Abstract
There have been several studies of the quality of instruction in developing country classrooms that underline the paucity of text and other learning materials (e.g., Eisemon, Nyamete, & Cleghorn, 1989; Heyneman & Jamison, 1980; MacDonald, 1990; Ochola, 1983; Wandiga, 1994). The implications drawn from this research are that the quality of instruction would improve if text materials were more plentiful; that student instruction would improve if text materials were more plentiful; students would become more efficient readers if more books were available; scores on national tests would improve; more students would graduate from secondary school and so on.
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© 2004 Alan Peacock and Ailie Cleghorn
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Murila, B. (2004). Using Science Textbooks in Kenyan Primary Schools. In: Peacock, A., Cleghorn, A. (eds) Missing the Meaning. Palgrave Macmillan, New York. https://doi.org/10.1057/9781403982285_9
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DOI: https://doi.org/10.1057/9781403982285_9
Publisher Name: Palgrave Macmillan, New York
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