Preference for Mathematics Textbook Illustrations among Primary School Pupils in Ibadan: Implications for Counselling Psychology

Dr. Muraina Kamilu Olanrewaju

doi:10.25159/2312-3540/7876

Authors

Dr. Muraina Kamilu Olanrewaju Prince Abubakar Audu University

DOI:

https://doi.org/10.25159/2312-3540/7876

Keywords:

paper quality, colour illustration, mathematics textbook preference

Abstract

The purpose of this study was to investigate the preference among primary school pupils in Ibadan in terms of mathematics textbook illustrations and its implications for counselling psychology. An ex post facto descriptive research design was used in the study. One hundred and three (103) respondents were selected from public primary school pupils in Ibadan, Oyo State, Nigeria. The respondents were measured with self-developed scales and the data obtained was analysed using the Pearson Product Moment Correlation Coefficient (PPMC) and Statistical Package for the Social Sciences (SPSS) software. Two (2) research questions were raised and answered in the study. The results show that there is a significant relationship between paper quality and preference for mathematics textbook illustrations (r = .712; P<0.05), and there was a significant relationship between colours used in the book and mathematics textbook illustration preferences (r = .841; P<0.05). In view of these findings, the study stresses that educational stakeholders and counsellors should intensify their effort to organise conferences on the implications of these factors (e.g., colour and paper quality, among others) relating to the pupils’ preferences for textbooks, which invariably affect reading comprehension of the pupils.

Metrics

Metrics Loading ...

References

Haynes, C. 1988. “Explanatory Power of Content for Identifying Children’s Literature Preferences.” Dissertation Abstracts International 49 (12): 3617A. UMI No. DEW8900468.

Herrera, J. F. 2006. The Upside Down Boy: El niño de cabeza. San Francisco, CA: Children’s Book Press.

Hildreth, C. S. 2006. Raising the Rainbow Generation: Teaching Your Children to be Successful in a Multicultural Society. New York, NY: Simon & Schuster.

Katz, P. A. 1983. “Developmental Foundations of Gender and Racial Attitudes.” In The Child’s Construction of Social Inequality, edited by R. L. Leahy, 41–78. New York, NY: Academic Press.

Kincade, K. M. 1991. “Patterns in Children’s Ability to Recall Explicit, Implicit, and Metaphorical Information.” Journal of Research in Reading 14 (2): 81–98. https://doi.org/10.1111/j.1467-9817.1991.tb00010.x. DOI: https://doi.org/10.1111/j.1467-9817.1991.tb00010.x

Kragler, S. 2000. “Choosing Books for Reading: An Analysis of Three Types of Readers.” Journal of Research in Childhood Education 14 (2): 133–41. https://doi.org/10.1080/02568540009594758. DOI: https://doi.org/10.1080/02568540009594758

Langerman, D. 1990. “Books and Boys: Gender Preferences and Book Selection.” School Library Journal 36 (3): 132–36.

Muraina, K. O., and M. Muazu. 2017. “Emotional Intelligence, Self-Esteem and Study Skills as Psycho-Social Factors Predicting Academic Stress of In-School Adolescents in Yobe State, Nigeria.” Maiduguri Journal of Education Studies (MAJES) 10: 36–48.

Owoyele, J. W., and K. O. Muraina. 2016. “Correlational Study of Self-concept and Study Habit on Mathematics Anxiety among Secondary School Students in Oyo North Senatorial District, Nigeria.” African Journal of Educational Management (AJEM) 17 (2): 225–39.

Reutzel, R. D., and K. Gali. 1998. “The Art of Children’s Book Selection: A Labyrinth Unexplored.” Reading Psychology 19 (1): 3–50. https://doi.org/10.1080/0270271980190101. DOI: https://doi.org/10.1080/0270271980190101

Rudman, M. K. 1995. Children’s Literature: An Issues Approach. New York, NY: Longman.

Timion, C. S. 1992. “Children’s Book Selection Strategies.” In Reading/Writing Connections: Learning from Research, edited by J. W. Irwin and M. A. Doyle, 204–22. Newark, DE: International Reading Association.

UNESCO (United Nations Educational, Scientific and Cultural Organization). 2015. World Education Forum 2015 Final Report. Paris: UNESCO. Accessed March 23, 2022. https://unesdoc.unesco.org/ark:/48223/pf0000243724.