An evaluation of the Quality of the Namcol Grade 10 English Learning Materials

Abstract

Abstract provided by author:

The results of the study showed that: 1) NAMCOL Grade 10 English learning materials for distance education learners contained the qualities as identified by several authors (IGNOU, 1988; Hartley, 1985; Rowntree, 1990; and others) and discussed in the literature as essential for stimulating active participation. The identified qualities were: the conversational style of writing, the statement of learning objectives, use of simple language, use of illustrations, use of assessment activities, provision of feedback and many others. 2) The extent to which these qualities were displayed in the learning materials varied from module to module. Module 2 contained these qualities to the large extent, followed by Module 1, while Module 3 embedded these to some extent. 3) All 3 Modules contained most of the learning -aspects as prescribed in the subject syllabus. 4) The shortcomings identified in all 3 modules adversely affected the desirable quality of the learning materials and, as a result, undermined to some extent their effectiveness in stimulating active learning

Based on the research fmdings, the following conclusions were made: 1) The NAMCOL Grade 10 English learning materials contained a great deal of the desirable qualities identified in the literature to be essential for enhancing learning; 2) These qualities were reflected more prominently in Module 2, followed by Module 1 while the quality of the materials in Module 3 was undermined by the great number of shortcomings found in this module. 4) Furthermore, the learning materials were found to possess most of the learning aspects as prescribed by the subject syllabus

The findings of the study led to the following recommendations: 1) More details should be provided in discussing some identified learning aspects, such as: simple present tense, verbs and adverbs, continuous writing (essays, informal letters, notices, reports, summaries), to mention a few; 2) Listening and communication skills should form part of the learning aspects in the materials as these are some of the essential aspects of the syllabus; 3) Due to the great number of shortcomings found in Module 3, it is recommended that the entire module be revised in order to minimize or eliminate all identified mistakes. 4) Furthermore, it is strongly recommended that the Course Writers employed by the NAMCOL's Programmes and Materials Development division (PMD) be sufficiently exposed to the guidelines set for the writing of the learning materials for distance education as laid down by IGNOU, 1988; Rowntree, 1990; and many others. PMD should make these guidelines available to all course writers. These guidelines should be used as resource materials in training the course writers. These are some of the practical strategies that, if implemented, will: 1) help bringing about the desirable improvement in the development of the distance education materials for Grade 10 English in particular as well as for the other subjects offered at NAMCOL and 2) ensure that the learning materials developed by NAMCOL contain the desirable qualities that are believed to enhance active learning

To ensure that the information collected for the study was reliable and consistent, the two day workshop organized by the researcher was held for all the participants at which the evaluation of the materials took place. In addition, the researcher also undertook to evaluate the materials using the same instruments as used by the respondents