A multi-theoretical analysis of the dynamics and effects of terminology in Nigerian and South African high school textbooks on life sciences

Abstract

The performance of students in science subjects continues to be a source of concern in many African countries. In Nigeria and South Africa, one explanation frequently given has to do with students‘ proficiency levels in the medium of instruction and textbook publishing. Although several studies have been conducted from these standpoints, the issue of terminology variation within and across textbooks, and between textbooks and assessment tasks in English-language science textbooks, seems to be understudied. As a consequence, we do not know how terminological variation manifests, its effects on learners‘ achievement and the strategies learners can use to respond to it. Against this background, this study uses a multi-theoretical framework to examine the dynamics of terminology in Life Sciences textbooks in the context of learner‘s engagement with written science.