Assessment of Textbooks . Comparative Analysis : Students vs. Teachers

Abstract

The present study tries to determine the different attitude of students enrolled in the 1st, 2nd or 3rd year of study in the blended weekend classes programme (N=144) on the
assessment of textbooks and face-to-face activities. The study also took into consideration the results of teachers (N=16) that self -assessed the textbook using an eight -indicator questionnaire. The results for the intergroup comparisons underline that the freshmen and the
teachers have higher expectations on the informational design and on the contents of the textbook, but also on its units’ utility than the second year students or the sen iors (F=11,452, p<.001). There were similar results for the assessment of face -to-face activities; the teachers
and the freshmen expressed higher de mands than the 2
nd year students and the seniors (F=10,064, p<.001). The main concern for the teachers should be the needs of the freshmen because these have a higher degree of expectations for the academic course s performed by
the teachers directly within face-to-face activities and/or indirectly through textbooks.