spreadsheet and differential calculus software.
Teachers' perceptions of the algebra section of the prescribed Eritrean grade ten mathematics textbook
(University of the Western Cape, 2000) Tedla, Araia Hagos; Julie, Cyril
I taught mathematics for thirteen years at different secondary schools of Eritrea . During this period I observed that students in secondary schools perform poorly in mathematics . In many workshops and departmental meetings teachers were frequently complaining about the drawbacks of mathematics textbooks , particularly about the contents and presentations in the grade ten mathematics textbook. This motivated me to make a study of the described textbook , and to forward some recommendations for the development of the textbook .
An analysis of the Eritrean grade 9 biology textbook
(University of the Western Cape, 2000) Suleiman, Ali; Joenker, Lewis
Teachers during various seminars, workshops, and departmental meetings continuously complained about the inadequacy of the grade 9 biology textbook used in the Eritrean secondary schools. Among others, the teacher's concern has provided a necessary stimulus for embarking on this research which sought to determine the role, quality, readability, and relevance of the Eritrean grade 9 biology textbook, based on the teachers' and students' perceptions. Interviews, questionnaires, Cloze test, and Word Difficulty Indexes were used to collect the data. The interviews and questionnaires provided information on how the textbook was being used by both teachers and students. In addition, they provide information about the quality of the textbook and its relevance to the daily life experiences of the students. Moreover, the Cloze test and Word Difficulty Index provided information on the readability of the textbook. The finding of this study reveals that both teachers and students use the textbook as the major source of information. Also, the factors that determine the quality of the textbook were found to be poor except the physical features and organization. With respect to relevance, very limited attempts were made to link biology to the daily life experiences of the students. The Cloze test results and Word Difficulty Index shows that the students clearly experience difficulty in understanding what they have read. In conclusion, this study makes some recommendations to writers on how to improve the quality of the textbook. The results obtained Finally areas suggested warranting further investigation in this study are by no means exhaustive.

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