This app contains the follow English Version book for class students in Bangladesh. "বাংলা সাহিত্য", "বাংলা সহপাঠ", "বাংলা ভাষার ব্যাকরণ", "রচনাসম্ভার". ENGLISH FOR TODAY CLASSES NATIONAL CURRICULUM & TEXTBOOK BOARD, DHAKA Prescribed by the National Curriculm & Textbook Board as a. Class Accounting text book bengali. byNCTB. Publication date Usage Public Domain Mark Topics text-book. Collection.
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Download Class Book NCTB Textbook for SSC apk for Android. Read and Download all NCTB Text Books for Science, Commerce . Students can also download free class books pdf for offline use. All the NCTB text books on this app is in bangla with perfect fonts so that class Description of Class NCTB Book Science. This is an bangla Educational android app. This app contains all the NCTB text books of Bangladesh Education .
This study highlights the perception of teachers on an evaluation of English language textbook. To achieve this goal, an evaluation scale was developed on the basis of language teaching and learning criteria that determine the specifications of good quality textbook. The sample of the study consisted of 45 male and female secondary school teachers. The researchers developed a item questionnaire and one open-ended to evaluate the textbook. Alpha formula was used in order to determine the reliability of the questionnaire. Descriptive statistics were carried out to interpret the data. The questionnaire included six main domains: attractiveness of the text and physical make-up, subject and content, exercises and activities, language type, language skills and context.
The sequence is lockstep. The activities, readings, visuals, etc. The material may go out of date. The timetable for completing the textbook or parts of it may be unrealistic.
Graves, , pp. Similarly he asserts it is significant to view the images that teachers have as this reflects their attitudes and beliefs toward textbooks which will impact on how teachers use textbooks. Criteria for Textbook Evaluation The evaluation of textbooks within education by different people has engendered a diversity of reasons in conducting themselves in such a process. To others, it designates the annual assessment of a language program for improvement and to the others, it gives the opportunity to determine whether or not adopt a particular book for use in class Arikan, Textbooks are, undoubtedly, one of the fundamental components of curriculums.
Richards expresses that in some situations, textbooks serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. So, when it comes to evaluating textbooks, on the other hand, such points as layout and design, activities, language skills, language type, and subject and content come to the fore.
The idea of evaluating textbooks is seen by some to be closely linked to the selection of textbooks. The evaluation helps the selection, which serves as an important decision-making process. However, evaluation of textbooks is also considered to function as a kind of educational judgment.
To put forward the idea of textbook evaluation, Cunningsworth concludes that materials evaluation helps us to make decisions in selecting textbooks, form professional judgments as well as raise awareness of our teaching and learning experience. As the significance of evaluating textbooks, Cunningsworth proposes four criteria for evaluating textbooks. One teacher may, therefore, look at a book in terms of its usability, flexibility and adaptability.
On the other hand, anther one may look at a textbook much more critically in terms of its theoretical orientation and approach. To achieve this objective, the research was designed by using descriptive research model. Participants and settings The participants of this study were 45 Bangladeshi school teachers in different experiences who taught in English classes at the secondary school. They participated in the study from different parts of the country; all of them use Bangla as their native language.
The present study consisted of 45 male and female English teachers, and it is classified according to independent variables as in tables Table 1. All data, except handwritten responses to the two open-ended questions, would be coded and entered into a database for statistical analysis Version The second part of the questionnaire required teachers to rank items from a list of textbook evaluation scale based on their experiences using English for Today for class at the secondary schools of Bangladesh.
In the questionnaire, the Likert scale was followed provided in Appendix A. The second part of the questionnaire was grouped under six domains as shown in table 4. To determine the reliability of the questionnaire, Alpha formula was used as in table 4. Table 4.
In presenting the results of the study, the means, standard deviations and percentages of each item were calculated to describe and summarize the responses of students. The results of items that relate to each evaluation criteria were presented in tables and explanations were provided accordingly. Result For data analysis, a five- point scale was used, and the percentages were as follows: 1.
For the total score of attractiveness of the text and physical make-up, the degree was moderate where the percentage of response was Table 6.
For the total score of subject and content domain, the degree is moderate where the percentage of responses is Table 7. For the total score of exercises and activities domain, the degree is moderate where the percentage of response is Table 8.
Table 9. For the total score of language type domain, the degree is moderate where the percentage of response is Rank Order of domains and total score of evaluation Table Teachers perceived the mixed understanding and made suggestions based on their experiences of using the textbook in the classroom. A total of 27 teachers out of 45 stated their comments and suggestions See Table The subjects of the questionnaires were 45 school teachers across Bangladesh.
Based on the results of textbook evaluation in this study, it is an interesting phenomenon that there is no significant difference in textbook selections. That is, the average frequency point for each feature of textbook has no statistically significant difference.
However, it has found out that teachers still have different points of view on attractiveness of the text and physical make- up, subject and content, context and language type domain respectively.
Total means score also highlighted this perception very clearly See Table In term of language type, the results indicated that the reading texts were meaning and authentic. However, some writings were difficult for most of the students. This is because students are required to write long paragraphs, essays or letters; they have also to deal with tables, figures and make comparisons.
On the other hand, all sorts of writings in the textbook are guided and controlled; this does not give a good chance for students to write freely and express themselves through writing what they feel, enjoy and prefer. Android 4. Update on: Similar to Class Book HAGO 2.
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