“Beyond the Pages: A Critical Analysis of the Contents of Chemistry Textbooks Used in Nigerian Secondary Schools for Instructional Effectivenessâ€

Chemistry textbooks serve as the major tool for instruction and learning chemistry concepts in Nigerian secondary schools. Chemistry is a foundational science, recognized as vital for fostering scientific literacy in developing countries such as Nigeria. A sound grasp of its principles is essential for comprehending other scientific disciplines. However, educators and stakeholders in Nigeria have voiced concerns regarding the quality of chemistry textbooks employed in secondary school instructions. Consequently, this study undertook a thorough examination of the content of these chemistry textbooks. An evaluation research design was chosen for this investigation, and two research questions were formulated to direct the study. From a compilation of thirteen approved chemistry textbooks utilized in Nigerian secondary schools, five commonly prescribed texts were intentionally selected. The collected data underwent analysis using percentages and the Quantitative Approach to Content Evaluation of Science Texts (QACEST) proforma. The findings revealed that all chemistry textbooks demonstrated adequate topical breadth but fell short in the depth of sub-topical explanations and end-of-chapter summaries thus not reflecting the Nigerian Chemistry curriculum well. The results further indicated that none of the textbooks incorporated the modern constructive method of textbook development. These outcomes have significant repercussions for student engagement and achievement in chemistry, as well as their pursuit of further scientific careers, thereby making the attainment of national scientific literacy an elusive goal. Based on these findings, recommendations were made.