The Importance of Visual Illustrations in Recommended Primary and Secondary School Textbooks in Calabar

Abstract

Many recommended primary and secondary school textbooks in Nigeria do not include visual illustrations that are
adequate in terms of their relevance to the social and cultural reality of most pupils and ability to fully capture narratives and ideas
in an interesting way that can excite children in the learning environment. This study sort to find out the roles visual illustrations in
textbooks, as instructional materials, play in teaching and learning in Nigerian primary and secondary schools. In terms of
methodology, pupils and teachers in three schools, Hillcrest High, Big Qua Girls and Aunty Margaret, all in Calabar metropolis,
were randomly sampled to find out the importance of visual illustrations in teaching and learning processes. The result indicated
that 30 (or 100%) of the teachers in the 3 secondary schools believe that cartoons and illustrations are vital in the learning
process; and 52 (or 86.7%) of the responding pupils believe that visual illustrations in textbooks help them to learn. The research
concludes that primary and secondary school authorities in Nigeria need to demand not just for culturally relevant visual
illustrations, but also for visuals that adequately and interestingly formulate stories and ideas inherent in recommended textbooks.
The study also suggests that it is important for government to make and enforce policies concerning the inclusion of culturally
appropriate and visually adequate illustrations in recommended primary and secondary school textbooks.